Pre-K Arrangements at Age 4 and the Likelihood of Receiving Special Education Services in Kindergarten
There is extensive research on the short and long-term benefits of quality early childhood care and education. Generally the strongest positive effects are found among high quality demonstration projects. This study uses data from the Early Childhood Longitudinal Study, kindergarten class of 1998-99 and probit regression analysis to evaluate the effect of broad-based early childhood care and education arrangements of children in the year before they enter kindergarten on the likelihood a child receives special education services in kindergarten. I find that across all children in the analysis sample a child's pre-K arrangements at age 4, after controlling for likely covariates, are not statistically significant predictors of a child receiving special education services in kindergarten. However, among children in low socio-economic status families, children in center-based care were moderately statistically significantly less likely to receive special education services in kindergarten than their peers in predominantly parental care.
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