The Relationship Between State-Level Comprehensive Curriculum Regulations and Preschool Participation
Smither Wulsin, Claire Elizabeth
Participation in preschool is one of the strongest predictors of future school success that policy makers can directly influence. Previous studies have examined preschool state-level regulations as a package, finding mixed relationships between quality and participation. When examined individually, teacher and classroom regulations have been found to be positively associated with preschool participation. This study estimates a fixed effect model to study the relationship between state-level comprehensive curriculum regulations and preschool participation, controlling for family characteristics, economic factors, regional variation, and other state regulations. I find evidence of a small, positive, and statistically significant relationship between state-level comprehensive curriculum regulations and preschool participation in states with low levels of state preschool program access and low levels of poverty.
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