The Relationship Between State-Level Comprehensive Curriculum Regulations and Preschool Participation
Smither Wulsin, Claire Elizabeth
Thomas, Adam T
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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