from the National Institute of Early Education Research (NIEER) - Rutgers University
Continued Impacts of New Mexico PreK on Children's Readiness for Kindergarten: Results from the Third Year of Implementation
By Jason T. Hustedt, W. Steven Barnett, Kwanghee Jung, Alexandra Figueras-Daniel
September 2009
The third report in NIEER's multi-year study of New Mexico's prekindergarten program shows that children who attended the New Mexico PreK initiative scored higher in early math, language, and literacy than children who did not attend the program.
The authors of the report found that:
Children who attended New Mexico PreK during the 2007-2008 school year scored higher on assessments of early math and literacy skills in comparison to children who did not attend. These skills include addition and subtraction, telling time, knowledge of letters, and familiarity with words and book concepts. Gains in early math and literacy at kindergarten entry can be attributed to participating in New Mexico PreK programs the previous year.
Separate sets of analyses conducted for PreK programs offered by the New Mexico Public Education Department (PED) and the Children, Youth and Families Department (CYFD) show that PED and CYFD PreK programs produce similar results.
When the researchers combined child assessment data from the first three years of the New Mexico PreK program, they found further evidence that New Mexico PreK produces positive impacts on children's early math, language, and literacy skills.
Read the complete report
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