Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children

Child Dev. 2017 Sep;88(5):1743-1756. doi: 10.1111/cdev.12663. Epub 2016 Dec 6.


This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.

MeSH terms

  • Academic Performance / statistics & numerical data*
  • Child
  • Child, Preschool
  • Early Intervention, Educational
  • Female
  • Financing, Government / statistics & numerical data*
  • Florida
  • Hispanic or Latino / statistics & numerical data*
  • Humans
  • Male
  • Mathematics
  • Poverty / statistics & numerical data*
  • Reading
  • Schools, Nursery / statistics & numerical data*
  • Students / statistics & numerical data*