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ECIN Replication Package for "Assessing the Benefits of Education in Early Childhood: Evidence from a Pre-K Lottery in Georgia"

Principal Investigator(s):  View help for Principal Investigator(s) Henry Woodyard, Georgia State University; Tim Sass, Georgia State University; Ishtiaque Fazlul, University of Georgia

Version:  View help for Version V1

Name File Type Size Last Modified
  Data Processed 12/16/2024 03:59:AM
  Original Data 12/16/2024 03:59:AM
  Output 12/16/2024 03:59:AM
  Programs 12/16/2024 03:59:AM
README.pdf application/pdf 105.7 KB 12/15/2024 10:59:PM
project_flowchart.png image/png 183.2 KB 12/15/2024 10:59:PM

Project Citation: 

Woodyard, Henry, Sass, Tim, and Fazlul, Ishtiaque. ECIN Replication Package for “Assessing the Benefits of Education in Early Childhood: Evidence from a Pre-K Lottery in Georgia.” Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-12-16. https://doi.org/10.3886/E213461V1

Project Description

Summary:  View help for Summary Numerous studies have demonstrated a strong link between participation in pre-K programs and both short-term student achievement and positive later-life outcomes. Existing evidence primarily stems from experimental studies of small-scale, high-quality programs conducted in the 1960s and 1970s and analyses of the federal Head Start program.  Meanwhile, evidence on state-funded pre-K programs, with no income restrictions, is scant and inconclusive.  Using enrollment lotteries for over-subscribed school-based sites in Georgia’s universal pre-K program, we analyze the impact of participation on elementary school outcomes. We find that lottery-winning school-based Georgia Pre-K enrollees Lottery winners enter kindergarten more prepared in both math and reading than non-winning peers. Gains fade by the end of kindergarten, and some negative achievement effects emerge by grade 4. Free-and-reduced-price meal (FRPM) students benefit more compared to non-FRPM students in later grades, suggesting greater benefits from attendance for disadvantaged students.  Although we found no effects on discipline, lottery winners had one fewer absence each grade after kindergarten.

This is the replication package for the project. 

Scope of Project

Subject Terms:  View help for Subject Terms Administrative data; lottery data
JEL Classification:  View help for JEL Classification
      I21 Analysis of Education
      I24 Education and Inequality
      I28 Education: Government Policy
Manuscript Number:  View help for Manuscript Number ECIN-Apr-2024-0144
Geographic Coverage:  View help for Geographic Coverage Georgia, USA


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Published Versions

V2 [2025-02-14]

V1 [2024-12-16]

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