The National Institute of Early Education Research (NIEER) at Rutgers University has recognized research on the persistence of the impact of First Class Pre-K.
Researchers from the University of Alabama at Birmingham, PARCA, ThinkData, and the Alabama Department of Early Childhood Education published a peer-reviewed article in the International Journal of Child Care and Education Policy showing the persistence of gains in math and reading for students who received First Class Pre-K. This article is the culmination of several years of work involving five cohorts of students over time.
The article, written for an academic audience, offers a detailed statistical analysis of recent findings of the research team already shared with policymakers and pre-K advocates in Alabama and authored by UAB, the Alabama Department of Early Childhood Education, and PARCA.
Results indicate that children who received First Class Pre-K were statistically significantly more likely to be proficient in both math and reading compared to students who did not receive First Class Pre-K. Further, there was no statistical evidence of fadeout of the benefits of First Class Pre-K through the 7th grade, indicating the persistence of the benefits into middle school.
You can read the published article here.
To read previous research about additional academic benefits of Alabama First Class Pre-K, especially as it pertains to educational equity, click here.