Alabama Pre-K Results

 

NEW analysis shows that low income third and sixth graders who attended First Class Pre-K were more likely than their peers to be proficient in reading and math on Alabama's 2016 ACT-ASPIRE assessment. Click here to see the breakdown in a chart from the Alabama Department of Early Childhood Education.

In February 2018, Governor Ivey also announced an in-depth study of Alabama third graders that found that the state's First Class Pre-K program significantly narrowed the academic achievement gaps that typically exist between children in poverty and their more affluent peers, and between minority children and non-minority children. The new study, “Achievement Gap Closure and Gains Associated with Alabama’s First Class Pre-K,” was conducted for the Alabama Department of Early Childhood Education by a research team that includes the University of Alabama at Birmingham and the Public Affairs Research Council of Alabama.

The new research echoes a 2012 study by the Public Affairs Research Council of Alabama that analyzed student achievement through the sixth grade and found that alumni of Alabama's First Class Pre-K program consistently outperform their peers in reading and math on state assessments. PARCA also found that the typical achievement gap between low-income students and their higher-income peers was closed significantly for students that participated in First Class Pre-K. Click here for an achievement gap closure analysis. Click here to read an executive summary of the PARCA study.

The Alabama Department of Early Childhood Education also reports that, despite children entering the program with significant early achievement gaps on developmental assessments, Alabama First Class Pre-K students leave ready for kindergarten. They also have higher attendance rates and are less likely to repeat a grade or need special education services, compared with children that did not participate in the program. 
 
Percentage of First Class Pre-K students meeting or exceeding developmental expectations for their age at the beginning and end of the pre-k school year (Source: ALDECE Teaching Strategies GOLD Assessment)


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