Datasets from an impact evaluation of a targeted prekindergarten program

Bianca Montrosse-Moorhead; Shaun M Dougherty; Tamika P La Salle; Jennie M Weiner; Hannah M Dostal

doi:10.1016/j.dib.2019.104881

Datasets from an impact evaluation of a targeted prekindergarten program

Data Brief. 2019 Nov 29:28:104881. doi: 10.1016/j.dib.2019.104881. eCollection 2020 Feb.

Authors

Bianca Montrosse-Moorhead¹, Shaun M Dougherty², Tamika P La Salle¹, Jennie M Weiner³, Hannah M Dostal⁴

Affiliations

¹ Department of Educational Psychology, University of Connecticut, USA.
² Department of Leadership, Policy, and Organizations, Vanderbilt University, USA.
³ Department of Educational Leadership, University of Connecticut, USA.
⁴ Department of Department of Curriculum and Instruction, University of Connecticut, USA.

Abstract

Given general trends in extant research on the impact of prekindergarten and that the structure and implementation of prekindergarten programs vary by state, researchers, educators, and policymakers are raising questions about what works, for whom, under what conditions, and the cost-benefit of such endeavors. Yet not all states have formally examined program impacts and few datasets have been expressly collected to evaluate effects. The current data article represents empirical examinations in the state of Connecticut on the comparability of treatment and control groups, tests of the robustness of impact estimates, and the psychometric properties of outcome measures. Stata code for replication purposes is included.

Keywords: Evaluation dataset; Prekindergarten.