Reforming Preschools and Schools

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Reforming Preschools and Schools Greg J. Duncan, PhD, Katherine Magnuson, PhD, Richard J. Murnane, PhD Academic Pediatrics Volume 16, Issue 3, Pages S121-S127 (April 2016) DOI: 10.1016/j.acap.2015.12.003 Copyright © 2016 Academic Pediatric Association Terms and Conditions

Figure 1 Rates of kindergarten proficiencies for poor, near-poor, and middle-class children. Authors' calculations from the US Early Childhood Longitudinal Survey—Kindergarten Cohort. Poor is defined as income below the official US poverty thresholds. Near poor is defined as income between 1 and 2 times that poverty line. Middle class is defined as income above twice the poverty line. Academic Pediatrics 2016 16, S121-S127DOI: (10.1016/j.acap.2015.12.003) Copyright © 2016 Academic Pediatric Association Terms and Conditions

Figure 2 End-of-year impacts of Boston pre-K on literacy and mathematics. ***P < .001. Weiland and Yoshikawa.24 Academic Pediatrics 2016 16, S121-S127DOI: (10.1016/j.acap.2015.12.003) Copyright © 2016 Academic Pediatric Association Terms and Conditions

Figure 3 Impacts of winning the lottery to attend a New York City Small High School of Choice. **P < .01. Unterman.39 Academic Pediatrics 2016 16, S121-S127DOI: (10.1016/j.acap.2015.12.003) Copyright © 2016 Academic Pediatric Association Terms and Conditions