The Institute of Education Sciences (IES) aims to bridge research and practice in education. In addition to collecting education statistics and funding a wide range of research, IES also makes major investments in building capacity among states, districts, and others to use objective, scientific evidence to improve education outcomes. The Regional Educational Laboratory (REL) program is one of IES's largest programs supporting the use of scientific evidence in education.
The study authors used a quasi-experimental design to compare children who had attended the Tennessee voluntary public prekindergarten program (TN-VPK) for 20 or more days to children who did not attend TN-VPK or attended fewer than 20 days. The study authors reported that children who participated for 20 days or more had higher math and reading achievement test scores after prekindergarten, lower math and reading achievement scores after second grade, and lower math achievement scores after third grade, compared to children who did not participate in TN-VPK or participated in TN-VPK for fewer than 20 days. The authors must demonstrate baseline equivalence for the children used in their analysis for the study to be able to meet WWC group design standards with reservations.
The average score for eighth-grade AI/AN students in reading was higher in 2009 than in 2007, and the percentage of AI/AN students at or above Proficient and at Advanced in mathematics was higher in 2009 than in 2005. (Read more)
Between 1985 and 2008, public school enrollment rose 26 percent, from 39.4 million to 49.8 million. (Read more)