The goal of this study was to evaluate the effects of attending a state-run preschool program that is rated as “higher quality” on a state's Quality Rating and Improvement System (QRIS) for children's outcomes in prekindergarten and kindergarten. It was expected that children who attended higher QRIS-rated programs would demonstrate greater gains in school readiness skills relative to children who received similar subsidies but attended lower-rated programs in the prekindergarten year. However, because there is little to base a hypothesis on with regard to longitudinal associations, we had no a priori hypotheses regarding potential effects into the fall and spring of kindergarten. Participants included 2 cohorts (N = 516; 50% female, M_age = 4.80 years). Data were collected on school readiness outcomes in the fall and spring of prekindergarten and kindergarten. Results suggested that participating in the higher-rated program was related to gains in language during the prekindergarten year that persisted into kindergarten. Findings indicated that children who participated in the program experienced greater gains in their math, literacy, and school readiness in kindergarten. However, the majority of the effects were generally small, albeit positive.

本研究的目的是评估参加一个被评为“更高质量”的国营学前教育项目对州的质量评估和改进系统 (QRIS) 对学前班和幼儿园儿童成果的影响。预计与接受类似补贴但在学前班参加较低等级课程的儿童相比，参加较高 QRIS 等级课程的儿童将在入学准备技能方面表现出更大的进步。然而，由于关于纵向关联的假设很少，我们没有关于对幼儿园秋季和春季的潜在影响的先验假设。参与者包括 2 个队列（N  = 516；50% 女性，M_年龄 = 4.80 年）。收集了学前班和幼儿园秋季和春季入学准备结果的数据。结果表明，参加更高等级的课程与持续到幼儿园的学前班语言的进步有关。调查结果表明，参与该计划的儿童在幼儿园的数学、识字和入学准备方面取得了更大的进步。然而，大多数影响通常很小，尽管是积极的。