DPP and High School Outcomes

An examination of college readiness indicators

May 21, 2024

Vi-Nhuan Le, NORC at the University of Chicago

Diana Schaack, University of Colorado, Denver

Previous

DPP evaluations show positive relationships in the short- and medium- terms

1. At kindergarten entry, DPP children showed better school readiness

– Higher reading scores

– Better social-emotional skills

– Better physical development

2. Positive outcomes persisted through fifth grade

– Lower retention

– Better attendance

– Higher likelihood of redesignation from English language learner status

Little is known about the longer-term effects of nontargeted preschool programs

1. Tulsa’s UPK participants showed more favorable outcomes at middle school

– Higher math achievement

– Greater likelihood of enrolling in an honors class

2. Boston’s UPK participants showed better outcomes at high school

– Higher likelihood of taking the SAT (but not better scores)

– Fewer suspensions

– Lower likelihood of involvement with the criminal justice system

COVID-19 disrupted our high school data collection

Our analytic approach focused on college readiness indicators

1. Outcomes included

– On track to graduation status (defined as attaining sufficient course credits to graduate in four years)

– Standardized college admissions test scores

– AP test taking

2. Multiple regression with controls for student demographics

3. Sample sizes varied from hundreds (certain AP courses) to thousands (standardized tests)

DPP participation showed positive relations to course credit attainment and standardized test scores

Note. Standardized tests shows the percent meeting expectations

But no effects were found on AP test performance

Notes. AP course titles show the percent who passed the test.

None of the differences were statistically significant.

Where do we go from here?

1. Add to our current analysis with additional years of data

2. Outcomes we will be examining in the next few years:

– Graduation status

– Enrollment in postsecondary institution

– College persistence

3. Analyses of postsecondary graduation outcomes can’t be completed anytime soon

Can we look at other indicators besides postsecondary outcomes?

1. Voting data (using Catalist)

2. Linked Information Network of Colorado (LINC)

– Colorado Department of Human Services (TANF, SNAP, juvenile justice services)

– Colorado Department of Labor and Employment (Employment and wages)

– Colorado Department of Higher Education (to track students who leave DPS)