DPP and High School Outcomes

DPP and High School Outcomes An examination of college readiness indicators

DPP and High School Outcomes May 21, 2024

Vi-Nhuan Le, NORC at the University of Chicago Diana Schaack, University of Colorado, Denver

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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

3

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

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COVID-19 disrupted our high school data collection Academic Years Cohort

0809

0910

1011

1112

1213

1314

1415

1516

1617

1718

1819

1920

2122

2223

2324

1

PreK

K

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th 11th 12th

1st

2nd

PreK

K

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th 11th 12th

1st

PreK

K

1st

2nd

3rd

4th

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6th

7th

8th

9th

10th 11th 12th

PreK

K

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th 11th

PreK

K

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

PreK

K

1st

2nd

3rd

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PreK

K

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2nd

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PreK

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PreK

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2nd

3rd

4th

5th

6th

2 3 4 5

6 7 8 9

2021

Pandemic 1st high school cohort

Data collection resumes

5

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)

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

DPP

Non-DPP

Difference

On track to graduation

73.9%

70.1%

3.8%

SAT 8/9 (Verbal)

54.0%

48.9%

5.1%

SAT 8/9 (Math)

37.3%

33.6%

3.7%

PSAT (Verbal)

56.0%

51.5%

4.5%

PSAT (Math)

32.9%

29.0%

3.9%

SAT (Verbal)

49.1%

45.0%

4.1%

SAT (Math)

31.1%

26.0%

5.1%

Note. Standardized tests shows the percent meeting expectations

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But no effects were found on AP test performance Outcome

DPP

Non-DPP Difference

Number of AP tests taken

2.23

2.10

negligible

Number of AP tests passed

1.15

1.09

negligible

Calculus AB

41.8%

44.4%

-2.6%

English language

38.5%

37.8%

0.7%

English literature

72.7%

71.3%

1.4%

Spanish language

77.1%

79.9%

-2.8%

U.S. history

32.1%

30.4%

1.7%

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

None of the differences were statistically significant.

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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 Academic Years Cohort 1 2 3 4

21-22 22-23 23-24 24-25 25-26 26-27 27-28 12th

1st

2nd

3rd

4th

5th

6th

12th

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4th

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12th

1st

2nd

3rd

4th

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1st

2nd

3rd

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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)

Questions? Please email us at: le-vinhuan@norc.org

Thank You!