Appendix Table 5.

Effect of treatment curricula on child school readiness skills at the end of preschool, by outcome component measures

	PPVT	WJ Letter-Word	WJ Spelling	WJ Applied Problems	CMAA	Social Skills	Problem Behaviors
I. Literacy vs. HighScope and Creative Curriculum	0.05	0.07	0.17	0.07	−0.10	−0.25	−0.00
	(0.04)	(0.06)	(0.06)	(0.06)	(0.07)	(0.09)	(0.08)
N	860	850	800	840	850	850	860
II. Literacy vs. Locally-Developed Curricula	0.09	0.10	0.14	0.05	0.20	−0.26	0.17
	(0.08)	(0.13)	(0.09)	(0.10)	(0.09)	(0.20)	(0.19)
N	440	440	440	440	440	440	440
III. Math vs. HighScope and Creative Curriculum	0.16	−0.11	0.08	0.27	0.35	0.29	−0.15
	(0.10)	(0.12)	(0.11)	(0.14)	(0.11)	(0.20)	(0.17)
N	220	220	220	220	220	210	210
IV. Creative Curriculum vs. Locally-Developed Curricula	0.12	−0.01	−0.04	0.09	−0.08	−0.03	0.01
	(0.07)	(0.07)	(0.09)	(0.07)	(0.15)	(0.21)	(0.25)
N	360	360	360	360	360	350	350

Note. Each entry represents results from a separate regression. Standard errors clustered at the school-level are in parentheses. Fixed effects at the random assignment site level are included in all analyses. Standard errors are clustered at the classroom level. Models include fixed effects for the unit of random assignment (i.e. grantee, school). Child and family controls included child gender, race, age (months), baseline achievement and social skills; parent/primary caregiver education (years), whether working, age (years), annual household income (thousands), and whether receiving welfare. Missing dummy variables were included in the analyses to account for missing independent variables. Outcomes were standardized to have a mean of 0 and standard deviation of 1. Ns are rounded to the nearest 10 in accordance with NCES data policies.