Table 4.

Effects of treatment curricula on child school readiness skills at the end of preschool

	Literacy composite	Math composite	Academic composite	Social skills composite
I. Literacy vs. HighScope and Creative Curriculum	0.13	−0.02	0.04	−0.13
	(0.04)	(0.06)	(0.05)	(0.09)
N	860	860	860	860
II. Literacy vs. Locally-Developed Curricula	0.13	0.14	0.15	−0.17
	(0.11)	(0.09)	(0.09)	(0.18)
N	440	440	440	440
III. Math vs, HighScope and Creative Curriculum	0.05	0.35	0.25	0.15
	(0.10)	(0.11)	(0.11)	(0.18)
N	210	210	210	210
IV. Creative Curriculum vs. Locally-Developed Curricula	0.04	0.00	0.02	−0.03
	(0.07)	(0.11)	(0.09)	(0.23)
N	350	350	350	350

Note. Each entry represents results from a separate regression. Standard errors clustered at the school level are in parentheses. The literacy composite included PPVT, WJ Letter Word and WJ Spelling. The math composite included WJ Applied Problems, and CMAA. The academic composite weights the math and literacy composite scores equally. The social skills composite included teacher rated social skills and a reverse-coded teacher rated behavior problems (higher means fewer problems). Models include fixed effects for the unit of random assignment. Child and family controls included for 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.