A Reanalysis of Impacts of the Tennessee Voluntary Prekindergarten Program. EdWorkingPaper No. 19-28
Tyler W. Watts; Greg J. Duncan; Mariela Rivas (2019). Annenberg Institute for School Reform at Brown University. Retrieved from: https://eric.ed.gov/?id=ED670862
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examining2,876Students, gradesPK-6
Single Study Review
Review Details
Reviewed: May 2026
- Single Study Review (findings for Tennessee Voluntary Prekindergarten program (TN-VPK))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Woodcock-Johnson Tests of Achievement, 3rd Edition (WJ-III) composite score |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
411.30 |
407.40 |
Yes |
|
||
| Show Supplemental Findings | |||||||||
|
Tennessee Comprehensive Assessment Program (TCAP) composite score |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
-0.08 |
0.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Gifted and talented program placement |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
1 Year |
End of kindergarten year;
|
0.30 |
0.30 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Gifted and talented program placement |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
2 Years |
Grade 1;
|
0.20 |
0.60 |
No |
-- | ||
|
Gifted and talented program placement |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
0.40 |
1.30 |
Yes |
|
||
|
Gifted and talented program placement |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
3 Years |
Grade 2;
|
0.30 |
1.10 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Tennessee Comprehensive Assessment Program (TCAP) Reading |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
0.00 |
0.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Woodcock-Johnson Tests of Achievement, 3rd Edition (WJ-III) mathematics composite score |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
-0.16 |
-0.40 |
Yes |
|
||
| Show Supplemental Findings | |||||||||
|
Woodcock-Johnson, 3rd Edition (WJ-III) Quantitative Concepts Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
422.30 |
419.10 |
Yes |
|
||
|
Woodcock-Johnson, 3rd Edition (WJ-III) Applied Problems Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
409.60 |
405.80 |
Yes |
|
||
|
Tennessee Comprehensive Assessment Program (TCAP) Math |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
-0.04 |
0.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Woodcock Johnson, 3rd Edition (WJ-III) Letter-Word Identification Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
344.10 |
337.10 |
Yes |
|
|
Woodcock-Johnson, 3rd Edition (WJ-III) Spelling Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
376.90 |
371.00 |
Yes |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Grade retention |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
1 Year |
End of kindergarten year;
|
3.70 |
5.20 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Grade retention |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
3 Years |
Grade 2;
|
0.80 |
1.40 |
No |
-- | ||
|
Grade retention |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
2 Years |
Grade 1;
|
4.30 |
2.90 |
No |
-- | ||
|
Grade retention |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
1.10 |
0.50 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Woodcock Johnson, 3rd Edition (WJ-III) Oral Comprehension Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
452.20 |
451.70 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Absences |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
1 Year |
End of kindergarten year;
|
0.09 |
0.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Absences |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
2 Years |
Grade 1;
|
0.03 |
0.00 |
No |
-- | ||
|
Absences |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
3 Years |
Grade 2;
|
0.05 |
0.00 |
No |
-- | ||
|
Absences |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
0.03 |
-0.02 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Tennessee Comprehensive Assessment Program (TCAP) Science |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
0.04 |
0.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
Disciplinary offenses |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
1 Year |
End of kindergarten year;
|
1.40 |
1.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Disciplinary offenses |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
3 Years |
Grade 2;
|
1.70 |
2.70 |
No |
-- | ||
|
Disciplinary offenses |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
2 Years |
Grade 1;
|
2.30 |
2.10 |
No |
-- | ||
|
Disciplinary offenses |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
4 Years |
Grade 3;
|
4.30 |
2.70 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Woodcock Johnson, 3rd Edition (WJ-III) Picture Vocabulary Subtest |
Tennessee Voluntary Prekindergarten program (TN-VPK) vs. Business as usual |
0 Days |
End of prekindergarten year;
|
463.00 |
459.70 |
Yes |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 49%
Male: 51% -
Rural, Suburban, Urban
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Tennessee
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Race Black 27% Other or unknown 24% White 49% -
Ethnicity Hispanic 23% Not Hispanic or Latino 77% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 100%
Study Details
Setting
The study took place in 79 oversubscribed Tennessee prekindergarten programs in 29 school districts that offered admission by lottery.
Study sample
The study sample included 3,131 low-income students who applied to oversubscribed participating prekindergarten sites where admission was determined by lottery. Children were eligible if they qualified for free or reduced-price lunch, were four years old by September 30 of the prekindergarten year, and had not applied for out-of-classroom special education services before prekindergarten. Study authors reported findings for 2,876 students.
Intervention Group
Students in the intervention group were offered enrollment in Tennessee’s voluntary prekindergarten program, funded by the Tennessee Department of Education to serve low-income children. Programs provided 5.5 hours of instruction per day, five days a week. Classrooms were led by state-licensed teachers endorsed in early childhood education and capped at 20 students. The state set broad program standards and provided an approved list of curricula for classrooms to use. Ultimately, 89% of students that were offered prekindergarten enrollment in the study attended a prekindergarten program.
Comparison Group
Children in the comparison group were not offered immediate enrollment in Tennessee’s voluntary prekindergarten program through the lottery. Instead they were placed on a wait list. A majority of children did not attend any prekindergarten program and received either home-based or center-based childcare. About 41% attended Tennessee’s voluntary prekindergarten program.
Support for implementation
No additional support was provided by the study for implementation.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Lipsey, Mark W.; Farran, Dale C.; Hofer, Kerry G. (2015). A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors through Third Grade. Research Report. Peabody Research Institute.
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Lipsey, MW., Farran, DC., and Durkin, K. (2018). Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade. Early Childhood Research Quarterly. Volume 45, pp 155-176. https://www.sciencedirect.com/science/article/pii/S0885200618300279.
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Kelley Durkin; Mark W. Lipsey; Dale C. Farran; Sarah E. Wiesen. (2022). Effects of a Statewide Pre-Kindergarten Program on Children's Achievement and Behavior through Sixth Grade. Developmental Psychology, v58 n3 p470-484.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, statistical significance, and sample size of the findings within a domain, the WWC assigns effectiveness ratings as one of the following: Tier 1 (strong evidence), Tier 2 (moderate evidence), Tier 3 (promising evidence), uncertain effects, and negative effects. For more detail, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).