July 2019

Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis

This paper provides compelling evidence that Tennessee PreK students who subsequently experienced “sustaining environments” – meaning they attended high performing K-3 schools and were taught by highly effective teachers – significantly outpaced their peers who also attended high performing schools and had highly effective teachers but who had not attended Tennessee’s Voluntary PreK program.

Author(s): Francis Pearman, Matthew Springer, Mark Lipsey, Mark Lachowicz, Dale Farran, Walker Swain Organization: Annenberg Institute at Brown University
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