Does attending a state-funded preschool program improve letter name knowledge?

This study investigated the causal impact of the Virginia Preschool Initiative (VPI), a state-funded pre-K program, on children’s letter name knowledge using a regression discontinuity (RD) design. Children who attended the VPI program demonstrated significantly higher letter name knowledge—identifying an average of 9 more letters—compared to peers who had just begun the program. Findings highlight the positive contribution of state-funded preschool to foundational early literacy skills.