Exploring New Research on Pre-K Outcomes. Policy Brief

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    • Availability:
      Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: [email protected]; Web site: http://www.ecs.org
    • Peer Reviewed:
      N
    • Source:
      8
    • Education Level:
      Early Childhood Education
      Preschool Education
      High Schools
      Secondary Education
      Elementary Education
      Kindergarten
      Primary Education
    • Subject Terms:
      Preschool Education; Outcomes of Education; Program Effectiveness; Reading Skills; Mathematics Skills; English Language Learners; Grade Repetition; High School Graduates; Graduation; Executive Function; Low Income Students; At Risk Students; Educational Quality; Educational Environment; Alignment (Education); Kindergarten; Social Development; Emotional Development; Student Behavior; Special Education; Language Skills; Science Achievement; Social Studies; Grade Point Average
    • Abstract:
      As pre-K programming increasingly garners more political attention and funding in the states, policymakers are seeking the most up-to-date and rigorous research to support decision-making and creation or expansion of these programs. High-quality pre-K has bipartisan support in part because of the vast amount of existing research detailing positive benefits -- notably that it is of great benefit to students from low-income families and those who are dual-language learners. However, some research also demonstrates that positive growth among pre-K students isn't consistently sustained over time. This idea is known as "convergence" or "fadeout," because the short-term gains of pre-K attendees may diminish in early elementary school. The reasons for these mixed findings vary. Some researchers have pointed out that large-scale, public pre-K often varies in quality from program to program, making comparisons difficult. Others have suggested that the convergence effect may be a function of the instruction provided in kindergarten and early elementary grades, which often focuses heavily on improving the skills of struggling students who may lack access to pre-K rather than building on the skills of pre-K attendees. This Policy Brief analyzes 15 research studies on the effectiveness of pre-K outcomes in programs across the country and finds evidence of sustaining effects beyond kindergarten.
    • Abstract:
      ERIC
    • Publication Date:
      2020
    • Accession Number:
      ED605423