More Evidence of the Value of Pre-K Programs
|November 13, 2011||Posted by M. P. under Budget, Education, Evaluation||
Though empirically associated with better educational outcomes and considered by many policymakers to be key to academic success, early childhood education is in danger of being diluted or cut competently from budgets as funding becomes scarce.
A new report from the The Center for Public Education should be required reading for school board members, parents of young children and early childhood education professionals as it provides additional evidence of the benefit of pre-Kindergarten (Pre-K) attendance on future academic performance. The study findings suggest:
- Children who attended Pre-K and half-day kindergarten were more likely to have higher third grade reading skills scores than children who attended only full-day kindergarten, without Pre-K.
- The higher the level of reading skill examined (above basic), the larger the likelihood of students who attended Pre-K/half-day kindergarten, as opposed to only full-day kindergarten, reaching that level.
- The impact of the Pre-K/half-day kindergarten combination was significantly greater for some when the sample data was examined by race, ethnicity and family income. Overall, the impact was greatest for Hispanic students, Black students, students below the poverty level and English-learning students.
- The educational attainment of the mother has an impact on the reading level achievement of the student.