Posts Tagged by pre-K
|November 30, 2012||Posted by M. P. under Children and Family, Education, Research|
- The percentage of children under the age of 4 lacking health insurance (5 percent) had little to no change from the 2011 report, although the amount of children enrolled in Medicaid and the Children’s Health Insurance Program (CHIP) declined by over 40,000
- The amount of young children receiving early intervention services and quality child care increased, both by approximately 6 percent, however, Head Start and other public pre-K programs served fewer children than the year prior
- About 38 percent of children under the age of 5 live in low-income families
- 16.5 percent of children ages 4 and under attend publicly funded pre-K, down from 17.6 percent in the 2011 report
- Child abuse and neglect reports and substantiations for children under 5 years old decreased
Only time will tell if the sluggish trend in critical school readiness factors will continue, or what (if any) the eventual impact will be on the Pennsylvania children just beginning their educations. Hopefully, accommodations can be made to maintain these programs as research has found demonstrable cognitive benefits of daycare and pre-K. Even when factors related to a child’s emotional and social development offset some gains, typically, the overall impact is not diminished.
|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.