And How are the Children..?

Is Preschool Valuable? Get the facts! Some Useful Pre-K Research Resources…

Posted on: April 29, 2010

John Holland of Inside Pre-K writes about ‘Fueling the Pre-K Fire’ and the effects of negative reports about preschool education.  According to Holland:

Every once in a while a study or report is published that is less than positive about public pre-k. These reports are like rocks thrown on a bonfire when you consider the quantity and quality of studies that support the benefits of pre-k for children and communities. Sure, some sparks fly when a study that is less than positive is published but that is all there is, sparks. When a bonfire is really burning, you can’t put it out with a rock.

I really like this ‘rocks on the fire’ metaphor.  Problem is, a few pieces of bad spin can do more damage to the cause of promoting preschool education than we’d prefer.

Rocks on the fire cannot shake the resolve of those of us who are already dedicated to early childhood care and education (ECE).  But for the uninitiated, the skeptical and the uncertain, what seem like rocks to us die-hards, can be like a bucket of water.  This is an issue because legislators, potential funders and other policy-influencers often tend to be uninitiated, skeptical and/or uncertain when it comes to the value of investing in ECE.

Speaking of exactly why ECE is so important, here’s some useful info (thanks to Mr. Holland at Pre-K Now) – you’ll find this especially useful if, when it comes to early childhood issues, you identify as among the uninitiated, skeptical and/or uncertain:  If you like charts, graphs and tables, I direct you toward the Public Policy Forum’s excellent table of research on early childhood education outcomes.  This great visual provides us with:

  • Names of Longitudinal Studies (studies done over time to figure out whether or not there are lasting effects), Reviews, Meta-analyses (studies done on the outcomes of multiple studies), and Cross-sectional studies (studies that use data from a single point in time).
  • The cognitive, behavioral, social, educational, societal effects found, as well as the benefit-cost ratio of said studies.
  • Whether or not outcomes were measured, and whether or not they were significant outcomes.
  • A glossary of terms in PDF format.

If you’re a visual thinker like me, then you will really appreciate this resource!

Great resource number 2: The Pew Center on the States has published a nice little summary of RECENT evaluation findings for your convenience!  It’s called ‘The Case for Pre-K in Education Reform,’ and it summarizes positive outcomes found in research done on preschool programs in 6 different states.  These studies have been published in the last 5 years, and present important findings on improving early literacy and math skills, as well as reducing numbers of children who repeat grades.  From Louisiana, for example:

An evaluation of the LA 4 pre-k program by the Center for Child Development at the University of Louisiana at Lafayette shows that, at the beginning of the school year, the average early language, literacy and math skills of pre-k children in the state fall within the lowest 20 percent of the national peer group. By year’s end, these children caught up to the national average.

Based on data collected from 2002 to 2006, when compared to peers who did not participate in the program, children who attended LA 4:

• were as much as 36 percent less likely to be held back in kindergarten; and

• were as much as 49 percent less likely to be placed in special education through second grade.

This summary shows how pre-k education continues to be relevant and beneficial across the country.  And it’s only 6 pages long!  Yes, yes, quality over quantity, but we’re all busy people.  Let’s appreciate the opportunity to enjoy a brief, yet highly  informative resource.

I think Holland’s ‘rocks on the fire’ notion applies best in the company of ECE advocates.  Step outside of our ranks, though, and I think it is overly optimistic.  We have got to stay vigilant about bouncing those rocks back at the naysayers, and keeping our spin positive (especially since our positive spin is actually true and beneficial to society!).

And for those of you who have yet to make up your minds, check out these links on your next coffee/tea break and see for yourself.  Our nation needs what quality preschool education has to offer: children, better prepared to succeed.


5 Responses to "Is Preschool Valuable? Get the facts! Some Useful Pre-K Research Resources…"

[…] This post was mentioned on Twitter by CTECA, Atena DannerMcPhaden. Atena DannerMcPhaden said: Is Preschool Valuable? Get the facts! Some Useful Pre-K Research Resources…: […]

As a fellow preschool supporter, well said!

Thanks for the mention Atena. In an effort over extend my metaphor let me offer this… At least, after 50 years, opposition is coming to us, trying to put out a fire that is already burning, instead of advocates trying to start a fire from scratch. Politically, it is hard to defund a public program that benefits children. It makes a policy maker look like a scrooge.

It is easier to cut funding to public pre-k. Cutting public pre-k funding only affects the quality of the service to children not the existence of the program. So you can count on me to be standing right next to you with a catchers mitt. Keep up the great blog.
You “rock”! 🙂

Thanks, John! In essence, I think we agree. And ECE has much to be excited about if we can keep turning out research that proves that pre-k programs are effective and worthwhile. I just wish we had a better PR machine. Until we get better at marketing, I guess it’s up to us!

It is never too early to start stimulating a young child’s mind and some parents simply to not have the time or resources to do it all themselves…If the child don’t do preschool they may be at a ‘disadvantage when they start kindergarten as opposed to the others who have done prek So these studies make perfect sense…Thanks for adding some data to back up my already strong opinion

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