In the early education policy world, the research consensus supporting public investment in high-quality pre-K programs is overwhelming. We know that money spent on these programs leads to big savings in the long run.
For instance, students who attend high-quality pre-K programs are less costly to educate throughout the rest of their K–12 careers. They are less likely than their peers to repeat grades, require special education services, or drop out before graduation. In some cases, they show increased academic achievement throughout their school years.
Public pre-K has effects beyond age 18, however. They earn more (taxable) income as adults than their peers who did not participate in pre-K. In many cases, they are less likely to use welfare services or be incarcerated. In some cases, they are less likely to have children out of wedlock.
Finally, public pre-K makes it easier for mothers and fathers to continue their careers and contribute to economic productivity (and attendant tax revenue).
This is just a survey of the biggest, most common indicators. The research on public investment in pre-K covers many—MANY—other outcomes, costs, and benefits.
Yet there are still debates over public pre-K investments. Why? Because, like any investment, all pre-K programs are not created equal. These arguments are nearly always about access and/or quality. Here in New America’s Early Education Initiative, we’re actively engaged in debates in both of these areas.
To that end, check out these three posts this week while Early Ed Watch is on vacation.
1) Washington, D.C. has been at the forefront of education reform arguments for the at least the last six years. For much of this period, it served as a battleground for rancorous arguments about teacher evaluations, tenure policies, and accountability. Less well-known: it also runs one of the most accessible public pre-K programs in the United States—and the politician who led the charge isn’t famous reform crusader ex-mayor Adrian Fenty. Click here to read my Washington Post column revealing the identity of D.C.’s secret education reform hero.
2) Access isn’t everything, though. Pre-K has much bigger long-term results when we invest in ensuring that both instruction and materials are high quality. To that end, D.C.’s Public Charter School Board is considering new metrics for measuring the quality of early education programs (PreK–2nd grade). Click here to read an Early Ed Watch post from Laura Bornfreund and me on the possible effects of these changes.
3) Pre-K isn’t all of early learning, and education reform isn’t just a D.C. challenge. Many experts are considering whether the rollout of the Common Core State Standards should prompt states to collaborate on national early learning standards as well. Would these lead to an increase in quality for pre-K and child care providers? Would they narrow curricula? Click here to read my Education Week column considering the possible costs and benefits of building an “early childhood Common Core.”
Updated 8/27/13 to reflect that research supports investing in high-quality pre-K programs. Read more about the importance of quality in these Early Ed Watch posts here and here.
