Economist James Heckman and businessman J.B. Pritzker writing in The Hill:
“The push for high-quality universal pre-K for four-year-olds, now embraced by a growing number of political and thought leaders, is strangely isolated from the movement supporting child care for working mothers. Focusing solely on four-year-old children may make for good politics, but by itself it falls short. Good policy takes into account the science of early childhood brain development, the needs of working mothers with younger children, and provides disadvantaged infants and toddlers with the high-quality child care that has been proven to promote success in school and later on in life.”
Find the article here: https://go.edc.org/ug1v
See this strong statement with a helpful review of the evidence from the Brookings Institution.
“As Betsy DeVos ascends to the role of secretary of education amidst partisan rancor, she would do well to embrace early childhood education, an issue offering an oasis of bipartisan support. Ninety percent of voters, regardless of party affiliation, endorse quality early childhood education with expanded access and affordability for children from low- and middle-income backgrounds, according to a 2016 national poll by the First Five Years Fund. Early childhood education is a strong investment in our nation’s future, as cost-benefit estimates report societal savings of up to $13 for every dollar spent on quality early childhood programs. But how can we convince policymakers to increase investment in early care and education and improve life outcomes for at-risk children?
The scientific evidence offers clear direction about what works for long-term payoffs in school readiness and life beyond the classroom. Three areas are pivotal to achieving that end: (i) early access to programs that serve children age 0-3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher-child interactions that promote higher-order thinking skills, low teacher to child ratios, and ongoing job-embedded professional development.”
See the article here: https://go.edc.org/kbkq
From the Washington Post:
“Nobel Prize winner James Heckman’s research has played an important role in establishing that high-quality public preschool for 3- and 4-year-olds can more than pay for itself over the long term, as low-income children who attend are more likely to live productive lives. It’s an economic argument that has persuaded lawmakers from both parties to support early education initiatives.
Now Heckman has released new research showing that the return on investment is even higher for high-quality programs that care for low-income children from infancy to age 5. Children in such zero-to-five programs are more likely to graduate from high school, less likely to be incarcerated than their counterparts who stayed home or enrolled in low-quality programs, had higher IQs and were healthier during the course of their lives, according to the study released Monday.
All of that taken together leads to a significant savings to society, the study found.
The rate of return on the public investment in zero-to-five programs is 13 percent per year, Heckman and his colleagues estimate, up from an estimate of 7 percent to 10 percent per year for preschool programs that start at age 3.”
Washington Post article: https://go.edc.org/bx7p
Related Education Week article (see regarding gender differences and a few policy recommendations): https://go.edc.org/ja1t
After a relentless focus on quality in the early years, the city is even bringing lessons learned to later grades …
Changing all of early elementary school in a methodical and purposeful way to better resemble the student-centered structure of preschool would be a much bigger win than just proving that preschool helps students do better in kindergarten, Sachs said. And those aren’t just words. Starting this coming school year, his department will be responsible not just for preschool and kindergarten curriculum and coaching, but for first and second grade as well.
Atlantic Monthly: What Boston’s Preschools Get Right
Preschool teachers must offer high-quality instruction to change academic outcomes for their students, according to a new analysis of eight large preschool studies conducted by the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.
“Preschoolers in center-based care showed larger gains in reading and language when their teachers spent more time supporting their learning—but only if the quality of instruction was in the moderate to high range,” said Margaret Burchinal, a senior scientist at Frank Porter Graham, in a statement.
Education Week: http://goo.gl/nM6GKF