New research sees long-term college benefits from Oklahoma's universal pre-K
In two places, researchers find problems with expansion of free pre-K
The Case For Universal Pre-K Just Got Stronger
Does Preschool Pay Off? Tulsa Program Demonstrates Success
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FM","link":"/"}},"mindshift_60955":{"type":"posts","id":"mindshift_60955","meta":{"index":"posts_1591205157","site":"mindshift","id":"60955","score":null,"sort":[1675681214000]},"guestAuthors":[],"slug":"new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","title":"New research sees long-term college benefits from Oklahoma's universal pre-K","publishDate":1675681214,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The research on early childhood education can seem as messy as a playground sandbox. Some studies show that preschool produces remarkable \u003c/span>\u003ca href=\"https://hechingerreport.org/pre-k-may-boost-math-scores-even-eight-years-later/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.childtrends.org/wp-content/uploads/2015/09/Hispanic-Center-MSRP-Brief-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income children, and \u003c/span>\u003ca href=\"https://journals.sagepub.com/stoken/default+domain/DKFSNF434WIVEJTKMVVC/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some don’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One 2022 study found that children who went to \u003c/span>\u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">preschool in Tennessee ended up worse off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, on average, than those who stayed home. Even among success stories, the benefits of preschool can be fleeting. Children who didn’t go to preschool still learn their letters and catch up. By third grade, the gap between those with and without preschool often \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-18733-001\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">disappears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a more coherent story is taking shape with the latest 15-year milestone of a large, long-term study of 4,000 children who attended Tulsa, Oklahoma’s preschool program. In 1998, Oklahoma became the first state to offer free public prekindergarten for all four-year-olds. Tulsa’s program was heralded for being well run and well funded, with an expenditure that would be the equivalent of $12,000 per child in today’s dollars. Researchers studied the children who attended in 2005-06 and saw an immediate academic bang, followed by disappointments. Children without preschool managed to catch up to those who went to preschool. But in high school, an advantage for the preschoolers re-emerged. They were taking \u003c/span>\u003ca href=\"https://hechingerreport.org/tulsa-study-offers-more-evidence-of-pre-ks-benefits-into-adulthood/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harder classes and more of them were graduating high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/23328584221147893\">\u003cspan style=\"font-weight: 400\">latest study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in January 2023, children who went to preschool were far more likely to go to college within a couple years of graduating high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up on the protagonist until the story is told,” said William Gormley, a professor of government and public policy at Georgetown University and co-director of its Center for Research on Children in the United States, which has overseen much of the Tulsa research. “This is a classic story of a big bounce from pre-K in the short run, followed by disappointing fade out in standardized test scores in the median run, followed by all sorts of intriguing, positive effects in the longer run, and culminating in truly stunning positive effects on college enrollment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier research has also found long-term benefits from preschool. Studies of the Perry preschool in Ypsilanti, Michigan and the Abecedarian preschool in Chapel Hill, North Carolina documented \u003c/span>\u003ca href=\"https://rockinst.org/wp-content/uploads/2023/01/clps-state-level-universal-prek-programs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher levels of educational attainment and higher earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children who attended. But those were tiny preschool programs for low-income children dating back to the 1960s and 1970s. A more recent study published in 2018 of \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2668645\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">low-income preschool centers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> linked attendance in the 1980s to higher rates of earning college degrees 30 years later. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advent of universal preschool for all children is more recent. It’s not clear whether these newer and much larger programs will also produce long-term benefits. So far, a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w28756/w28756.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 study of Boston’s universal pre-K program \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that students who attended the city’s preschools between 1997 and 2003 were more likely to go to college immediately after high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tulsa, there were roughly 4,000 four-year-old children who were eligible for free preschool in 2005-06. About 40 percent of the families took advantage of it and chose to send their children to a pre-K program at a public elementary school. Another 10 percent opted to send their children to a federally funded Head Start program for low-income children at a community center. The remaining 50 percent decided against attending either. Many children stayed home but some went to private preschools or day care centers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then looked up college enrollment records from 2019 to 2021 for these Tulsa children in a database of the National Student Clearinghouse, an education nonprofit that collects data from nearly every U.S. college and university. Overall, 44 percent of the preschool alumni and 37 percent of Head Start alumni enrolled in a college or university, as opposed to 33 percent of students in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From this raw data, it’s unclear if the differences in college attendance could be attributed to preschool or the fact that families who chose to send their children to preschool placed a higher value on education. Their kids might have gone on to college anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers attempted to overcome this problem by making statistical adjustments to compare children with the same income and family characteristics, such as the mother’s level of education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After these apples-to-apples adjustments, the likelihood of enrolling in college was 12 percentage points higher if a child attended a Tulsa public school preschool than if a child didn’t attend. The adjusted results for Head Start did not produce statistically clear answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s still possible that the families who chose public preschool were more ambitious and motivated than their demographically and economically similar counterparts in the comparison group. That’s why it’s hard to study education programs where participation is voluntary and know for certain that the program is producing results. But this is the best that researchers can do without randomly assigning families to preschool as in a drug trial.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s puzzling why preschool playtime and lessons might lead to more college going if the academic benefits of preschool generally fade out in elementary school. Researchers have theorized that the social skills children learn in preschool may help them overcome frustrations and persist in their studies later in life but that is hard to prove. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this Tulsa study, Gormley noticed that the city’s magnet schools were part of the answer. Magnet programs are often criticized for being inequitable, disproportionately filled with white and Asian students. But Gormley found that low-income Black, Hispanic and Native American children who attended public preschool were more likely to attend a magnet school, and children who attended magnet schools were more likely to go to college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a path,” said Gormley. “There have been many efforts to include students of color in the pre-K program, and also in the magnet schools. Without those heroic efforts by people on the ground in Tulsa, you might not have seen the very positive long-term effects.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gormley said he plans to retire soon and shared two lessons he’s learned from his career studying early childhood education. One is that education policymakers “need to spend as much time redesigning their K through 12 school systems as they spend designing their pre-K systems if they want pre-K to have long-term benefits.” The second lesson is to wait patiently for long-term benefits to emerge even when elementary school test scores disappoint. “Ignore the zigs and zags along the way and focus on where the kids wind up,” said Gormley. “The game isn’t over until the bottom of the ninth inning.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-long-term-college-benefits-from-high-quality-universal-pre-k-for-all/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">long-term benefits of preschool\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In the latest study of Oklahoma’s free pre-K program, children who went to preschool were far more likely to go to college within a couple years of graduating high school. ","status":"publish","parent":0,"modified":1675454408,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1219},"headData":{"title":"New research sees long-term college benefits from Oklahoma's universal pre-K | KQED","description":"The evidence for preschool’s benefits can vary as children progress through school. A long-term study in Oklahoma is capturing a fuller story.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New research sees long-term college benefits from Oklahoma's universal pre-K","datePublished":"2023-02-06T11:00:14.000Z","dateModified":"2023-02-03T20:00:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60955/new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The research on early childhood education can seem as messy as a playground sandbox. Some studies show that preschool produces remarkable \u003c/span>\u003ca href=\"https://hechingerreport.org/pre-k-may-boost-math-scores-even-eight-years-later/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.childtrends.org/wp-content/uploads/2015/09/Hispanic-Center-MSRP-Brief-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income children, and \u003c/span>\u003ca href=\"https://journals.sagepub.com/stoken/default+domain/DKFSNF434WIVEJTKMVVC/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some don’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One 2022 study found that children who went to \u003c/span>\u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">preschool in Tennessee ended up worse off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, on average, than those who stayed home. Even among success stories, the benefits of preschool can be fleeting. Children who didn’t go to preschool still learn their letters and catch up. By third grade, the gap between those with and without preschool often \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-18733-001\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">disappears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a more coherent story is taking shape with the latest 15-year milestone of a large, long-term study of 4,000 children who attended Tulsa, Oklahoma’s preschool program. In 1998, Oklahoma became the first state to offer free public prekindergarten for all four-year-olds. Tulsa’s program was heralded for being well run and well funded, with an expenditure that would be the equivalent of $12,000 per child in today’s dollars. Researchers studied the children who attended in 2005-06 and saw an immediate academic bang, followed by disappointments. Children without preschool managed to catch up to those who went to preschool. But in high school, an advantage for the preschoolers re-emerged. They were taking \u003c/span>\u003ca href=\"https://hechingerreport.org/tulsa-study-offers-more-evidence-of-pre-ks-benefits-into-adulthood/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harder classes and more of them were graduating high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/23328584221147893\">\u003cspan style=\"font-weight: 400\">latest study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in January 2023, children who went to preschool were far more likely to go to college within a couple years of graduating high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up on the protagonist until the story is told,” said William Gormley, a professor of government and public policy at Georgetown University and co-director of its Center for Research on Children in the United States, which has overseen much of the Tulsa research. “This is a classic story of a big bounce from pre-K in the short run, followed by disappointing fade out in standardized test scores in the median run, followed by all sorts of intriguing, positive effects in the longer run, and culminating in truly stunning positive effects on college enrollment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier research has also found long-term benefits from preschool. Studies of the Perry preschool in Ypsilanti, Michigan and the Abecedarian preschool in Chapel Hill, North Carolina documented \u003c/span>\u003ca href=\"https://rockinst.org/wp-content/uploads/2023/01/clps-state-level-universal-prek-programs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher levels of educational attainment and higher earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children who attended. But those were tiny preschool programs for low-income children dating back to the 1960s and 1970s. A more recent study published in 2018 of \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2668645\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">low-income preschool centers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> linked attendance in the 1980s to higher rates of earning college degrees 30 years later. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advent of universal preschool for all children is more recent. It’s not clear whether these newer and much larger programs will also produce long-term benefits. So far, a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w28756/w28756.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 study of Boston’s universal pre-K program \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that students who attended the city’s preschools between 1997 and 2003 were more likely to go to college immediately after high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tulsa, there were roughly 4,000 four-year-old children who were eligible for free preschool in 2005-06. About 40 percent of the families took advantage of it and chose to send their children to a pre-K program at a public elementary school. Another 10 percent opted to send their children to a federally funded Head Start program for low-income children at a community center. The remaining 50 percent decided against attending either. Many children stayed home but some went to private preschools or day care centers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then looked up college enrollment records from 2019 to 2021 for these Tulsa children in a database of the National Student Clearinghouse, an education nonprofit that collects data from nearly every U.S. college and university. Overall, 44 percent of the preschool alumni and 37 percent of Head Start alumni enrolled in a college or university, as opposed to 33 percent of students in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From this raw data, it’s unclear if the differences in college attendance could be attributed to preschool or the fact that families who chose to send their children to preschool placed a higher value on education. Their kids might have gone on to college anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers attempted to overcome this problem by making statistical adjustments to compare children with the same income and family characteristics, such as the mother’s level of education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After these apples-to-apples adjustments, the likelihood of enrolling in college was 12 percentage points higher if a child attended a Tulsa public school preschool than if a child didn’t attend. The adjusted results for Head Start did not produce statistically clear answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s still possible that the families who chose public preschool were more ambitious and motivated than their demographically and economically similar counterparts in the comparison group. That’s why it’s hard to study education programs where participation is voluntary and know for certain that the program is producing results. But this is the best that researchers can do without randomly assigning families to preschool as in a drug trial.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s puzzling why preschool playtime and lessons might lead to more college going if the academic benefits of preschool generally fade out in elementary school. Researchers have theorized that the social skills children learn in preschool may help them overcome frustrations and persist in their studies later in life but that is hard to prove. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this Tulsa study, Gormley noticed that the city’s magnet schools were part of the answer. Magnet programs are often criticized for being inequitable, disproportionately filled with white and Asian students. But Gormley found that low-income Black, Hispanic and Native American children who attended public preschool were more likely to attend a magnet school, and children who attended magnet schools were more likely to go to college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a path,” said Gormley. “There have been many efforts to include students of color in the pre-K program, and also in the magnet schools. Without those heroic efforts by people on the ground in Tulsa, you might not have seen the very positive long-term effects.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gormley said he plans to retire soon and shared two lessons he’s learned from his career studying early childhood education. One is that education policymakers “need to spend as much time redesigning their K through 12 school systems as they spend designing their pre-K systems if they want pre-K to have long-term benefits.” The second lesson is to wait patiently for long-term benefits to emerge even when elementary school test scores disappoint. “Ignore the zigs and zags along the way and focus on where the kids wind up,” said Gormley. “The game isn’t over until the bottom of the ninth inning.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-long-term-college-benefits-from-high-quality-universal-pre-k-for-all/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">long-term benefits of preschool\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60955/new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","authors":["byline_mindshift_60955"],"categories":["mindshift_21504"],"tags":["mindshift_21261","mindshift_20720","mindshift_21545","mindshift_21546","mindshift_152","mindshift_21155","mindshift_21547"],"featImg":"mindshift_60956","label":"mindshift"},"mindshift_59452":{"type":"posts","id":"mindshift_59452","meta":{"index":"posts_1591205157","site":"mindshift","id":"59452","score":null,"sort":[1654505238000]},"guestAuthors":[],"slug":"in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","title":"In two places, researchers find problems with expansion of free pre-K","publishDate":1654505238,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Advocates sold free preschool as a way to improve the lives of people in poverty and help level the playing field. Oft-cited research from \u003ca href=\"https://highscope.org/perry-preschool-project/\">a high quality preschool in Ypsilanti, Michigan\u003c/a> concluded that 58 low-income kids who attended in the 1960s were more likely to hold a job, earn more money, own a home and less likely to commit a crime than similar kids who didn’t go to preschool. It not only seems fair, but a wise use of public dollars to give poor children the same early childhood education that wealthier children enjoy.\u003c/p>\n\u003cp>In practice, as communities around the country offer free preschool to more and more tiny Americans, the results are uneven. Tennessee vastly expanded \u003ca href=\"https://www.tn.gov/education/early-learning/voluntary-pre-k.html\">its free preschool programs\u003c/a> in 2005 but a study released in January 2022 showed that the programs can be so low quality that some kids are worse off. They might have done better without preschool. In New York City, which expanded free pre-K to all four-year olds in 2014, the quality is better. But researchers from the University of California, Berkeley found that lower income kids are learning in notably lower quality classrooms than higher income kids.\u003c/p>\n\u003cp>“We found these particularly low levels of quality in heavily Black communities,” said Bruce Fuller, a professor of education at Berkeley and lead author of the May 2022 study. “We’re not going to close disparities unless we equalize the distribution of quality.”\u003c/p>\n\u003cp>Fuller also expressed concern that universal pre-K may have unintentionally lured some of the best early childhood educators away from programs that serve poor children, but he doesn’t yet have enough information about the movements of early childhood teachers in the city to prove that.\u003c/p>\n\u003cp>My colleague Jackie Mader wrote extensively about \u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\">the disappointing Tennessee study\u003c/a> and \u003ca href=\"https://hechingerreport.org/behind-the-findings-of-the-tennessee-pre-k-study-that-found-negative-effects-for-graduates/\">the quality problems in Tennessee\u003c/a> preschools. So I wanted to focus on this latest New York City study, “\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200622000333?via%3Dihub\">Do preschool entitlements distribute quality fairly? Racial inequity in New York City\u003c/a>,” published in the journal Early Childhood Research Quarterly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New York put resources and effort into creating high-quality programs for all. It initially invested \u003ca href=\"https://www1.nyc.gov/office-of-the-mayor/news/425-14/new-york-city-launches-historic-expansion-pre-k-more-51-000-children#/0\">$300 million in 2014\u003c/a>, spending the same amount on rich and poor alike, $10,000 per child. That spending increased over the years. Currently the city pays preschool providers between $18,000 to $20,000 per student, according to Gregory Brender, director of public policy at the Day Care Council of New York, Inc. That’s comparable to some private programs in the city. The city also hired 120 people to observe classrooms to monitor quality and share the ratings with parents to help them pick the best programs for their children.\u003c/p>\n\u003cp>Fuller analyzed these ratings and characterized the overall quality of New York City’s 1,800 preschools as “medium to slightly above medium quality” from 2015 to 2019. They’re not as good as San Francisco’s, but much better than Florida’s or Tennessee’s preschools, based on qualitative measurements that are commonly used by researchers.\u003c/p>\n\u003cp>Fuller mapped these observer ratings against census tracts in New York City and noticed that the early childhood programs in poorer neighborhoods, such as East Tremont in the Bronx, were lower rated than public programs offered in wealthier neighborhoods, such as Brooklyn Heights.\u003c/p>\n\u003cfigure id=\"attachment_59454\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59454\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png\" alt=\"map of quality scores given to pre-K programs in New York City\" width=\"977\" height=\"731\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-768x575.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Each green circle represents a pre-K program in New York City. The darkest green circles are the pre-K programs that received the lowest quality scores and they tend to be concentrated in low-income neighborhoods. The lightest green circles are programs that received the highest ratings. \u003ccite>(Map from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fuller’s team also saw high levels of segregation and many programs that were predominantly filled with Black or Hispanic children. A third of New York City’s preschoolers attend a program that is at least three-quarters populated by one racial or ethnic group. Preschools located in neighborhoods with a high percentage of Black residents were some of the lowest rated, raising concerns that these programs aren’t giving Black children a firm foundation for their future school years.\u003c/p>\n\u003cp>“It’s a fragile floor especially for kids in predominantly Black communities,” said Fuller. Many of the ratings and observational scores “are falling to very dangerously low levels for those youngsters. And we don't really know why.”\u003c/p>\n\u003cp>The quality measures cover a wide range of things, from play space and furniture to the school’s daily routines for going to the toilet and hanging up a coat. Fuller was especially focused on instructional measures, activities and how teachers interact with children.\u003c/p>\n\u003cp>“Child-teacher relationships are quite different between medium and high-quality pre-K,” said Fuller. “There's a big difference between teachers that are really down on the floor, engaging with kids versus teachers that are kind of hovering above and not really interacting with youngsters.”\u003c/p>\n\u003cp>Some aspects of preschool quality, such as physical space, aren’t as important for kids’ future development, Fuller said. But “instructional support,” he said, is highly predictive of kids’ future learning trajectories. One of the biggest gaps between rich and poor, Fuller noticed, was in “program structure.” Low-quality programs weren’t organizing a variety of activities for kids, from playing music and reciting lyrics to playing with math concepts and objects around a table. Kids in low-quality programs also seemed less engaged. Fuller found that programs run by community groups had higher quality overall, regardless of the neighborhood, but city schools provided stronger instructional activities.\u003c/p>\n\u003cp>Fuller wants to understand if teacher quality is responsible for the quality differences but he doesn’t yet have data on the training and years of experience of teachers at different preschool sites. New York City has spent a lot on professional development training to improve the instruction in low-quality programs, but other than some big improvements in the first couple years after universal pre-K launched in 2014, Fuller didn’t detect meaningful improvements after 2016. Some aspects of quality, such as instructional support, continued to deteriorate throughout the city’s preschools.\u003c/p>\n\u003cfigure id=\"attachment_59455\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59455\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png\" alt=\"\" width=\"977\" height=\"433\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-800x355.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-768x340.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">These two graphs show preschool quality in New York City, as measured by professional observers using a structured checklist. Overall preschool quality hasn't improved much since 2016 and some aspects of the city's preschools have deteriorated. \u003ccite>(Charts from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png\" alt=\"\" width=\"977\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-800x383.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-160x77.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-768x368.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Before New York City introduced universal pre-K, low-income children already had access to free preschool through community organizations financed by federal Head Start and the Child Care and Development Block Grant. But participation was low. After a big marketing campaign to encourage everyone to go to free preschool, the number of poor children in preschool more than tripled from about\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,500 in 2013 to more than 37,000 in 2015\u003c/a>. But more than\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,000 poor children\u003c/a> remained not enrolled, according to a 2015 estimate by Berkeley researchers.\u003c/p>\n\u003cp>The critical question is whether low-income children are better off now, even if their preschool programs are not as good as those of wealthier kids. We’re still waiting for the research to learn whether this pricey preschool experiment is making a difference.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>universal pre-\u003c/em>\u003c/a>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>K\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Universal preschool is supposed to particularly helpful to low-income kids, but the quality of free preschool still has persistent gaps, according to a study of New York City preschools. ","status":"publish","parent":0,"modified":1654505238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1299},"headData":{"title":"In two places, researchers find problems with expansion of free pre-K - MindShift","description":"Universal preschool is supposed to particularly helpful to low-income kids, but the quality of free preschool still has persistent gaps, according to a study of New York City preschools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In two places, researchers find problems with expansion of free pre-K","datePublished":"2022-06-06T08:47:18.000Z","dateModified":"2022-06-06T08:47:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59452 https://ww2.kqed.org/mindshift/?p=59452","disqusUrl":"https://ww2.kqed.org/mindshift/2022/06/06/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/","disqusTitle":"In two places, researchers find problems with expansion of free pre-K","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59452/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Advocates sold free preschool as a way to improve the lives of people in poverty and help level the playing field. Oft-cited research from \u003ca href=\"https://highscope.org/perry-preschool-project/\">a high quality preschool in Ypsilanti, Michigan\u003c/a> concluded that 58 low-income kids who attended in the 1960s were more likely to hold a job, earn more money, own a home and less likely to commit a crime than similar kids who didn’t go to preschool. It not only seems fair, but a wise use of public dollars to give poor children the same early childhood education that wealthier children enjoy.\u003c/p>\n\u003cp>In practice, as communities around the country offer free preschool to more and more tiny Americans, the results are uneven. Tennessee vastly expanded \u003ca href=\"https://www.tn.gov/education/early-learning/voluntary-pre-k.html\">its free preschool programs\u003c/a> in 2005 but a study released in January 2022 showed that the programs can be so low quality that some kids are worse off. They might have done better without preschool. In New York City, which expanded free pre-K to all four-year olds in 2014, the quality is better. But researchers from the University of California, Berkeley found that lower income kids are learning in notably lower quality classrooms than higher income kids.\u003c/p>\n\u003cp>“We found these particularly low levels of quality in heavily Black communities,” said Bruce Fuller, a professor of education at Berkeley and lead author of the May 2022 study. “We’re not going to close disparities unless we equalize the distribution of quality.”\u003c/p>\n\u003cp>Fuller also expressed concern that universal pre-K may have unintentionally lured some of the best early childhood educators away from programs that serve poor children, but he doesn’t yet have enough information about the movements of early childhood teachers in the city to prove that.\u003c/p>\n\u003cp>My colleague Jackie Mader wrote extensively about \u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\">the disappointing Tennessee study\u003c/a> and \u003ca href=\"https://hechingerreport.org/behind-the-findings-of-the-tennessee-pre-k-study-that-found-negative-effects-for-graduates/\">the quality problems in Tennessee\u003c/a> preschools. So I wanted to focus on this latest New York City study, “\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200622000333?via%3Dihub\">Do preschool entitlements distribute quality fairly? Racial inequity in New York City\u003c/a>,” published in the journal Early Childhood Research Quarterly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New York put resources and effort into creating high-quality programs for all. It initially invested \u003ca href=\"https://www1.nyc.gov/office-of-the-mayor/news/425-14/new-york-city-launches-historic-expansion-pre-k-more-51-000-children#/0\">$300 million in 2014\u003c/a>, spending the same amount on rich and poor alike, $10,000 per child. That spending increased over the years. Currently the city pays preschool providers between $18,000 to $20,000 per student, according to Gregory Brender, director of public policy at the Day Care Council of New York, Inc. That’s comparable to some private programs in the city. The city also hired 120 people to observe classrooms to monitor quality and share the ratings with parents to help them pick the best programs for their children.\u003c/p>\n\u003cp>Fuller analyzed these ratings and characterized the overall quality of New York City’s 1,800 preschools as “medium to slightly above medium quality” from 2015 to 2019. They’re not as good as San Francisco’s, but much better than Florida’s or Tennessee’s preschools, based on qualitative measurements that are commonly used by researchers.\u003c/p>\n\u003cp>Fuller mapped these observer ratings against census tracts in New York City and noticed that the early childhood programs in poorer neighborhoods, such as East Tremont in the Bronx, were lower rated than public programs offered in wealthier neighborhoods, such as Brooklyn Heights.\u003c/p>\n\u003cfigure id=\"attachment_59454\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59454\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png\" alt=\"map of quality scores given to pre-K programs in New York City\" width=\"977\" height=\"731\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-768x575.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Each green circle represents a pre-K program in New York City. The darkest green circles are the pre-K programs that received the lowest quality scores and they tend to be concentrated in low-income neighborhoods. The lightest green circles are programs that received the highest ratings. \u003ccite>(Map from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fuller’s team also saw high levels of segregation and many programs that were predominantly filled with Black or Hispanic children. A third of New York City’s preschoolers attend a program that is at least three-quarters populated by one racial or ethnic group. Preschools located in neighborhoods with a high percentage of Black residents were some of the lowest rated, raising concerns that these programs aren’t giving Black children a firm foundation for their future school years.\u003c/p>\n\u003cp>“It’s a fragile floor especially for kids in predominantly Black communities,” said Fuller. Many of the ratings and observational scores “are falling to very dangerously low levels for those youngsters. And we don't really know why.”\u003c/p>\n\u003cp>The quality measures cover a wide range of things, from play space and furniture to the school’s daily routines for going to the toilet and hanging up a coat. Fuller was especially focused on instructional measures, activities and how teachers interact with children.\u003c/p>\n\u003cp>“Child-teacher relationships are quite different between medium and high-quality pre-K,” said Fuller. “There's a big difference between teachers that are really down on the floor, engaging with kids versus teachers that are kind of hovering above and not really interacting with youngsters.”\u003c/p>\n\u003cp>Some aspects of preschool quality, such as physical space, aren’t as important for kids’ future development, Fuller said. But “instructional support,” he said, is highly predictive of kids’ future learning trajectories. One of the biggest gaps between rich and poor, Fuller noticed, was in “program structure.” Low-quality programs weren’t organizing a variety of activities for kids, from playing music and reciting lyrics to playing with math concepts and objects around a table. Kids in low-quality programs also seemed less engaged. Fuller found that programs run by community groups had higher quality overall, regardless of the neighborhood, but city schools provided stronger instructional activities.\u003c/p>\n\u003cp>Fuller wants to understand if teacher quality is responsible for the quality differences but he doesn’t yet have data on the training and years of experience of teachers at different preschool sites. New York City has spent a lot on professional development training to improve the instruction in low-quality programs, but other than some big improvements in the first couple years after universal pre-K launched in 2014, Fuller didn’t detect meaningful improvements after 2016. Some aspects of quality, such as instructional support, continued to deteriorate throughout the city’s preschools.\u003c/p>\n\u003cfigure id=\"attachment_59455\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59455\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png\" alt=\"\" width=\"977\" height=\"433\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-800x355.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-768x340.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">These two graphs show preschool quality in New York City, as measured by professional observers using a structured checklist. Overall preschool quality hasn't improved much since 2016 and some aspects of the city's preschools have deteriorated. \u003ccite>(Charts from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png\" alt=\"\" width=\"977\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-800x383.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-160x77.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-768x368.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Before New York City introduced universal pre-K, low-income children already had access to free preschool through community organizations financed by federal Head Start and the Child Care and Development Block Grant. But participation was low. After a big marketing campaign to encourage everyone to go to free preschool, the number of poor children in preschool more than tripled from about\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,500 in 2013 to more than 37,000 in 2015\u003c/a>. But more than\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,000 poor children\u003c/a> remained not enrolled, according to a 2015 estimate by Berkeley researchers.\u003c/p>\n\u003cp>The critical question is whether low-income children are better off now, even if their preschool programs are not as good as those of wealthier kids. We’re still waiting for the research to learn whether this pricey preschool experiment is making a difference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>universal pre-\u003c/em>\u003c/a>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>K\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59452/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","authors":["byline_mindshift_59452"],"categories":["mindshift_1"],"tags":["mindshift_20701","mindshift_21155"],"featImg":"mindshift_59453","label":"mindshift"},"mindshift_57881":{"type":"posts","id":"mindshift_57881","meta":{"index":"posts_1591205157","site":"mindshift","id":"57881","score":null,"sort":[1621493335000]},"guestAuthors":[],"slug":"the-case-for-universal-pre-k-just-got-stronger","title":"The Case For Universal Pre-K Just Got Stronger","publishDate":1621493335,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new study looks at the effects of government-funded preschool in Boston and finds big benefits for kids.","status":"publish","parent":0,"modified":1621493335,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1340},"headData":{"title":"The Case For Universal Pre-K Just Got Stronger - MindShift","description":"A new study looks at the effects of government-funded preschool in Boston and finds big benefits for kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Case For Universal Pre-K Just Got Stronger","datePublished":"2021-05-20T06:48:55.000Z","dateModified":"2021-05-20T06:48:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57881 https://ww2.kqed.org/mindshift/?p=57881","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/19/the-case-for-universal-pre-k-just-got-stronger/","disqusTitle":"The Case For Universal Pre-K Just Got Stronger","nprByline":"Greg Rosalsky","nprImageAgency":"Evelyn Hockstein for The Washington Post via Getty Images","nprStoryId":"997501946","nprApiLink":"http://api.npr.org/query?id=997501946&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/money/2021/05/18/997501946/the-case-for-universal-pre-k-just-got-stronger?ft=nprml&f=997501946","nprRetrievedStory":"1","nprPubDate":"Tue, 18 May 2021 12:01:00 -0400","nprStoryDate":"Tue, 18 May 2021 06:30:31 -0400","nprLastModifiedDate":"Tue, 18 May 2021 12:01:22 -0400","path":"/mindshift/57881/the-case-for-universal-pre-k-just-got-stronger","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57881/the-case-for-universal-pre-k-just-got-stronger","authors":["byline_mindshift_57881"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_165","mindshift_20867","mindshift_152","mindshift_943","mindshift_21155"],"featImg":"mindshift_57882","label":"mindshift"},"mindshift_49876":{"type":"posts","id":"mindshift_49876","meta":{"index":"posts_1591205157","site":"mindshift","id":"49876","score":null,"sort":[1513089079000]},"guestAuthors":[],"slug":"does-preschool-pay-off-tulsa-program-demonstrates-success","title":"Does Preschool Pay Off? Tulsa Program Demonstrates Success","publishDate":1513089079,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In 2001, not long after Oklahoma had adopted one of the nation's first universal pre-K programs, researchers from Georgetown University began tracking kids who came out of the program in Tulsa, documenting their academic progress over time.\u003c/p>\n\u003cp>In a new report published in the Journal of Policy Analysis and Management today, researchers were able to show that Tulsa's pre-K program has significant, positive effects on students' outcomes and well-being through middle school.\u003c/p>\n\u003cp>The program, which serves seven out of 10 4-year-olds in Tulsa, has attracted lots \u003ca href=\"https://www.npr.org/sections/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">of national attention over the years\u003c/a> because of the on-going debate over the benefits of preschool and whether those benefits are long-lasting. William Gormley, a professor of public policy at Georgetown and one of the lead researchers, says the Tulsa findings offer convincing and compelling evidence that they are.\u003c/p>\n\u003cp>Here's our conversation, edited for length:\u003c/p>\n\u003cp>\u003cstrong>Why is this study a big deal? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because it's the first long-term study of a universal pre-K program that shows how kids benefit.\u003c/p>\n\u003cp>Four-year-olds were more likely to do well in reading, math and science as they moved up in grade. They were less likely to be held back or need special education, less likely to need remediation and more likely to enroll in gifted or honors programs.\u003c/p>\n\u003cp>We hypothesize that a key reason for this is that elementary and middle school teachers have ratcheted up the academic rigor and quality of instruction because these kids were much better prepared [compared to students who weren't enrolled in preschool]. Classroom instruction then becomes more stimulating and beneficial to students.\u003c/p>\n\u003cp>Teachers tell us they can spot a pre-K alumnus a mile away because that child is better prepared to learn.\u003c/p>\n\u003cp>\u003cstrong>What exactly did you measure?\u003c/strong>\u003c/p>\n\u003cp>We decided to look at a wide range of potential outcomes that the school district had good data on, deep into the middle school years. They included standardized test scores, letter grades, attendance, special education placement, whether students were in honors courses or gifted programs, suspension and retention rates.\u003c/p>\n\u003cp>\u003cstrong>In earlier findings, the kids in your study were also more likely to be engaged in class, less timid, more confident, with one glaring exception: black boys. By middle school, they're not doing as well as their white or Latino peers.\u003c/strong>\u003c/p>\n\u003cp>The results for African-American kids are not as promising in the long term as the results for members of other ethnic and racial groups. Other research, including studies of Head Start, reached similar conclusions. But one big important finding for all kids in Tulsa's pre-K program, including black students, is that they were less likely to be retained in grade.\u003c/p>\n\u003cp>That's a really big, important finding because retention is closely associated with negative outcomes like weak academic performance, dropping out of school, higher crime rates, and lower earnings later in life.\u003c/p>\n\u003cp>Still, Hispanic kids do benefit more in the longer run compared to black children. For example, the principal beneficiaries of pre-K were English language learners. Their reading gains, in particular, were phenomenal after only nine months of being in Tulsa's pre-K program.\u003c/p>\n\u003cp>\u003cstrong>You say that one major factor in kids' overall success is that the Tulsa program is of really \"high quality.\" How do you define high quality?\u003c/strong>\u003c/p>\n\u003cp>There are two different ways to measure pre-K quality. The first way is to focus on the education level [of preschool teachers] and student-teacher ratios in the classroom. Those things look very good in the Tulsa program. Every teacher has at least a bachelors degree and is early childhood-certified. They get paid the same as a regular [elementary school] teacher.\u003c/p>\n\u003cp>But the proof in the pudding is to see what's going on inside classrooms. In Tulsa, the legal requirement is that you have one teacher for every 10 students in the classroom.\u003c/p>\n\u003cp>\u003cstrong>What about funding?\u003c/strong>\u003c/p>\n\u003cp>We estimate that the cost of full-day pre-K in Tulsa is $10,000 per student. The latest data shows that the long-term benefits of the Tulsa program exceed the short-term costs by at least two to one in current dollars.\u003c/p>\n\u003cp>\u003cstrong>In other words, taxpayers should be reassured that their investment in universal pre-K is paying off. But can a high-quality program somehow \"inoculate\" children from academic failure?\u003c/strong>\u003c/p>\n\u003cp>Well, that's a tough question.\u003c/p>\n\u003cp>A lot of students, especially disadvantaged students, suffer from low self-esteem. They do not think of themselves as being successful. That's when a high-quality pre-K can be enormously important.\u003c/p>\n\u003cp>We don't necessarily know what's going on inside children's heads to account for their success. We don't know what's going on inside individual elementary and middle school classrooms that help sustain these successes. What we do know is that Tulsa's pre-K program is producing lasting dividends for students down the road.\u003c/p>\n\u003cp>\u003cstrong>Is Oklahoma's universal preschool program a model for the nation?\u003c/strong>\u003c/p>\n\u003cp>Yes, because Oklahoma has demonstrated a very strong commitment to pre-K over two decades. It has enormous public support so it would be hard to terminate it because ordinary folks know the program is doing wonderful things for their kids.\u003c/p>\n\u003cp>\u003cstrong>Will your findings from Tulsa change the national debate about the long-term benefits of preschool, both real and perceived?\u003c/strong>\u003c/p>\n\u003cp>There's been enormous interest in the Tulsa pre-K program for the past decade. That's because it was adopted by a very poor state, a rather conservative state and it continues to produce positive outcomes for kids.\u003c/p>\n\u003cp>The Tulsa findings highlight the importance of quality, the importance of recruiting and retaining really good teachers. They've been trained extremely well. They've been allowed to devote more time to literacy, math and science.\u003c/p>\n\u003cp>Whether that will continue is uncertain because the state of Oklahoma has [recently] chosen to underfund K-12 education and that's regrettable.\u003c/p>\n\u003cp>It means that unless Oklahoma chooses to invest more in education, some of these significant gains will dissipate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for our research, our next study will look at the impact of Tulsa's preschool program on high school students' performance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Does+Preschool+Pay+Off%3F+Tulsa+Says+Yes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Tulsa, Okla., has been the focus of much debate over the long-term benefits of preschool. The most recent findings by Georgetown University researchers are another strong endorsement for early ed.","status":"publish","parent":0,"modified":1513089079,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1050},"headData":{"title":"Does Preschool Pay Off? Tulsa Program Demonstrates Success | KQED","description":"Tulsa, Okla., has been the focus of much debate over the long-term benefits of preschool. The most recent findings by Georgetown University researchers are another strong endorsement for early ed.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does Preschool Pay Off? Tulsa Program Demonstrates Success","datePublished":"2017-12-12T14:31:19.000Z","dateModified":"2017-12-12T14:31:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49876 https://ww2.kqed.org/mindshift/?p=49876","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/12/does-preschool-pay-off-tulsa-program-demonstrates-success/","disqusTitle":"Does Preschool Pay Off? Tulsa Program Demonstrates Success","nprByline":"Claudio Sanchez","nprStoryId":"568378251","nprApiLink":"http://api.npr.org/query?id=568378251&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2017/12/12/568378251/does-preschool-pay-off-tulsa-says-yes?ft=nprml&f=568378251","nprRetrievedStory":"1","nprPubDate":"Tue, 12 Dec 2017 00:00:00 -0500","nprStoryDate":"Tue, 12 Dec 2017 00:00:01 -0500","nprLastModifiedDate":"Tue, 12 Dec 2017 00:00:01 -0500","path":"/mindshift/49876/does-preschool-pay-off-tulsa-program-demonstrates-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 2001, not long after Oklahoma had adopted one of the nation's first universal pre-K programs, researchers from Georgetown University began tracking kids who came out of the program in Tulsa, documenting their academic progress over time.\u003c/p>\n\u003cp>In a new report published in the Journal of Policy Analysis and Management today, researchers were able to show that Tulsa's pre-K program has significant, positive effects on students' outcomes and well-being through middle school.\u003c/p>\n\u003cp>The program, which serves seven out of 10 4-year-olds in Tulsa, has attracted lots \u003ca href=\"https://www.npr.org/sections/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">of national attention over the years\u003c/a> because of the on-going debate over the benefits of preschool and whether those benefits are long-lasting. William Gormley, a professor of public policy at Georgetown and one of the lead researchers, says the Tulsa findings offer convincing and compelling evidence that they are.\u003c/p>\n\u003cp>Here's our conversation, edited for length:\u003c/p>\n\u003cp>\u003cstrong>Why is this study a big deal? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because it's the first long-term study of a universal pre-K program that shows how kids benefit.\u003c/p>\n\u003cp>Four-year-olds were more likely to do well in reading, math and science as they moved up in grade. They were less likely to be held back or need special education, less likely to need remediation and more likely to enroll in gifted or honors programs.\u003c/p>\n\u003cp>We hypothesize that a key reason for this is that elementary and middle school teachers have ratcheted up the academic rigor and quality of instruction because these kids were much better prepared [compared to students who weren't enrolled in preschool]. Classroom instruction then becomes more stimulating and beneficial to students.\u003c/p>\n\u003cp>Teachers tell us they can spot a pre-K alumnus a mile away because that child is better prepared to learn.\u003c/p>\n\u003cp>\u003cstrong>What exactly did you measure?\u003c/strong>\u003c/p>\n\u003cp>We decided to look at a wide range of potential outcomes that the school district had good data on, deep into the middle school years. They included standardized test scores, letter grades, attendance, special education placement, whether students were in honors courses or gifted programs, suspension and retention rates.\u003c/p>\n\u003cp>\u003cstrong>In earlier findings, the kids in your study were also more likely to be engaged in class, less timid, more confident, with one glaring exception: black boys. By middle school, they're not doing as well as their white or Latino peers.\u003c/strong>\u003c/p>\n\u003cp>The results for African-American kids are not as promising in the long term as the results for members of other ethnic and racial groups. Other research, including studies of Head Start, reached similar conclusions. But one big important finding for all kids in Tulsa's pre-K program, including black students, is that they were less likely to be retained in grade.\u003c/p>\n\u003cp>That's a really big, important finding because retention is closely associated with negative outcomes like weak academic performance, dropping out of school, higher crime rates, and lower earnings later in life.\u003c/p>\n\u003cp>Still, Hispanic kids do benefit more in the longer run compared to black children. For example, the principal beneficiaries of pre-K were English language learners. Their reading gains, in particular, were phenomenal after only nine months of being in Tulsa's pre-K program.\u003c/p>\n\u003cp>\u003cstrong>You say that one major factor in kids' overall success is that the Tulsa program is of really \"high quality.\" How do you define high quality?\u003c/strong>\u003c/p>\n\u003cp>There are two different ways to measure pre-K quality. The first way is to focus on the education level [of preschool teachers] and student-teacher ratios in the classroom. Those things look very good in the Tulsa program. Every teacher has at least a bachelors degree and is early childhood-certified. They get paid the same as a regular [elementary school] teacher.\u003c/p>\n\u003cp>But the proof in the pudding is to see what's going on inside classrooms. In Tulsa, the legal requirement is that you have one teacher for every 10 students in the classroom.\u003c/p>\n\u003cp>\u003cstrong>What about funding?\u003c/strong>\u003c/p>\n\u003cp>We estimate that the cost of full-day pre-K in Tulsa is $10,000 per student. The latest data shows that the long-term benefits of the Tulsa program exceed the short-term costs by at least two to one in current dollars.\u003c/p>\n\u003cp>\u003cstrong>In other words, taxpayers should be reassured that their investment in universal pre-K is paying off. But can a high-quality program somehow \"inoculate\" children from academic failure?\u003c/strong>\u003c/p>\n\u003cp>Well, that's a tough question.\u003c/p>\n\u003cp>A lot of students, especially disadvantaged students, suffer from low self-esteem. They do not think of themselves as being successful. That's when a high-quality pre-K can be enormously important.\u003c/p>\n\u003cp>We don't necessarily know what's going on inside children's heads to account for their success. We don't know what's going on inside individual elementary and middle school classrooms that help sustain these successes. What we do know is that Tulsa's pre-K program is producing lasting dividends for students down the road.\u003c/p>\n\u003cp>\u003cstrong>Is Oklahoma's universal preschool program a model for the nation?\u003c/strong>\u003c/p>\n\u003cp>Yes, because Oklahoma has demonstrated a very strong commitment to pre-K over two decades. It has enormous public support so it would be hard to terminate it because ordinary folks know the program is doing wonderful things for their kids.\u003c/p>\n\u003cp>\u003cstrong>Will your findings from Tulsa change the national debate about the long-term benefits of preschool, both real and perceived?\u003c/strong>\u003c/p>\n\u003cp>There's been enormous interest in the Tulsa pre-K program for the past decade. That's because it was adopted by a very poor state, a rather conservative state and it continues to produce positive outcomes for kids.\u003c/p>\n\u003cp>The Tulsa findings highlight the importance of quality, the importance of recruiting and retaining really good teachers. They've been trained extremely well. They've been allowed to devote more time to literacy, math and science.\u003c/p>\n\u003cp>Whether that will continue is uncertain because the state of Oklahoma has [recently] chosen to underfund K-12 education and that's regrettable.\u003c/p>\n\u003cp>It means that unless Oklahoma chooses to invest more in education, some of these significant gains will dissipate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for our research, our next study will look at the impact of Tulsa's preschool program on high school students' performance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Does+Preschool+Pay+Off%3F+Tulsa+Says+Yes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49876/does-preschool-pay-off-tulsa-program-demonstrates-success","authors":["byline_mindshift_49876"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_152","mindshift_208","mindshift_21155"],"featImg":"mindshift_49878","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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