Universal Preschool Research
We've compiled research regarding the education of children ages three to five,
inclusive of preschool, kindergarten and early education studies and put it all in
one, easy-to-find place. In this section, Preschool Research is right at your
RAND Preschool Study, Part II
RAND's report, County-Level Estimates of the Effects of a Universal Preschool Program in California, predicts local reductions in high school dropouts, grade retention, special education years and juvenile crime.
New research from economists at the RAND Corporation shows that a strategic, statewide investment in quality preschool opportunity for all would deliver major education and public safety benefits to local communities.
by Lynn A. Karoly, Elaine Reardon, Michelle Cho
March 27, 2007
[More Results from Preschool California]
Redshirting: A "Moving" Experience
The question about whether a child should begin kindergarten when he or she reaches the prescribed age for school entry has "readiness" written all over it.
And as we all know, "readiness" is not something that can be easily measured. What variables need to be considered when we think about readiness for? Ask any child who has had to repeat a grade how they feel about having been "left back" and you'll quickly realize how serious a decision this is for parents and educators to make. An early study asked young students to rate a series of stressful events, and being left back ranked third, immediately following "going blind" and "losing a parent." Point made!
by Dr. Sheldon H. Horowitz
August 18, 2006
[More Results from National Center for Learning Disabilities]
Do Pre-K Center Care Programs Work?
A number of states have initiated, or are in the process of initiating, free pre-K center care programs for children from low-income families.
In the case of Smart Start and Kid Stuff, the states estimate that when fully implemented, these programs will cost in excess of $300 million per year.
During the past 40 years there have been five large-scale trials conducted to investigate the relationship between pre-K and developmental outcomes in children. We will examine each of these studies to see if they support the claim that high quality pre-K contributes to the intellectual, academic, and behavioral development of children.
by Verne R. Bacharach, Ph.D., Appalachian State University; Alfred A. Baumeister, Ph.D., Vanderbilt University; Jaimily A. Stoecker, M.A., C.A.S., Caldwell County NC Public School District
August 1, 2003
[More Results from Eagle Forum]