Researchers raise concerns about the efficacy of Early Care and Education programs such as Pre-K and Head Start in a recent Policy Forum. They emphasize the mixed results of recent studies, including some negative impacts, and call for more rigorous research to ensure these programs can achieve long-term benefits, especially for disadvantaged children.
Early care and education programs – like Pre-Kindergarten and Head Start – are widely regarded as effective public investments for reducing income- and race-based achievement gaps and helping children succeed in school with impacts extending well into adulthood. However, in a Policy Forum, Margaret Burchinal and colleagues present recent evidence suggesting that preschool impacts are not unequivocally positive and the science on the overall outcomes of these programs remains unsettled.
One study, which assessed the Tennessee Voluntary Pre-K program – a large state-funded pre-k program that enrolls roughly 25% of the state’s 4-year-olds – revealed negative impacts on academic and behavioral outcomes during elementary and middle school.
Source: Tech Daily Report (techdailyreport.net)
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