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State Pre-K: Effectiveness, Access, and Support for Quality Milagros Nores, PhD Steve Barnett, PhD.

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Presentation on theme: "State Pre-K: Effectiveness, Access, and Support for Quality Milagros Nores, PhD Steve Barnett, PhD."— Presentation transcript:

1 State Pre-K: Effectiveness, Access, and Support for Quality Milagros Nores, PhD Steve Barnett, PhD

2 Why invest in Pre-K?  First 5 years are a time of rapid brain development  Early experience substantially influences development  Pre-K has been demonstrated to produce short- and long-term positive impacts  Later compensatory efforts face reduced plasticity and higher costs  Early failure & success are self-reinforcing

3 Potential Gains from Investments in Early Education Educational Success and Economic Productivity  Achievement test scores  Special education and grade repetition  High school graduation  Behavior problems, delinquency, and crime  Employment, earnings, and welfare dependency  Smoking, drug use, depression Decreased Costs to Government  Schooling costs  Social services costs  Crime costs  Health care costs (teen pregnancy and smoking)

4 ECD programs 0-5 in the US produce long-term gains: 123 studies since 1960

5 Key Lessons Immediate impact should be at least twice the size of desired long-term impact Some programs are much more effective than others Multiple approaches are effective, but educational quality is a key element Earlier is not necessarily higher payoff

6 Three early education sectors Private child care and preschool –Lowest quality –Minimal benefits Head Start and Early Head Start –Better quality –Modest benefits State Pre-K –Highly variable quality –Highly variable benefits

7 Preschool Quality in California

8 Oklahoma Pre-K: an example Program impacts in months Preschool programs strengthen reading, writing, and math skills Woodcock-Johnson achievement subtest

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12 States at Risk California cut spending per child by 10% for , achieves only 3 of 10 benchmarks & threatens further budget reductions. Florida ranks first in access (76%) but near last in support for quality. Class size limits raised, & further cuts may be coming. Georgia met all 10 benchmarks then cut its pre-K school calendar by 1 month & increased class size to 22. Illinois reduced enrollment has funding troubles. North Carolina moved pre-K out of education, reduced staffing and enrollment. May face more cuts. Oklahoma a national leader cut spending by more than 10%. Pennsylvania had made strong gains but the new governor made serious cuts over 10% per child in

13 10 Years of State Pre-K 600,000 child increase in state pre-K enrollment since Especially important for Hispanics who depend heavily on state programs. Enrollment at age 3 barely budged. Spending per child $715 lower than in Adoption of statewide comprehensive early learning standards nearly universal. Less progress in raising standards for teachers.

14 Conclusions  Pre-K can be a strong public investment  Cut the achievement gap by 40 percent  Increase job and GDP growth  Intensity and quality are the keys to high returns  More progress on enrollment than on quality.  Some states moved backwards sharply due to the recession.  Quality costs—but failing to invest in quality early education costs far more


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