PreK Evidence: Lessons for Virginia

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Pre-K Evidence Lessons for Virginia

• William T. Gormley, Jr.
• Center for Research on Children in the U.S.
• (CROCUS)
• Georgetown University
• August 16, 2007

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Enrollment of 4-Year-Oldsin State-Funded Pre-K,
U.S.
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Percentage of 4-Year-Olds Served by State Pre-K
Source Adapted from the National Institute for
Early Education Research, The State of Preschool
2006
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Percentage of 3- and 4-Year-Olds Served by State
Pre-K
Source Southern Education Foundation,
Pre-Kindergarten in the South
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Why State-Funded Pre-K?
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Partial Explanations

• Support from Parents
• Support from the Business Community
• Support from Democrats Republicans

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Social Science Evidence

• Experimental studies with random assignment show
  that high-quality early childhood programs work
  (small-scale demonstration projects)
• Non-experimental studies with rigorous research
  designs show that high-quality pre-K works
  (large-scale statewide programs)

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Evidence of Effectiveness from Three States
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Effect of Georgia Pre-K Program on Receptive
Vocabulary
GA pre-K students experience statistically
significant gains relative to national norms.
Source Gary Henry et al., Georgia State
University, 2003.
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Effect of Georgia Pre-K Program on Letter-Word
Identification
GA pre-K students experience statistically
significant gains relative to national norms.
Source Gary Henry et al., Georgia State
University, 2003.
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Effect of Georgia Pre-K Program on
Problem-Solving Skills
GA pre-K students experience statistically
significant gains relative to national norms.
Source Gary Henry et al., Georgia State
University, 2003.
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New Jersey
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Effect of New Jersey Pre-K Program on Receptive
Vocabulary at Kindergarten Entry
NJ pre-K students experience statistically
significant gains.
Source Ellen Frede et al., NIEER, 2007
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Effect of New Jersey Pre-K Program on Print
Awareness at Kindergarten Entry
NJ pre-K students experience statistically
significant gains.
Source Ellen Frede et al., NIEER, 2007
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Effect of New Jersey Pre-K Program on
Problem-Solving Skills at Kindergarten Entry
NJ pre-K students experience statistically
significant gains.
Source Ellen Frede et al., NIEER, 2007
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Overall Effects of Tulsa Pre-K Program
Tulsa pre-K students experience statistically
significant gains on all three tests.
Source William Gormley et al., Georgetown
University, 2004
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Effects of Tulsa Pre-K Program by Free Lunch
Program Status of Student
Students from diverse socio-economic backgrounds
benefit from Tulsa pre-K.
Source William Gormley et al., Georgetown
University, 2004
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Test Score Gains Attributable toTulsa Pre-K
Effect sizes for all three tests are substantial.
Source William Gormley et al., Georgetown
University, 2004
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Age-Equivalent Test Scores for Children Exposed
to Tulsa Pre-K
Students in Tulsa pre-K advance several months
beyond other students.
Source William Gormley et al., Georgetown
University, 2004
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Arguments Against State-Funded Pre-K

• Not the governments responsibility
• Let the federal government do it
• Too academic for young children
• Effects fade out over time
• Too expensive

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• Not the governments responsibility?
• Many parents of young children cannot afford
  pre-K or cannot afford high-quality pre-K.

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• Should the federal government do it?
• States are better able to design programs that
  fit the unique needs of their children.

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• Too academic for young children?
• Instruction should be developmentally appropriate
  for four-year-olds.

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• Do gains evaporate over time?
• Short-term gains sometimes diminish but seldom
  disappear.

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• Too expensive?
• Long-term benefits of pre-K substantially exceed
  short-term costs.

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Strategic Choices for Virginia

• Universal v. Targeted
• Public v. Mixed Services Delivery
• Approaches to Quality
• Full Day v. Half Day

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Universal Pre-K middle-class children benefit
from pre-K disadvantaged children benefit from
presence of middle-class peers.Targeted Pre-K
scarce resources are allocated to children who
need them most also, less expensive.
Conclusion A strong targeted program is a good
place to start.
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Public Schools Model high quality, consistency,
strong infrastructure.Mixed Services Model
parental choice, strengthens community-based
organizations.
Conclusion A strong role for public schools is
vital.
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Standards and Regulation protects children,
ensures some good outcomes.Consumer
Information empowers parents, rewards
high-quality providers.
Conclusion Both strategies are important,
complementary.
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Half-Day can produce good results less
expensive.Full-Day more opportunities to build
diverse skills, meets the needs of working
parents.
Conclusion At-risk families typically need a
full day of services.
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Conclusions

• A well-designed pre-K program can sharply improve
  school readiness.
• Early educational progress is the cornerstone for
  later educational progress.
• A strong pre-K program is one of the best
  investments a state can make.

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Center for Research onChildren in the United
Stateshttp//www.crocus.georgetown.edu/