Evidence for the benefits of state prekindergarten programs: Myth & misrepresentation

2016 ◽  
Vol 2 (1) ◽  
pp. 9-18 ◽  
Author(s):  
Dale C. Farran ◽  
Mark W. Lipsey
Keyword(s):  
Prekindergarten Programs

What’s an Economy For?

2020 ◽  
pp. 195-212
Author(s):  
Maxine Eichner
Keyword(s):  
Young Children ◽  
Economic Inequality ◽  
Safety Net ◽  
The State ◽  
Social Safety Net ◽  
Proper Place ◽  
Public Programs ◽  
The Public ◽  
Prekindergarten Programs ◽  
Economic Goal

This chapter describes how US policymakers would regulate the economy if they became serious about supporting the American Dream. Legislators would stop making an ever-higher GDP the ultimate economic goal and instead focus on ensuring that every American gets the resources they need to thrive. Since thriving Americans require healthy families, this would require ensuring that families, too, receive the resources they need to thrive. To serve these goals, markets must be put in their proper place in the larger economy, alongside both families and government. When it comes to ensuring that families get the resources they need, the state has five critical functions to fill. These are: (1) partnering with parents to provide the conditions young children need at home; (2) investing in excellent daycare and prekindergarten programs; (3) regulating the economy to reduce economic inequality and insecurity; (4) constructing a strong social safety net; and (5) regulating the workplace to allow workers to reconcile work with family. The chapter closes by describing the public programs that would support each of these five functions.

scholarly journals If You Offer It, Will They Come? Patterns of Application and Enrollment Behavior in a Universal Prekindergarten Context

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841984844 ◽  
Author(s):  
Anna Shapiro ◽  
Eleanor Martin ◽  
Christina Weiland ◽  
Rebecca Unterman
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Dual Language ◽  
Census Data ◽  
School Level ◽  
Universal Prekindergarten ◽  
Administrative Records ◽  
Boston Public Schools ◽  
Opt Out ◽  
Prekindergarten Programs

Universal public prekindergarten programs have been expanding in recent years, but not all eligible families apply to these programs, for reasons that are not well understood. Using two cohorts of students ( N = 8,391) enrolled in Boston Public Schools, we use geographic information systems to combine administrative records with census data to compare the student-, neighborhood-, and school-level characteristics of kindergarteners who did and did not apply to the Boston Public Schools prekindergarten program. We find that nonappliers are more likely to be non-White ( SD = 0.27), low income ( SD = 0.11), and dual language ( SD = 0.58), particularly those who did not attend any other prekindergarten program. We find similar differences at the neighborhood and school levels. Our study provides some of the first descriptive information on the sociodemographic characteristics and spatial distribution of families who opt out of applying to universal prekindergarten programs. Findings may inform recruitment strategies to promote equitable and universal prekindergarten enrollment.

An Examination of Family-School Partnership Initiatives in Rural Prekindergarten Programs

2002 ◽  
Vol 13 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Brent A. McBride ◽  
Ji-Hi Bae ◽  
Mary Sue Wright
Keyword(s):  
School Partnership ◽  
Prekindergarten Programs

An Evaluative Study of Prekindergarten Programs for Educationally Disadvantaged Children: Followup and Replication

1968 ◽  
Vol 35 (2) ◽  
pp. 111-119 ◽  
Author(s):  
Louis T. Di Lorenzo ◽  
Ruth Salter
Keyword(s):  
Longitudinal Study ◽  
Language Development ◽  
Reading Readiness ◽  
Educationally Disadvantaged ◽  
Disadvantaged Children ◽  
Evaluative Study ◽  
And Control ◽  
Prekindergarten Programs ◽  
Academic Year ◽  
Disadvantaged Preschoolers

This report summarizes some of the findings after two years of a four year longitudinal study, with built in replications, of the effectiveness of academic year programs for disadvantaged preschoolers. Comparisons are made between experimental and control children tested on IQ, language development, and reading readiness. Analyses are made by sex, race, and type of program.

scholarly journals Fostering socio-emotional learning through early childhood intervention

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Christina F. Mondi ◽  
Alison Giovanelli ◽  
Arthur J. Reynolds
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Research Literature ◽  
Emotional Learning ◽  
Early Childhood Programs ◽  
Future Directions ◽  
Childhood Education ◽  
Childhood Intervention ◽  
Returns On Investment ◽  
Prekindergarten Programs

AbstractEducators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 10.1037/0003-066X.33.9.789, 1978). Decades of research have linked participation in high-quality early childhood education (ECE) programs (e.g., public prekindergarten, Head Start) to multidimensional wellbeing. ECE programs also have demonstrated potential to be implemented at large scales with strong financial returns on investment. However, relatively few studies have investigated the effects of ECE programs on SEL, particularly compared to smaller-scale, skills-based SEL interventions. Furthermore, among studies that have examined SEL, there is a general lack of consensus about how to define and measure SEL in applied settings. The present paper begins to address these gaps in several ways. First, it discusses conceptual and methodological issues related to developmentally and culturally sensitive assessment of young children’s socio-emotional functioning. Second, it reviews the empirical research literature on the impacts of three types of early childhood programs (general prekindergarten programs; multi-component prekindergarten programs; and universal skills-based interventions) on SEL. Finally, it highlights future directions for research and practice.

The benefits of prekindergarten programs: Strong findings and open questions

2021 ◽  
Vol 103 (2) ◽  
pp. 8-13
Author(s):  
Anna Shapiro
Keyword(s):  
Early Childhood ◽  
Academic Skills ◽  
Early Childhood Programs ◽  
Open Questions ◽  
Kindergarten Entry ◽  
Policy Priority ◽  
Prekindergarten Programs

A wealth of evidence shows that children who attend preK. and other early childhood programs have higher pre-academic skills at kindergarten entry than those who don’t attend, and the benefits of attending preK. can last long into adolescence and adulthood. Anna Shapiro discusses these findings and argues for making universal public preK. an urgent policy priority.

Kindergarten Teachers' Perceptions of Instructing Students with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Sharon Vaughn ◽  
Meryl Reiss ◽  
Liz Rothlein ◽  
Marie Tejero Hughes
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Children With Special Needs ◽  
Teachers Perceptions ◽  
Outcomes For Children ◽  
Prekindergarten Programs

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.

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