The evidence on state-funded pre-k

The evidence on state-funded pre-k
The evidence of the effects of state-funded pre-kindergarten programs was recently reviewed by a task force of scientists from the Brookings Institute and Duke University. These findings were released in a report called "The Current State of Scientific Knowledge on Pre-Kindergarten Effects.". Following the evidence review, the task force released a consensus statement outlining conclusions and recommendations about the effects of state-funded pre-K. According to the report:
  1. Greatest improvements at the end of the pre-k year are more often found for students from low-SES backgrounds or who are dual language learners than for their higher-SES and English-proficient peers.
  2. Not all pre-k programs are equally effective, and this may be influenced by several factors. Positive influences include using evidence-based programs that are well-implemented; utilizing ongoing professional development and coaching for teachers; and promoting classrooms with predictable routines and positive, supportive student-teacher relationships.
  3. Pre-k environments are most effective when students' individual abilities, knowledge, and backgrounds are considered, and teaching strategies and content accordingly adjusted.
  4. Children who attend pre-k demonstrate more school readiness at the end of the year than those who do not, especially in the areas of literacy and numeracy.
  5. Long-term effects of pre-k in the later elementary years are inconclusive.
  6. More complete and reliable evidence is needed, during and after pre-k programs, to create and sustain pre-kindergartners' long-term gains.
The full report goes into more detail about the consensus statements, and discusses the results of the evidence with regards to funding, policy, and other considerations.

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