The evidence of the effects of state-funded pre-kindergarten (preschool) programmes in the US 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-kindergarten. According to the report:
- Greatest improvements at the end of the pre-kindergarten year are more often found for pupils from low-SES backgrounds or who are dual language learners than for their higher-SES and English-proficient peers.
- Not all pre-k programmes are equally effective, and this may be influenced by several factors. Positive influences include using evidence-based programmes that are well-implemented; utilising ongoing professional development and coaching for teachers; and promoting classrooms with predictable routines and positive, supportive pupil-teacher relationships.
- Pre-k environments are most effective when pupils’ individual abilities, knowledge and backgrounds are considered, and teaching strategies and content accordingly adjusted.
- 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.
- Long-term effects of pre-k in the later elementary (primary)years are inconclusive.
- More complete and reliable evidence is needed, during and after pre-k programmes, 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.
Source: Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects: A consensus statement (April 2017), Duke Center for Child and Family Policy, The Brookings Institution