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Will "universal preschool" for 3- and 4-year-olds improve academic achievement over the long term?
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Results so far:
| No | 53% | 392 votes | Total: 736 votes | |
| Yes | 47% | 344 votes |
No
by Marilyn Bubb
Created on: April 22, 2009
At first glance, the idea to begin early with formal schooling seems to be a good one. After all, if it makes sense to start teaching a 5 year old to read, wouldn't it be even better to start when that student is 3 years old? Give him or her a "head start", so to speak? Seems logical...
The logic, however, is flawed.
The National Center for Education Statistics finds that there is no lasting benefit for students attending pre-school programs. Any superiority in reading, math or science scores has "faded out" by third grade, with the children who did not attend pre-school achieving at the same level as those who did attend.
In the few cases where research has shown that there are benefits to enforced early childhood education, those studies were performed on high-risk children, in intense intervention settings.
Studies on mainstream, low-risk children generally do not show a benefit from early childhood education programs. In fact, attempting to formally educate a child before he or she is ready can be detrimental to the child's self esteem and future education. Forcing a child into a structured learning environment at the wrong time can steal that child's love of learning and forge in their minds the idea that learning is a chore, rather than a joy.
In addition to a lack of real academic benefits, there are only questionable social benefits. Children who are placed in universal childcare or preschool have a marked possibility of suffering from any number of negative outcomes, from anxiety, to hyperactivity, to increased aggression, bullying, and even decreased motor skills and achievement motivation.
A perusal of statistics from the Georgia Universal Preschool program shows that "Eighty-eight percent of the study sample scored a five on the capability item, compared to eight-five percent of all students across the state scoring similarly. Statistical tests indicate that overall these differences are not significant. In other words, the study sample does not differ from the entire kindergarten population in GKAP capability scores."
Research shows that GKAP scores are the same as they were before the implementation of the universal preschool program. In ten years, the state of Georgia spent $1.15 billion dollars on the early childhood education program, and students achieved essentially the same scores as before the beginning of the program. The taxpayers of Georgia are paying dearly for a program which does not aid their children in any appreciable way.
The National Assessment of Education Progress also sheds light on the problems with programs such as universal preschool, Head Start, etc. In an evaluation of the top 10 best and worst performers among the states, with data based on 4th grade reading tests, Georgia was among the 10 worst performers in the nation, in spite of a long-term universal preschool program.
An objective look at the perceived "benefits" of early childhood education, placed alongside the risks of such a program, should bring about a sober re-thinking of the idea that earlier is better when it comes to formal learning. Learning should bring joy and a sense of achievement. Let's allow our children to reach the age where that is possible, instead of forcing something upon them before their time, and expressing dismay when our expectations are not reached.
Learn more about this author, Marilyn Bubb.
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Yes
by Eva Smart
Created on: October 01, 2007
Voluntary Pre-K programs have already proven to be a great success in many states. Universal Pre-K would be a huge advance for our country.
Pre-K recognizes the the majority of children's capacity for brain development occurs during our early learning years.
Early literacy and early math numeracy is vital to a life-long ability to learn and perform competently in academics and in life skills.
Families, especially the working poor and struggling classes, depend on early learning options in order to work. Organized Pre-K is the best solution to this need.
Early learning is a highly advanced practice, and children deserve access to its benefits instead of simply being cared for by babysitters.
*What do Pre-Kindergarten Programs focus on to create success for school readiness?*
Pre K programs must focus on two central priorities, the establishment of consistently enforced quality standards and the coordination of diverse systems including public schools and private care centers.
QUALITY STANDARDS
The most important priority for continued successful implementation of Universal or Voluntary Pre Kindergarten Education Program (UPK/VPK) is establishing and assuring defined quality standards at every level of the program.
It is essential that the program maintain standards for every level of programming, including school readiness indicators for students, satisfaction indicators for parents, educational criteria for teachers and administrators, curriculum standards, quality standards and policy directives for programs, community involvement standards for coalitions, and integrated contract monitoring standards throughout the system. All of these quality standards systems should interrelate and should transfer into meaningful information for policymakers, funders, and program stakeholders.
Quality that is discernable through data is a primary expectation of early intervention programs. National directives from private funders and from governmental agencies hold out that Pre-K programs must "meet quality benchmarks associated with improving children's outcomes, such as highly-trained teachers." 1 Setting and attaining quality benchmarks will lead to consistency and measurable outcome improvements.
High-qu ality preschool is a considerable investment for states to make. In order to maintain the public support that is needed to expand the program, quality measures must show improvements in school readiness rates, and in the quality of family and community life. In all, quality standards are the most important priority for the advancement UPK/ VPK Programs.
SYSTEM COORDINATION
System coordination affects both the funding and the policies that provide for early childhood educational services, so it also is a high priority for the success of the UPK/VPK Programs.
Funding is the cornerstone of programming, and VPK services are dependent on coordinated funding to advance teachers' educational levels, to advance pay and working conditions, to improve quality and to provide access for all eligible families. Coordinated funding is also necessary to maintain system consistency and quality through technical assistance and services for coalitions, partnership agencies and community member.
Programs for early learning, however, is delivered through a complex matrix of federal, state and local mechanisms. Federal funds and services are distributed by the Department of Health and Human Services and the Department of Education, to Head Start programs and through private day care providers. School districts also receive funds for pre-K programs.
Parents must be able to continue to choose whether to use at home care, care from relatives, school district classes, private child care programs, or religious facilities. All of these types of programs must be available in Pre-K, and Pre-K standards and payment systems have to work in all systems.
Coordination is key. All UPK/VPK programs must be carefully resourced so that children and families benefit from quality care.
UNIVERSAL PRE-K INCREASES CHILD OUTCOMES
1) An overwhelming amount of research shows that Pre-K improves children's school readiness, literacy, health and social/emotional development.
2) Pre-K helps working families support early learning for their children.
3) Pre-K raises the standard of all early learning/child care programs.
4) Pre-K allows Kindergarten skills to develop quickly, allowing children to progress to more challenging work.
5) Pre-K creates stronger communities who are dedicated to serving families with young children.
In all, Universal Pre-K would be a tremendous asset to our country.
Learn more about this author, Eva Smart.
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