New Research on Effects of Pre-K 2012 Building a Grad Nation Summit - PowerPoint PPT Presentation

New Research on Effects of Pre-K 2012 Building a Grad Nation Summit Washington, DC March 19, 2012 Steve Barnett, PhD

Why invest in Pre-K?  First 5 years are a time of rapid brain development  Early experience substantially influences development  Pre-K has been demonstrated to produce short- and long-term positive impacts  Later compensatory efforts face reduced plasticity and higher costs  Early failure & success are self-reinforcing

Potential Gains from Investments in Early Education Educational Success and Economic Productivity  Achievement test scores  Special education and grade repetition  High school graduation  Behavior problems, delinquency, and crime  Employment, earnings, and welfare dependency  Smoking, drug use, depression Decreased Costs to Government  Schooling costs  Social services costs  Crime costs  Health care costs (teen pregnancy and smoking)

Cognitive gains from Early Education Programs 0-5 in the US (123 studies since 1960) All Designs HQ Designs HQ Programs 1 0.9 0.8 0.7 Effects (sd) 0.6 0.5 0.4 0.3 0.2 0.1 0 Treatment End Ages 5-10 Age >10 Age at Follow-Up 1 sd = achievement gap, so High Quality preschool closes nearly half the achievement gap

What works? • Intentional teaching • Balanced curriculum – Cognitive and Socio-Emotional • Individualization – Small-group and one-on-one • More to come---

Program Effectiveness Varies Greatly CPC Tulsa TN 8 St Head St Language na na na .26 .13 Math .33 .36 .28/.48 .32 .18 Literacy na .99 .42/.82 .80 .34 Effects in standard deviations. Figures in parentheses are adjusted for noncompliance. Early Head Start is 0-3, more expensive and less effective than Head Start

Oklahoma: Effective Pre-K for All Preschool programs strengthen reading, writing, and math skills TPS Pre K Head Start Program impacts in months 10 9 8 7 6 5 4 3 2 1 0 Letter-Word ID Spelling Applied Problems Woodcock-Johnson achievement subtest

Oklahoma’s Broad & Lasting Gains • Positive effects on attention, no negative effects on social-emotional (also TN) • More likely to take regular tests – At K: 81% pre-K v.70% none – At 3 rd grade: 70% pre-K v. 59% none • Higher math scores at grade 3, but not reading — no correction for testing difference

NJ’s Urban Pre -K Transformation • Teacher with BA & ECE + asst. in each class; • Full-day (6 hour educational day), 180-day program, plus extended day/full year; • Access to all 3 and 4 yr. olds in 31 school systems • Maximum class size of 15 students; • Evidence-based curricula; • Early learning standards and program guidelines; • Support for potential learning difficulties; and • Professional development for key staff.

NJ Classes Change in ECERS-R Overall Quality 1999-2000 vs 2007-2008 60 47.4 50 40 34.6 32.2 27.7 Percentage of Classrooms 30 19.9 20 16.0 12.1 10 4.2 3.9 1.7 0.0 0.2 0 1.00-1.99 2.00-2.99 3.00-3.99 4.00-4.99 5.00-5.99 6.00-7.00 Figure 3. ECERS-R Score (1=minimal, 3=poor 5= good 7=excellent) 00 Total (N = 232) 08 Total (N = 407)

Increased Quality in NJ Pre-K Improved Education Outcomes • Gains in language, literacy, math • 2 years have twice the effect of 1 • 2 years closed 40% of the achievement gap • Effects sustained through 2 nd grade • Grade repetition cut in half by 2nd grade

International Evidence OECD test scores higher and more equal as access approaches 100% France: Ecole Maternelle increased income Norway: universal child care increased earnings and employment Argentina, Uruguay, and UK: universal preschool raised long-term achievement Denmark, Quebec: universal child care null or negative effects on children--quality matters

Initial Results from the Newest Studies • Arkansas pre-K long-term effects – reading and math effects at grade 2 and reading at grade 3 • Rhode Island: UPK positive effects on literacy and math, all children gain • Chicago RCT of half v. full-day Pre-K: larger effects of full-day on language and math • Boston Pre-K — strong effects on language, literacy, math, and executive function

Conclusions  Pre-K is proving a good public investment  Increased achievement  Job and GDP growth, decreased economic and educational inequality, fewer social problems  Pre-K for all children can yield a higher return and greater equality than targeting only the poor  Intensity and quality are the keys to high returns  Quality requires high standards, adequate funding and relentless focus on continuous improvement

References 1. Barnett, W. S. (2011). Effectiveness of early educational intervention. Science , 333 , 975-978. 2. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25 , 140-165. 3. Camilli, G., Vargas, S., Ryan, S., & Barnett, W.S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112 (3), 579-620. 4. Dumas C. & Lefranc, A. (2010). Early schooling and later outcomes: Evidence from preschool extension in France. THEMA Working Paper 2010-07. Université de Cergy-Pontoise. 5. Frede, E. C., & Barnett, W. S. (2011). New Jersey’s Abbott pre -k program: A model for the nation. In E. Zigler, W. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: current controversies and issues (pp. 191-196). Baltimore: Brookes Publishing. 6. Gormley, W., Phillips, D., Newmark, K., Welti, K., & Adelstein, S. (2012). Social-emotional effects of early childhood education programs in Tulsa. Child Development, 82, 2095-2109. 7. Havnes, T. & Mogstad, M. (2011). No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes. American Economic Journal: Economic Policy , 3(2): 97 – 129. 8. Hill, C., Gormley, W., & Adelstein, S. (2012). Do the short-term effects of a strong preschool program persist? Working Paper No. 18. Washington, DC: Georgetown Unversity, CROCUS. 9. Kitzman, H. J. et al. Enduring Effects of Prenatal and Infancy Home Visiting by Nurses on Children: Follow-up of a Randomized Trial Among Children at Age 12 Years. Archives of Pediatrics & Adolescent Medicine , Vol. 164, May 2010, pp. 412-18. 10. Lipsey, M., Farrran, D., Bilbrey, C., Hofer, K., & Dong, N. (2011). Initial results of the evaluation of the Tennessee Voluntary Pre-K Program. Nashville: Vanderbilt University. 11. Neidell, M., & Waldfogel, J. (2010). Cognitive and noncognitive peer effects in early education. The Review of Economics and Statistics, 92 (3), 562-576. 12. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004). The final report: Effective pre-school education. Technical paper 12 . London: Institute of Education, University of London. 13. Waldfogel, J., & Zhai, F. (2008). Effects of public preschool expenditures on the test scores of fourth graders: Evidence from TIMMS. Educational Research and Evaluation, 14 , 9 – 28.

Pre-Kindergarten Academies – A Bridge to Success 2012 Grad Nation Summit Presentation Jay Speck, Solano County Superintendent of Schools

Demographic Data  5 Time-Winner 100 Best Communities for Young People!  6 School Districts  65,000 Kdg-12 Students  42% Free/Reduced Lunch  14% English Language Learners (ELL)  25% Drop Out Rate  Ethnically Diverse: 32% Hispanic, 29% White, 17% African American, 9% Filipino, 4% Asian Source: California Department of Education

Why am I Committed to School Readiness?

California – The Land of Propositions

Common Ground

Pre-K Academies  Targeted to children that are poor and/or English Language Learners (59%)  Little or no pre-school experience  4 week period prior to the start of kindergarten  Teachers and curriculum matched to schools children will attend  Emphasis on both pre-academic and social-emotional development

Return on Investment  Kindergarten School Readiness Profile 18% mastered 7 out of 10 core items at entry  57% mastered 7 out of 10 core items at exit   ELL made less gains especially in pre- academic  Teachers placed a high value on social- emotional readiness  High parent and teacher satisfaction  Timing of academy matters

What’s Next…  “Race to the Top” Early Learning Challenge Grant  Transitional Kindergarten Changing kindergarten entrance from Dec  2 to Sept 2 Create a TK program for all children 

School Readiness as a Game Changer  The need to think differently about K-12  The need to take the long view School Readiness is a dropout prevention  strategy Changing from a reactive system to  proactive  The need for a robust public policy discussion policy makers  Involving Business and Community Leaders 

Thank You

Early Learning at the U.S. Department of Education 2012 Building a Grad Nation Summit Session 2: Getting a Jump on a Grad Nation: How early childhood education puts our children on the path to success Washington, DC March 19, 2012 2:45-4:00pm Jacqueline Jones, PhD Senior Advisor on Early Learning to the Secretary of Education U.S. Department of Education