Early Childhood Education

Past Successes Shape Effort to Expand Early Intervention, by Jeffrey Mervis

Three groundbreaking intervention efforts over the past half-century have shown beyond a doubt that high-quality early education pays off. The payoff—on everything from better school performance to holding a job, raising a family, staying out of jail, and contributing to, rather than being a burden on, society—can be as much as $16 saved for every dollar spent. That's an impressive return on investment at a time when local, state, and federal officials are trying to squeeze out the biggest bang for their limited bucks. But these studies can't provide policymakers with a prescription for the best, most cost-effective intervention that can help the largest number of at-risk children. The disconnect comes because such studies contain too many important variables to measure. But all of them, from the quality of the teachers to the curriculum to the intensity and duration of the intervention, affect long-term outcomes.

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Science Magazine: Education Forum (June 27, 2008)

Preschool Programs Can Boost School Readiness

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Para Nuestros Niños: Expanding and Improving Early Education for Hispanics

The National Task Force on Early Childhood Education for Hispanics was established in 2004 to study the challenges to academic achievement for Hispanic children and to develop recommendations to expand and improve their educational opportunities during the period from birth through age eight.

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The Bush School of Government and Public Service at Texas A&M University

A cost-benefit analysis of universally-accessible pre-kindergarten education in Texas.

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Is More Better? The Effects of Full-Day vs. Half-Day Preschool on Early School Achievement

The National Institute for Early Education Research (NIEER) study compares 85 children assigned to an 8-hour program for 45 weeks to 254 children assigned to a 2.5- to 3-hour program for 41 weeks. The study was designed to answer two primary questions: 1. What are the effects of the additional hours of preschool education offered by the extended-day, extended-year public preschool program on children's learning in literacy and mathematics by the end of the school year? 2. If learning gains from the program are evident for children by the end of one school year, are these gains sustained through kindergarten and beyond?

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