There is a quiet debate going on in Washington right now (in various(opens in new tab) venues(opens in new tab)) over the extent of the state’s fiscal responsibility for early learning.
This is a welcome shift in public dialogue, away from a debate over the merits of pre-k for improved academic outcomes, child health, and other benefits, and toward a discussion of how we’re going to fulfill our commitment to educational opportunity for our kids.
As reported by Early Ed Watch(opens in new tab):
…participating in just the pre-k program had significant positive impacts on high school completion and also reduced special education placements and grade retention. In other words, the…pre-k intervention had some positive impacts even when children didn’t receive sustained elementary supports.
But the greatest benefits were for youngsters who participated in both the pre-k and the school-age interventions. Particularly important, students who participated in the full intervention had higher test scores at age 17–something that wasn’t true for the other groups.
| Intervention | Impacts (relative to comparison group) | Benefit to Society per $ Invested[1](opens in new tab) |
| Preschool only | Increased high school completion
Reduced special education placement Reduced grade retention |
$2.88 |
| School-age only | Reduced grade retention and special education placements | $1.42 |
| Preschool and school age | Reduced grade retention and special education placements
Higher achievement test scores (age 17) |
$3.59 |