New research shows the effectiveness of preschool programs in promoting long-term academic success is unclear, with studies showing mixed positive, negative, and neutral results It has been shown that
New reviews from Teachers College, columbia universityThe University of Virginia, the University of California, Irvine, and the University of Delaware have documented the disparate effects of preschool programs on long-term school success.
Early education programs are widely believed to be an effective public investment to support children's academic success and reduce achievement gaps by income and race. But a new, groundbreaking study conducted by a team of researchers from Teachers College, Columbia University, the University of Virginia, the University of California, Irvine, and the University of Delaware reveals the long-term implications of today's preschool programs to help children. A variety of evidence has been found regarding its effectiveness. succeed in school.
A study published today (May 2) in the journal “Unsettled Science on the Long-Term Impact of Early Education” scienceused a rigorous design to examine published evaluations of established publicly funded preschool programs. Four evaluations reported a mix of positive, negative, and no differences in school performance for children who participated in post-elementary preschool programs and those who did not. I did.
This research challenges prevailing assumptions in the field and identifies key factors that foster the development of skills essential to both academic and life success, particularly among children from disadvantaged backgrounds. It emphasizes the importance of identification.
Different outcomes of preschool programs
“While preschool programs have long been praised as effective interventions, our study reveals a more nuanced reality,” said lead author of the study, University of Virginia Center for Advanced Study of Teaching and Learning. Research Professor Margaret Burchinal says:
“While many envision its positive impact, rigorous evaluation shows mixed results, including both successes and setbacks, and in some cases, no discernible long-term effects. It is essential to design preschool programs that promote school success across the board, especially for children from low-income families.”
Bruchinar added, “Importantly, for parents, especially those with limited financial resources, access to reliable child care is essential for labor force participation. Equally important, access to reliable child care is essential for workforce participation. It's a public preschool program that not only provides, but also builds a solid foundation for children's academic success.”
Conflicting evidence and the need for further research
Public opinion about preschool is driven primarily by two well-publicized randomized trials that found significant long-term benefits of attending preschool, as well as positive short-term effects. It is shaped by less rigorous research that suggests long-term benefits in some cases. . However, recent high-quality randomized evaluations of public preschool programs have shown conflicting evidence. Although these evaluations show a positive impact on academic achievement at the time of admission, it remains unclear whether these programs improve long-term academic success and subsequently.
Two evaluations of scaled-up preschool programs showed mixed results. While the Boston program improved high school graduation rates, the Tennessee program worsened elementary school performance. His other two assessments showed no differences in results between attendees and non-attendees. This highlights the need for further research into effective preschool education practices.
Long-term effects are uncertain
These four studies paint a slightly less rosy picture than previous research about preschool's ability to increase opportunities for children. The authors argue that the optimistic results of a previously widely cited random assignment study more than 50 years ago may not carry over to today's programs. Both programs served a small number of children, and those who were not in the admission lottery did not have access to many of the safety-net services and child care options currently available to parents.
Newer evaluations show that public preschool programs improve reading, writing, and math skills at school entry, but the benefits quickly fade once children enter elementary school. Less rigorous studies of large programs typically rely on limited information about attendees and nonparticipants, and nonparticipants differ from participants in other important factors, such as parenting beliefs and practices. may be different, which could explain the findings in favor of participants.
Recommendations for future research
“Our study suggests that researchers should be more cautious when making policy recommendations regarding the impact of public preschool programs,” said Tyler Watts, assistant professor of developmental psychology at Teachers College, Columbia University. It suggests that.” “Currently, even with the best research studies, it is difficult to predict the long-term effects of these investments.Certainly, we agree that early childhood education is an important area for public investment. Still, we cannot confidently claim that all public preschool programs have positive long-term outcomes.
Author policy recommendations:
- To fund public preschool programs, over-capacity classrooms must be evaluated on a lottery basis. These assessments should measure broader classroom practices and follow children from elementary school through high school and ideally into adulthood.
- Conduct a long-term follow-up of existing lottery research to see if lottery benefits come into adulthood. An initial lottery-based evaluation of Boston's preschool program also found no differences in elementary schools, so it will be important to see if similar effects are found in other programs.
References: “The Unsolved Science of the Long-Term Effects of Early Education” by Margaret Burchinal, Annamarie Whittaker, Jade Jenkins, Drew Bailey, Tyler Watts, Greg Duncan, and Emma Hart, May 2024.2 Day, science.
DOI: 10.1126/science.adn2141
