Pre-Kindergarten Resources
March, 2007
I. General
II. Outcomes
III. State Examples
IV. Finance
V. Economic Benefits
VI. Community Providers
VII. Teacher Education
Building the Foundation for Bright Futures
National Governor’s Association (2005)
This is the final report of the National Governors Association’s Task Force on School Readiness. It identifies actions that governors and states can take to support families, schools, and communities in their efforts to ensure that all children enter school prepared to succeed. The recommendations are based on a review of available research and strategies that have proven effective in improving school readiness.
Early Childhood Education: Investing in Quality Makes Sense
American Educational Research Association (2005)
Discusses the core components of high-quality early education programs, such as a quality curriculum and well-educated, well-compensated teachers. When a program has quality components, it improves school readiness and has a lasting impact throughout the child’s education.
Going to Scale with High-Quality Education: Choices and Consequences in Pre-Kindergarten Efforts
RAND (2005)
This report draws on a literature review and interviews with pre-k personnel in eight states. It examines the policy choices and debates involved in implementing pre-k, focusing on the key issues of funding, access, accountability, and staffing. Additionally, it looks at the unintended effects of particular universal pre-K policy choices on other child populations, families, and communities.
On the Path to School Readiness: Key Questions to Consider Before Establishing Universal Pre-Kindergarten
State Early Childhood Policy Technical Assistance Network (2004)
This resource brief addresses essential questions decision makers must consider when designing and promoting universal pre-kindergarten programs. In particular, such efforts need to recognize the possible systemic impacts of universal pre-kindergarten programs, both positive and negative- including the impacts on existing early care and education programs and on community-building efforts within poor, minority communities.
The Status of Early Care and Education in the States
Institute for Women’s Policy Research (2004)
Outlines the need of working parents and their children for a universal, voluntary early care and education system that provides all families with access to a dependable, safe, and nurturing system of care. It discusses the benefits of such care, provides an overview of existing programs, and presents state and national data on the availability, quality, and cost of early care and education programs. The authors recommend steps for states and the federal government to expand and improve the early childhood care and education system.
The State of Preschool: 2006 State Preschool Yearbook
National Institute for Early Education Research (2006)
This Yearbook profiles prekindergarten programs in the United States, and is organized into three major sections. The first section provides background information on preschool education, a description of the data collection and analytical methods, a national summary of the findings, and national policy recommendations. The second section presents detailed profiles outlining each state’s policies with respect to preschool access, quality standards, and resources. The final section of the report contains appendices, including tables that provide the complete survey data obtained from every state, as well as Head Start and child care data.
A Critical Meta-Analysis of All Evaluations of State-Funded Preschool from 1977 to 1998: Implications for Policy, Service Delivery, and Program Evaluation
Yale University Child Study Center (2001)
Provides a meta-analytic review of data from all completed evaluations of state funded preschool programs up to 1998. The authors critique the methods used for evaluation and provide measures of standardized effects for all the significant impacts. The authors found that although evaluations of state-funded preschool programs vary widely, enough data is present to suggest prekindergarten programs positively impact children in a number of areas.
Early Childhood Interventions: Proven Results, Future Promise
The RAND Corporation (2005)
This study builds on prior research that examined the costs and benefits of investments in high-quality early childhood development (ECD) programs. It reports the benefit-cost ratios that have been calculated for the Perry Preschool Project, the Prenatal/Early Infancy Project, the Abecedarian Early Childhood Intervention, and the Chicago Child-Parent Center Program. It also presents calculations on the effect of a high-quality, large-scale ECD program for all poor three and four year-old children would have on future government budgets, the economy, and crime.
Early Learning, Later Success: The Abecedarian Study
The Carolina Abcedarian Project
The Abecedarian Project was a carefully controlled experimental study of children from low-income families that received early intervention in a high quality child care setting. This article, and the entire website, cover the findings of this study and its implications for the early childhood development field.
Increasing the Effectiveness of Preschool Outcomes
National Institute of Early Education Research (2006)
Reviews research on the factors that contribute to a quality preschool program, the features that impact children's learning and development, and current state policies related to these characteristics. Some of the policy recommendations offered by the report include establishing minimum requirements, providing adequate funding, developing learning standards, and using outcome measures to inform decisions about how to best implement preschool programs.
The High/Scope Perry Preschool Study Through Age 40
High/Scope Educational Research Foundation (2004)
Summarizes the results of the Perry Preschool Study, a scientific experiment that identified both short and long term effects from a high quality preschool education for children living in poverty. The study tracked participants in the preschool program through age 40 and it presents those findings.
The Benefits of Prekindergarten for Middle Income Children
National Institute for Early Education Research (2005)
Many middle-income children, who are not eligible for publicly subsidized prekindergarten, lack the opportunity to attend high-quality preschool programs. As a result, they often start school unprepared. This policy report analyzes what the research says about access to and gains made in high-quality preschool programs by children from middle-income families. Recommendations include expanding publicly funded preschool programs to include middle-income children and strengthening standards for child care and early education programs.
The Effects of Oklahoma's Pre-K Program on School Readiness
Georgetown University Public Policy Institute (2004)
The Oklahoma pre-kindergarten program enrolls a higher percentage of four-year-olds than any other program in the United States. Researchers are particularly interested in the program because it is based in the public schools and emphasizes high quality - for example, all lead teachers must have a college degree and be certified in early-childhood. This research study finds that pre-k improves academic achievement among all children regardless of income, race, or ethnicity.
The Effects of State Prekindergarten Programs on Young Children’s School Readiness in Five States
National Institute for Early Education Research (2005)
Children in prekindergarten programs experience gains in language and math abilities. The five states in the study are Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia. Each state’s individual report is available on the NIEER website (www.nieer.org).
Georgia Early Childhood Study 2001-2004 final report
Georgia State University: Andrew Young School of Policy Studies
The Georgia Early Childhood Study examines the effects of Georgia’s Prekindergarten Program on four-year-olds. In 1995, Georgia was the first state to offer voluntary, universal prekindergarten to every four year old. Children in Georgia made significant gains from the beginning of preschool to the end of first grade in terms of their skills compared to national samples of children their age.
Pre-Kindergarten in 11 States: NCEDL's Multi-State Study of Pre-Kindergarten and Study of Statewide Early Education Programs (SWEEP)
National Center for Early Development and Learning (2005)
Reports the research findings of studies of state-funded Pre-k programs in six states. Compared to other preschool settings, these state-funded Pre-k program maintain relatively high standards. But they still have many teachers without college degrees paid substantially less than public school teachers. While class size and teacher-child ratios are acceptable, opportunities for learning are lower than anticipated.
Success Stories: State Investment in Early Care and Education in Illinois, North Carolina, and Rhode Island
Alliance for Early Childhood Finance (2005)
Examines three states that invested in early care and education services. Describes the different strategies each state used to expand investments in early care and education.
Blending and Braiding Funding to Support Early Care and Education Initiatives
The Finance Project (2003)
This strategy brief highlights the successes and lessons learned in blending early childhood funding streams. It presents financing strategies that state and local policy makers, community leaders, and program coordinators can employ to align, coordinate, and integrate discrete, categorical funding streams.
The Cost of School Readiness: A Tool for Estimating the Cost of Universal Preschool in the States
Institute for Women’s Policy Research
The first part of this report summarizes research on the benefits of high quality early childhood education for children, parents, and communities. It then introduces a financing model that can help to calculate the cost of universal pre-kindergarten. This model is also a tool for examining the relationship between service standards, quality, and costs.
The Cost of Universal Access to Quality Preschool in Illinois
Institute for Women’s Policy Research (2003)
This report, intended for the Governor’s task force on universal access to preschool, estimates the cost of Illinois’ proposed universal preschool program over its first ten years.
Funding the Future: States’ Approaches to Pre-K Finance
Pre-K Now (2006)
Examines the different strategies states use to fund pre-kindergarten programs, the effectiveness of each strategy, and the sustainability of the approach. In addition to the general fund, sources of funding include lotteries, gaming, sin taxes, income taxes, and tobacco settlements. The report discusses the advantages and disadvantages of each funding source.
Funding and Policy Choices in a Changing Fiscal Environment
National Conference of State Legislatures (2003)
Describes and examines financing options to consider when developing early care and education policy. It also outlines strategic fiscal and policy questions and includes key resource information that is designed to be useful in the development of legislative proposals.
Policies to Foster Human Capital
James Heckman, University of Chicago and the Aaron Wildavsky Forum, University of California at Berkeley (2000)
Many politicians can overlook the learning and development that occurs in the early years of life. Dr. Heckman uses economic and developmental studies to illustrate that investments in social policies that intervene in the early years have very high rates of return while social policies that intervene at later stages in the life cycle have low economic returns. The long term benefits of early interventions aren’t limited to intellectual gains, but extend to overall lifetime achievement.
Early Childhood Development: Economic Development with a High Public Return
Federal Reserve Bank of Minneapolis (2003)
This report explains how investments in early childhood programs will improve Minnesota’s economy. It cites studies that document how well-focused investments in early childhood development yield high public and private returns. The authors propose that the Minnesota state government should create the Minnesota Foundation for Early Childhood Development to fill the gap between the funds currently available for early childhood family education, school readiness, and Head Start and the amount necessary to fully fund a high-quality program for Minnesota’s 3- and 4-year-old low-income children.
Age 21 Cost Benefit Analysis of the Title I Chicago Child-Parent Centers
Chicago Longitudinal Study (2004)
The most recent findings from the study of Chicago’s Child-Parent Center (CPC) program suggest that the economic benefits of participation exceeded the program’s costs. By providing comprehensive and intensive services to children and families over several years, the CPC appears to reduce the likelihood of later scholastic and social difficulties and to enhance well-being. Findings demonstrate the cost-effectiveness of public early childhood programs.
Early Childhood Education: How Important Are the Cost-Savings to the School System?
Columbia University, Teachers College (2004)
Uses a balance sheet framework to compare the costs and benefits of investments in early childhood education in New York. Using conservative assumptions and data from published studies, present value cost-savings are estimated ranging from $2,591–$9,547 per child participating in the program. The medium-term benefits or cost-savings from early childhood education include: Reducing the incidence of special education, preventing grade repetition, improving educational productivity, and enhancing children’s well-being. The report also addresses the long-term benefits of quality education.
Early Childhood Education For All: A Wise Investment
Legal Momentum, Family Initiative (2005)
This paper is based on recommendations from The Economic Impacts of Child Care and Early Education: Financing Solutions for the Future. It is a compilation of work by researchers and economists that links quality early childhood education with short and long-term economic benefits. After looking at a dollar for dollar return, early childhood education is one of the most cost-effective public investments available. The author uses Massachusetts and Connecticut as state case studies.
The Economic Impact of the Early Care and Education Industry in Illinois
Action for Children, Chicago Metropolis 2020, and the Illinois Facilities Fund (2005)
Demonstrates that in addition to supporting and nurturing young children, the Early Care and Education industry has significant short and long term economic benefits in Illinois. It provides jobs, supports the current workforce, and prepares young children to succeed in life.
The New Economics of Preschool: New Findings, Methods and Strategies for Increasing Economic Investments in Early Care and Education
Early Childhood Funders' Collaborative (2004)
This paper provides an overview of research on both the long- and short-term economic impact of early care and education. It reviews research on the short- and long-term economic benefits that accrue from early childhood education.
The Economic Impact of Early Childhood Development Programs in West Virginia
Marshall University, Center for Business and Economic Research (2005)
By the school year 2012-2013, every school district in West Virginia must provide a prekindergarten program that is available for all students. This study uses primary and secondary research to conclude that with appropriate public-private funding, West Virginia’s preschool program should produce long-term economic gains for the state.
All Together Now: State Experiences in Using Community-Based Child Care to Provide Pre-Kindergarten
Center for Law and Social Policy (2005)
This report studies the emergence of the mixed-delivery model, in which the pre-kindergarten programs are delivered in both schools and community-based settings. It discusses the importance of mixed delivery and the key state policies in its implementation. It also describes the findings of a state survey CLASP conducted to understand the policy choices, opportunities, and challenges of including community-based child care providers in pre-kindergarten programs.
National Conference of State Legislatures (2006)
Examines the benefits and challenges of implementing a mixed delivery system for prekindergarten that incorporates both school-based and community-based providers. Describes state statutory approaches and best practices.
Prekindergarten- Four Selected States Expanded Access by Relying on Schools and Existing Providers of Early Education and Care to Provide Services
United States Government Accountability Office (2004)
This GAO report studies how prekindergarten programs are designed and funded, the implications of certain program features for children’s participation, and the outcome data that was collected from participants. To gather this information, the GAO conducted site visits in four states—Georgia, New Jersey, New York, and Oklahoma.
Raising All Boats: Community-Based Programs as Partners in Universal Prekindergarten
The Cornell Early Childhood Program (2005)
Describes New York state’s approach to deliver pre-kindergarten services using a mixed delivery model and presents findings from a survey of the directors of community programs that offer prekindergarten services. The report addresses several key areas: school district-community collaboration, teachers and staff, curriculum and programming, financing, program impacts, and evaluation.
California Child Care Workforce Study
Center for Child Care Workforce
This study examines teachers and administrative staff who work in licensed child care centers across seven California counties. If focuses on the size and stability of the workforce, professional preparation, wages, retirement benefits, collective bargaining status, and identifies issues that warrant further attention.
Degrees of Improvement: States Push to Reverse the Decline in Preschool Teachers’ Qualifications
Harvard Education Letter (2006)
This issue brief describes the trend of declining professional credentials among preschool teachers, and how this affects young children. It uses New Jersey and Oklahoma as examples of how states are addressing the issue.
Effective Preschool Curricula and Teaching Strategies
National Center for Children in Poverty (2006)
Explores lessons from research and practice about the role of intentional curriculum and professional development and supports for teachers in closing the achievement gap in early literacy and math for low-income and preschool age-children.
Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy
National Institute for Early Education Research (2005)
Explores two issues to consider prior to implementing a policy that requires preschool teachers to have a bachelor’s degree: the constraints facing early care and education teachers in improving their credentials and the capacity of teacher preparation programs to help create a qualified and knowledgeable workforce. Given that New Jersey has recently adopted such a policy for teachers in its state-funded preschools, findings from studies focusing on this effort are used in order to illustrate these issues. The article concludes with implications for policy makers and researchers in terms of optimizing implementation of a BA policy and ensuring that policy-related supports are working.
For more information about this resource, please contact Julie Poppe at 303.364.7700 or julie.poppe@ncsl.org.
 Child Care and Early Education
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