Preschool Effects: What the Research Does and Does Not Say

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Preschool Effects: What the Research Does and Does Not Say

Wednesday, May 24, 2017

Between 2002 and 2015, state spending on preschool programs nearly doubled from $3.3 billion to $6.2 billion, according to the National Institute for Early Education Research. While mostly pointing to the positive educational benefits of high-quality preschool, some educational research has found the effects may fade out over time. 

This webinar aims to bring consensus answers from top early childhood education researchers to questions such as:

  • Do preschool effects last?
  • What does high-quality preschool look like and how much does it cost?
  • Who benefits most from high-quality preschool?

This is timely information as state policymakers need accurate, unbiased information to make critical decisions on preschool education decisions.

With the generous support of the Heising-Simons Foundation, this hour-long webinar features an overview of the new Brookings Institution policy brief developed by several leading early childhood education researchers to reach consensus on what the preschool effects literature does and does not say. Topics such as fadeout, long-term achievement and return on investment are discussed.

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  • Matthew Weyer, Ph.D., senior policy specialist, National Conference of State Legislatures


  • Mark Lipsey, Ph.D., research professor, Department of Human and Organizational Development and Peabody Research Institute, Vanderbilt University
  • Deborah Phillips, Ph.D., professor of psychology and associated faculty, Public Policy Institute, Georgetown University

Report: Puzzling it Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects