What we know about the effects of pre-K in 6 consensus statements

In 2015, 42 states and the District of Columbia spent $6.2 billion in state funds on pre-kindergarten (pre-K) programs, a fact that represents a growing commitment to pre-K as a way to help children from disadvantaged families increase their school readiness. But while numerous studies have documented the success of pre-K programs in preparing students for elementary school, inconclusive evidence about the sustainability of pre-K benefits as children move through their school years is raising important new questions for scientists, educators, and policymakers alike. How can states optimize their pre-K programs to provide both the strongest early learning boost and a solid foundation for future learning?

On April 17, a group of leading pre-K researchers presented the results of a collaboration designed to present a consensus statement about the state of knowledge on pre-K education. That statement—presented in six consensus facts—is embedded in a fuller report on the role of pre-K curriculum, cost-benefit studies, financing, and more. At the event, a presentation of the consensus statement was followed by two panel discussions. Participating in this event was Candice McQueen, Commissioner of Education for Tennessee, the site of an ongoing research-policy partnership aimed at ensuring that young children acquire the intellectual and social skills the nation will need in the future.

You can follow along on Twitter with #PreKResearch.