Overview of report
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.
Research Professor, Department of Human & Organizational Development and Peabody Research Institute - Vanderbilt University
Commissioner of Education - State of Tennessee
Distinguished Professor, School of Education - University of California, Irvine
Pritzker Professor of Early Learning Policy Studies - Duke University
Visiting Scholar - NYU Wagner Graduate School of Public Service
Professor and Distinguished Research Scholar of Human Development - Virginia Tech Carilion Research Institute
Professor of Psychology, Neuroscience, and Human Development - Virginia Tech
Professor of Pediatrics - Virginia Tech Carilion School of Medicine
Former Brookings Expert
Susan B. King Professor Emeritus of Public Policy, Samford School of Public Policy - Duke University
Professor of Human Development - University of Maryland
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"The pandemic has highlighted just how intricately related lack of broadband access is to systemic inequality."