Research

PreK Programs Will Reap Billions in Benefits

Economist Robert G. Lynch found that investment in high quality prekindergarten programs generates billions of dollars in economic and other benefits for the federal and state governments. The study, Enriching Children, Enriching the Nation , published by the nonpartisan Economic Policy Institute, shows huge benefits whether programs are universal or targeted to three- and four-year-old children from poor families.
Billions Are At Stake in the Push for PreK - Read about the study.
Enriching Children, Enriching the Nation (May 2007) - EPI.

PreK Programs Reduce Future Crime

A longitudinal study of participants in a Chicago public schools program serving preK through third grade students reported that at age 24 program participants had acquired more education and were less likely to commit crimes than those who did not receive the same level of service. This study is a 19-year followup report in an ongoing study of Chicago's Child-Parent Center program, which appears in the August 2007 issue of the Archives of Pediatrics and Adolescent Medicine, a monthly journal.
Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-Being

PreK Program Pays Off in Academic Development

New Mexico's preK initiative is paying off for its four-year-old participants in greater improvement in early language, literacy, and math development, according to The Effects of the New Mexico PreK Initiative on Young Children's School Readiness, a study released August 2007 by the National Institute for Early Education Research (NIEER) at Rutgers University. The research was conducted by Jason T. Hustedt, W. Steven Barnett, and Kwanghee Jung.   
New Mexico PreK Initiative: Its Effects on Children's School - Read about the study.    

Policy Makers Should Consider Full-Day Preschool

A study by the National Institute for Early Education Research (NIEER) finds that the benefits of full-day preschool over half-day programs are significant and concludes that "policy makers should strongly consider implementation of full-day preschool." The report discusses a randomized trial that compared children from low-income families in half-day and full-day public preschool programs.

Results show that children attending full-day programs did better on mathematics and literacy tests than children in a 2.5 to 3-hour public preschool program and the achievement gains continued at least until the end of first grade. 
Policy Makers Should Consider Full-Day Preschool (May 2006)

Benefits of Preschool

The journal Developmental Psychology has published research that confirms that Oklahoma's pre-kindergarten program is successfully helping kids prepare for school. (Oklahoma is one of the few states to offer preschool to every four year old.) While learning gains were made by children of different racial and socioeconomic backgrounds, the study found the most significant improvements among Hispanic children. Researchers made a point of noting that the preschool program was staffed by well-educated, well-trained teachers who earn regular public school salaries.
The Effects of Universal Pre-K on Cognitive Development (2005)
The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs (2005)
Study Backs Benefits of Preschool (2005) - Listen to the National Public Radio story by Michelle Trudeau.

Long-Term Benefits

The two most-often cited studies thought to prove the long-term benefits of early childhood education.
High/Scope Perry Preschool Study
Abecedarian Early Childhood Intervention Project

Child Trends Offers Range of Research Services

Child Trends, a nonprofit and nonpartisan children's research organization, provides research and data on the benefits of early childhood education, a description of practices that support school readiness  and more. It collects and analyzes data; conducts, synthesizes, and disseminates research; designs and evaluates programs; and develops and tests promising approaches to research in the field. Founded in 1979, Child Trends has achieved a reputation as one of the nation's leading sources of credible data and high-quality research on children.
Table of Practices That Support School Readiness  
Child Trends

Eager to Learn: Educating Our Preschoolers

This report provides an in-depth perspective on the components of quality preschool programs; principles of learning that should be incorporated into preschool curriculum (without endorsing any particular curriculum), and appropriate use of early childhood assessments. The report includes recommendations regarding professional development, development of curricula and assessment tools, and public policies at the state and federal levels. The report is from the Committee on Early Childhood Pedagogy of the National Research Council's Commission on Behavioral and Social Sciences and Education.
Eager to Learn: Educating Our Preschoolers   

Early Childhood Research & Practice

Early Childhood Research & Practice (ECRP), a peer-reviewed electronic journal sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign, covers topics related to the development, care, and education of children from birth to approximately age 8. ECRP emphasizes articles reporting on practice-related research and development, and on issues related to practice, parent participation, and policy.
Early Childhood Research & Practice (ECRP)
Early Childhood and Parenting (ECAP) Collaborative

Importance of Early Experiences

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) is an ongoing effort by the U.S. Department of Education's National Center for Education Statistics (NCES). The study follows a nationally representative sample of approximately 22,000 children from kindergarten through fifth grade in an effort to increase public awareness of the importance of children's early experiences in care and education evidenced by the National Education Goal on school readiness.
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)

Fact Sheet: Enriching Children, Enriching the Nation

In his research study economist Robert G. Lynch examines the costs and benefits of high quality prekindergarten programs and their positive impact over time on federal and state budgets, crime, and the achievement and earnings of children and adults. In the highlights below, "targeted" refers to a voluntary, high-quality prekindergarten program serving 3- and 4-year-old children from families in the lowest quarter of income distribution. "Universal" refers to a similar program available to all 3- and 4-year-olds.

Costs & Benefits

• The total annual benefits of a universal program would begin to pay for itself within nine years and would do so by a growing margin every year thereafter.

• By the year 2050, the annual benefits of a universal program would total $779 billion, exceeding the costs of the program ($95 billion) in that year by a ratio of 8.2 to 1. By state, that ratio would vary from 6.1 to 1 for residents of Alabama to 11.4 to 1 for those in Wyoming.

• The total annual benefits of a targeted program would surpass costs within six years and would do so by a growing margin every year thereafter.

• By 2050, the annual benefits of a targeted program would total $315 billion, exceeding the costs of the program ($26 billion) in that year by a ratio of 12.1 to 1. By state, that ratio would vary from 8.1 to 1 for residents of Alabama to 29.1 to 1 for those in Delaware.

• Prekindergarten investments present much higher returns than the stock market. A Federal Reserve Bank of Minneapolis (2003) study determined that the total annual real rates of return (adjusted for inflation) on public investments in the Perry Preschool program exceeded 16%. The highly touted real rate of return on the stock market that prevailed between 1871 and 1998 was just 6.3%.

Government Budget Benefits

• By the year 2050, a universal program would generate government budget benefits of $191 billion.

• Comparing government budget benefits alone (excluding benefits to individuals from less crime and higher compensation) to program costs, a universal program would pay for itself within 17 years. By 2050, the ratio of government budget benefits to program costs would be about 2 to 1.

• Even if states paid almost all the costs of a universal program - with the federal government simply maintaining its current commitments to pre-K education - the annual state government budget benefits of the program after 44 years would outstrip the annual state program costs by a ratio of 1.26 to 1. When compensation and crime reduction benefits are added to the state budget benefits, total annual benefits in 2050 would exceed the program costs in every state, by a minimum of 5.9 to 1 in Alabama and by as much as 11.2 to 1 in Wyoming.

• By the year 2050, a targeted program would generate government budget benefits of $83 billion.

• Comparing government budget benefits alone (excluding benefits to individuals from less crime and higher compensation) to program costs, a targeted program would pay for itself within 9 years. By the year 2050, the ratio of government budget benefits to program costs would be 3.18 to 1.

• Even if states paid almost all costs of a targeted program - with the federal government simply maintaining its current commitments to pre-K education - the annual state government budget benefits of the program after 44 years would surpass the annual state program costs by a ratio of 2.15 to 1. When compensation and crime reduction benefits are added to the state budget benefits, total annual benefits in 2050 would exceed the program costs in every state, by a minimum of 7.9 to 1 in Alabama and by as much as 28.8 to 1 in Delaware.

Earnings Benefits

• Universal pre-K investment can increase future compensation (wages and benefits) of participants and their guardians. While the total increase in compensation by 2050 will be $432 billion total, increased compensation will vary from $540 million in Wyoming to $64.4 billion in California.

• By the year 2050, a targeted pre-K program would increase the combined compensation of workers who participated as children by $156 billion. The increased compensation will vary from $154 million in Vermont and Wyoming to $25.7 billion in California.

Crime Benefits

• Investments in pre-K programs are likely to substantially reduce crime rates and the extraordinary costs of criminality. The crime-related savings to individuals from a universal pre-K program would total $156 billion nationwide in 2050 and would range from $99 million in Vermont to $17.9 billion in California.

• The crime related savings to individuals from a targeted pre-K program would total $77 billion in 2050 and would range from $34 million in Vermont to $9.9 billion in Texas.

References

Early Education Benefits Individuals, Society - A Federal Reserve Bank of Minneapolis (2003) study.  

Research Shows Lasting Gains of Preschool Programs - The Perry Preschool program.  

Source: Economic Policy Institute; Enriching Children, Enriching the Nation  ( PDF, 45 KB, 2pp)

September 2007

Billions Are At Stake in the Push for PreK

That's the unambiguous conclusion of research by economist Robert G. Lynch (Enriching Children, Enriching the Nation, 2007)and published and distributed by the Economic Policy Institute (EPI), a Washington-based nonprofit, nonpartisan think tank.

The research shows that high-quality programs would save states and the federal government billions of dollars over decades.

Lynch studied the costs and benefits of preK programs and their positive impact over time on federal and state budgets, crime costs, and the earnings of participating children and adults. He examined the impacts of high-quality universal programs that serve all 3- and 4-year olds, as well as those targeted to 3- and 4-year old children from families in the lowest quarter of income distribution.

According to the study, the total annual benefits of a universal program would begin to pay for itself within nine years and would do so by a growing margin every year thereafter.

Among the highlights included in a fact sheet provided by EPI about the research is:

"Even if states paid almost all costs of a targeted program -- with the federal government simply maintaining its current commitments to pre-K education -- the annual state government budget benefits of the program after 44 years would surpass the annual state program costs by a ratio of 2.15 to 1. When compensation and crime reduction benefits are added to the state budget benefits, total annual benefits in 2050 would exceed the program costs in every state, by a minimum of 7.9 to 1 in Alabama and by as much as 28.8 to 1 in Delaware."

The initial study released in the spring of 2007 was significantly augmented over the summer with the release of fact sheets for each of the 50 states and the District of Columbia.

According to the data, investment in preK programs would almost immediately pay for itself.

In Connecticut a targeted program would begin to pay for itself just a year after implementation. In several states like Minnesota, Kentucky, West Virginia, and Alaska, a similar targeted program would beign to pay for itself after three years.

In another example, investment in universal preK in Texas would generate $75.9 billion in total benefits by 2050.

State policy makers apparently are finding this and other research showing similar results to be compelling. Moves to offer more preK programs and expand half-day to full-day kindergarten are being made in many states.

The Wall Street Journal reported in August:

In Washington and statehouses across the country, preschool is moving to the head of the class.

Florida and Oklahoma are among the states that have started providing free preschool for any 4-year-old whose parents want it. Illinois and New York plan to do the same. Hillary Rodham Clinton wants to spend $15 billion over five years on universal preschool funding. Federal Reserve Chairman Ben Bernanke calls preschool one cure for inequality.

The movement represents one of the most significant expansions in public education in the 90 years since World War I, when kindergarten first became standard in American schools. It has taken off as politicians look for relatively inexpensive ways to tackle the growing rich-poor gap in the U.S. They have found spending on children is usually an easy sell....

"Politicians have a choice to make. They can do things like build sports stadiums that offer virtually no economic return, or they can invest in early education programs with a 16% rate of return," says Art Rolnick, the Minneapolis Fed official, who came up with that number after reviewing a three-decade study of youngsters growing up in Ypsilanti, Michigan.

Related Content

Enriching Children, Enriching the Nation (May 2007) - Public investment in high-quality prekindergarten. Economic Policy Institute.

Fact Sheet: Enriching Children, Enriching the Nation - Overall economic and other benefits of quality preK programs at a glance.

State Fact Sheets from Enriching Children, Enriching the Nation - Learn the potential benefits of quality preK programs specifically for your state.

States Embracing PreK, Full-Day K Programs - Many states are offering more preK programs and expanding half-day to full-day kindergarten.

September 2007
 

States Embracing PreK & Full-Day K Programs

Responding to the research, more state policy and political leaders are investing in early childhood education. Public pre-kindergarten programs are proliferating and thousands of children in more than half a dozen states will move from half to full-day kindergarten classes in fall 2007.

Seven state legislatures set aside money for all-day kindergarten - among them Montana, North Dakota and Utah, which don't have state pre-K programs - and a record 29 governors sought and received from their legislatures increased funding for their state preK programs.

In a roundup of state legislative action this past spring, Pauline Vu of Stateline.org reported, "Currently, 39 states have a state-funded preschool program, although the majority of them only cover low-income kids. Only three states -- Georgia, Florida and Oklahoma -- offer voluntary preschool to all 4-year-olds. Illinois last year passed a law to create the country's first universal program for 3-year-olds, as well as 4-year-olds, but the program is being phased in."

According to the report, "It's all part of a push to get more kids learning at a young age when, research has shown, their brains still are developing and they're most likely to soak in information. Advocates also say that students who have attended preschool are less likely to commit crimes later and more likely to attend college, get jobs and pay taxes."

Research Supporting PreK, Full-Day Kindergarten Continues to Grow

Moreover, the research-based evidence of all of the social and economic benefits of expanded high quality preK education continues to roll in.

• Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-Being
  A longitudinal study of participants in a Chicago public schools program serving preK through third grade students. It reported that at age 24, program participants had acquired more education and were less likely to commit crimes than those who did not receive the same level of service.
  Archives of Pediatrics and Adolescent Medicine (August 2007).
  
  
• State Fact Sheets from Enriching Children, Enriching the Nation
  Fact sheets for each of the 50 states and the District of Columbia. The research shows that quality preK programs that either serve all 3- and 4-year-olds or target children in the poorest families begin to pay for themselves in as little as one year and no more than 13 years, while saving states and the federal government billions over decades.
  Economic Policy Institute (EPI) (July 2007)
  
• The Effects of the New Mexico PreK Initiative on Young Children's School Readiness
  This study shows that New Mexico's preK initiative is paying off for its four-year-old participants in greater improvement in early language, literacy, and math development.
  National Institute for Early Education Research (NIEER) at Rutgers University (August 2007)

Findings of the Chicago study on the long-term effects of early childhood education are similar to results consistently reported by other well-known longitudinal study projects, including:

• Abecedarian Early Childhood Intervention Project 
  
  
• High/Scope Perry Preschool Project

The latest EPI information on states shows that Texas, for example, could save billions of public dollars over the upcoming decades by immediately investing in pre-kindergarten programs. The research contends the programs would begin paying for themselves within eight years.

According to the Texas data, investment in quality universal preK would generate $75.9 billion in total benefits by 2050. A more targeted preK program concentrated on vulnerable populations, could yield $37.8 billion in total benefits.

PreK Helps Produce More Productive Citizens

EPI says the data shows that "children who participate in high-quality pre-K programs perform better in school, earn higher salaries when they enter the workforce, and engage in less criminal activity.

In its State Preschool Yearbook, NIEER reports the trends in legislative action, which this year include increased enrollment and total spending by state governments.

References

» Early Ed Gains Momentum in States (June 2007) - Pauline Vu's report in Stateline.org about a roundup of state legislative action.

Related Materials

» Policy Makers Should Consider Full-Day Preschool - A study by the National Institute for Early Education Research (NIEER) finds that the benefits of full-day preschool over half-day programs are significant.

»Taking Steps Toward PK-3 Success (2007) ( PDF, 1.66 MB, 16pp) This publication identifies strategies to help improve teaching and learning environments at the PK-3 levels. NEA.

» Full-Day Kindergarten: An Advocacy Guide ( PDF, 957 KB, 52pp) - This publication offers Association leaders and staff and other early childhood education advocates tools, resources, and research that will help them in securing full-day kindergarten programs in their states. NEA.

August 2007

New Mexico PreK Initiative

Its Effects on Children's School Readiness

New Mexico's preK initiative is paying off for its four-year-old participants in greater improvement in early language, literacy, and math development.

That's among the findings of The Effects of the New Mexico PreK Initiative on Young Children's School Readiness, a study from the National Institute for Early Education Research (NIEER) at Rutgers University. The research was conducted by Jason T. Hustedt, W. Steven Barnett, and Kwanghee Jung.

The study adds to a large body of research that shows that high-quality preschool programs can lead to increases in school success, higher test scores, fewer school dropouts, higher graduation rates, less special education, and lower crime rates.

The Summary

The study estimated the effects of preschool education programs on entering kindergartners' academic skills. With the assistance of the New Mexico Public Education Department and the Children, Youth and Families Department, researchers collected data on 886 preschool and kindergarten children in the fall of 2006.

The NIEER study found that as a result of attending the New Mexico program at age 4:

• Children showed gains in vocabulary that were 54 percent greater than the gains of children without the program. This outcome is particularly important because the measure is indicative of general cognitive abilities and predictive of becoming a successful reader.
  
  
• Preschool education increased children's gains in math skills by 40 percent compared to children's growth without the program. Skills tested include basic number concepts, simple addition and subtraction, telling time and counting money.
  
  
• The New Mexico preschool program had strong effects on children's understanding of print concepts. The program produced a 26 percent increase in growth in print awareness among children enrolled compared to growth in this domain by children without the program, nearly doubling growth over the year due to the program. Children who attended New Mexico PreK before entering kindergarten knew more letters, more letter-sound associations and were more familiar with words and book concepts.

The Full Report

The Effects of the New Mexico PreK Initiative on Young Children's School Readiness (2007) ( PDF, 144 KB, 17pp) (The National Institute for Early Education Research, Rutgers, The State University of New Jersey)