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Research on early learning programs in the 1960s and 1970s revealed enormous benefits for children that lasted into adulthood, sparking investment in preschool programs, but two evaluations of large preschool programs that yielded mixed results created confusion about the wisdom of such investments. A review of rigorous and more recent research into the impact of preschool clarifies that students who attend high-quality preschool programs reap benefits that can last throughout their lives.
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Research on early learning programs in the 1960s and 1970s revealed longlasting benefits, sparking investment in preschool programs. However, recent evaluations of two large preschool programs found mixed results, creating confusion about whether preschool programs can support student success. This report reviews these two studies and others in depth, and finds that when participants are compared to very similar students who did not attend preschool, the benefits of participation are typically found to be substantial.
Marjorie WechslerDavid L. KirpTitilayo Tinubu AliMadelyn GardnerAnna MaierHanna MelnickPatrick M. Shields
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The book provides a comprehensive examination of how states can build high-quality early education systems: It discusses design and implementation, themes to guide program development, effective management and collaboration with state agencies, and the central role that teachers play in improving children’s lives. There is no single roadmap to excellence, but the varied experiences of states can provide important insights into the policies and practices that lead to quality early learning.
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As California policymakers look to strengthen the state’s early care and education workforce, the state could take a page from New Jersey’s playbook. In 1999 the Garden State launched an initiative to strengthen and increase compensation for its pre-K teacher workforce. Within 10 years, nearly every preschooler in the state program was taught by a fully credentialed teacher being paid a public school teacher’s salary.
Hanna MelnickBeth MeloyMadelyn GardnerMarjorie WechslerAnna Maier
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There is overwhelming evidence that children’s early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children’s school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Providing access to high-quality ECE for all children in California will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to LPI’s earlier report Understanding California’s Early Care and Education System, this report examines the challenges California’s counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children.
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Extensive research shows that early childhood education programs pay big dividends for children’s success in school and life, but according to a new report released today by the Learning Policy Institute, only a third of the one million California children who qualify for subsidized early childhood programs receive services—and the quality of care they receive is highly variable. The report, Building an Early Learning System that Works: Next Steps for California, documents these challenges and proposes comprehensive solutions.
Hanna MelnickBeth MeloyMadelyn GardnerMarjorie WechslerAnna Maier
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This brief provides California policymakers with recommendations on how to improve access to high-quality early childhood education (ECE) for all children. It is based on a report that examines the ECE practices in 10 counties that vary by region, population density, and child care affordability. The report upon which this brief is based describes the landscape of ECE at the local level as it is shaped by federal and state policies, illuminates challenges that counties face in providing access to high-quality programs, and highlights promising practices.
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A recent long-term study concluded that the effects of high-quality preschool programs last long into adulthood, and that because of higher projected income and diminished likelihood of incarceration, every dollar invested in quality preschool could generate a two-dollar return. Unfortunately, without a commitment by policymakers to invest in children’s education, this “powerful vaccine” won’t survive.
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An effective, stable, and diverse workforce provides the critical foundation for the other building blocks of high-quality early childhood education programs. In this LPI Blog, Senior Researcher and Policy Analyst Beth Meloy outlines key elements of a high-quality system to achieve this goal, including improvements to teacher preparation and supports for ongoing professional development.
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California’s complex early childhood education landscape is difficult for parents, caregivers, and providers to navigate. The system also remains underfunded, with a significant gap between the needs of California families and the availability of care. This blog draws on findings from LPI’s report, Understanding California’s Early Care and Education System, to make the case for a more coordinated and better resourced system for early learning.
