3Center or American Progress | The Top 10 Myths About Preschool
CPC is probably he mos comparable o sae preschool programs, as coss and ser- vices were similar and he program was available o he public hroughou he ciy. Teprogram had an esimaed reurn on invesmen o $10 or every $1 spen due o savingsrom increased earnings, lower crime raes, reduced need or child-abuse and neglecservices, and K-12 savings rom reduced special educaion and grade reenion.
More recen sudies show ha sae preschool programs have been efecive in boos-ing school readiness and academic achievemen.
A sudy o Oklahoma’s preschoolprogram ound subsanial gains or children on prelieracy and problem-solving skills.
Anoher sudy in Georgia ound ha children made signican improvemens in lan-guage, lieracy, mah, and behavioral skills.
New Jersey’s Abbot preschool programproduced similar resuls: Researchers ound increases in children’s vocabulary, prinawareness, and mah skills.
Myth No. 4: The effects of preschool fade out over time
Preschool is no a worhwhile invesmen because he impac ades ou over ime.
According o W. Seven Barnet, direcor o he Naional Insiue or Early Educaion Research and a preeminen early childhood educaion researcher, some mea-sured benes o preschool decline aer children ener elemenary school, bu “on aver-age [hese benes] did no disappear and remained subsanial hroughou he school years.”
Barnet poins o a 2010 analysis o 123 sudies ha ound susained impacsrom early educaion hrough elemenary school.
In addiion, a recen sudy on New Jersey’s preschool program ound ha benes rom atending preschool persisedhrough ourh and h grade.
Similarly, a sudy o he Oklahoma preschool programound posiive efecs on hird-grade mah scores.
For a more comprehensive review o he efeciveness o preschool and early childhood educaion programs, see reviews rom W. Seven Barnet and Rober Piana, he ounding direcor o he Cener or AdvancedSudy o eaching and Learning.
Criics oen poin o he resuls o he Head Sar Impac Sudy released in Ocober2012 and unded by he Deparmen o Healh and Human Services, which hey claimshow a so-called ade ou by he end o kindergaren. Te sudy examines he Head Sarprogram and shows ha rom kindergaren o hird grade, here were no measurable di-erences beween children who atended he Head Sar program and hose in he com-parison group.
Tere were, however, numerous issues wih he sudy ha could haveafeced he resuls, namely ha many children in he comparison group laer atendedHead Sar or anoher preschool program. I’s also worh menioning ha oher sudieso Head Sar have ound reduced need or special educaion and grade reenion as wellas higher raes o high school graduaion.