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Reports & Research PEW Center Report... Report Finds Good Pre-K Programs Produce Substantial Learning Gains for All Children A report released Tuesday by the Pew Center for the States Research indicates that state pre-k programs with higher teacher qualification requirements improve children’s school readiness so states get the most out of their investment in early education. The new report provides examples of how states can use mandates, incentives and training programs to move toward more rigorous teacher preparation and more effective pre-k classrooms. The report highlights the evidence showing that state-funded, voluntary pre-k can produce substantial learning gains for children from all social and economic backgrounds with long-term benefits far exceeding program costs. The report also notes that pre-k teachers are often paid roughly half of what a kindergarten teacher typically earns – a factor that has made it difficult for pre-k programs to retain capable teaechers. Among the report's conclusions: "Evidence clearly shows that state-funded, voluntary pre-k can produce substantial learning gains for children from all social and economic backgrounds with long-term benefits far exceeding program costs." "Yet, the promise of programs can only be achieved if they are both accessible and of high quality." "Research suggests that a critical element of pre-k quality is well -prepared and educated teachers. Specifically, when teachers have both bachelor’s degrees and specialized training in early childhood, students demonstrate the best gains in all developmental areas: social, emotional, early literacy and math and language skills." "State and local policy makers can be instrumental in providing pre-k students with the best possible early learning programs. By mandating rigorous preparation requirements and/or providing incentives for higher educational attainment, policy leaders can help to build a corps of effective teachers for pre-k programs." "To ensure success, however, state and local leaders must pair any strategy designed to improve teacher preparation and effectiveness with well-funded systems to provide pre-k educators with quality training programs, better access to higher education and other supports." "Federal policy makers have taken steps to encourage states to implement such policies and systems by offering matching funds for the expansion and improvement of early childhood education training programs. In the last Congress, amendments to the Higher Education Act brought early education teachers into expanded programs of college loan forgiveness." "The ‘four assurances’ that are the basis for the Obama administration's education reform agenda include improving teacher quality, and the reauthorization of the Elementary and Secondary Education Act will likely include new efforts to measure and enhance teacher performance." "Given the wealth of research evidence indicating the tremendous potential for social, emotional and cognitive development in three and four year olds and the prospects for pre-k to close the gaps in children’s school readiness, state leaders cannot afford to delay efforts to improve teacher quality. Policy makers, pre-k educators and advocates should act quickly and cooperatively to ensure that early childhood teachers are well trained and able to help families and communities make the most of this precious window of time in a child’s life." * * * To read a full copy of the report, go to http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672. Source: Pew Centers |
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