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ERIC Number: ED556244
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 18
Abstractor: ERIC
Reference Count: 31
Expanding Access to Quality Pre-K Is Sound Public Policy
Barnett, W. Steven
National Institute for Early Education Research
In 2013, preschool education received more attention in the media and public policy circles than it has for some time, in part because of a series of high-profile proposals to expand access to quality pre-K. The scientific basis for these proposed expansions of quality pre-K is impressive. This paper brings to bear the full weight of the evidence to address the following questions: (1) What does "all" the evidence say about effective preschool education and long-term cognitive benefits?; (2) What are the estimated effects of state and local pre-K programs in more recent years?; (3) Is Head Start ineffective?; (4) Can government improve the quality of public preschool education?; and (5) If states expand pre-K with temporary federal matching funds, what happens to state education budgets when that federal money is not available? Given the answers to these questions it seems self-evident that local, state, and federal governments should expand access to quality pre-K and other enhancements of early education, especially for children in low-income families.
National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Early Education Research