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ERIC Number: ED568263
Record Type: Non-Journal
Publication Date: 2016-Feb-25
Pages: 6
Abstractor: ERIC
Reference Count: N/A
We Need More Evidence in Order to Create Effective Pre-K Programs. Evidence Speaks Reports, Vol 1, #11
Farran, Dale C.
Center on Children and Families at Brookings
The proposition that expanding pre-K will improve later achievement for children from low-income families is premature. Premature as well is the presumption that solid research exists to guide the content and structure of pre-K programs. Despite more than 50 years of preliminary work on pre-K as an early intervention for young children from poor backgrounds, the field of early childhood education has a relatively small database to use as a guide to effective practice. In this paper, the author argues that lack of evidence about which skills and dispositions are most important to effect in pre-K and what instructional practices would affect them has led us to the current situation of poorly defined, enormously varied programs, all called pre-K, as well as a reliance on a set of quality measures with no empirical validity. Despite being included in national and state policies and used to hold pre-K providers accountable, none of the widely used measures of classroom and center quality relates strongly, if at all, to child growth on the school readiness outcomes on which most pre-K programs are focused. The outlook for poor children is too dire to allow this situation to continue. Contains endnotes.
Center on Children and Families at Brookings. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6069; Fax: 202-797-2968; 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: Center on Children and Families at Brookings