What does the research say about early childhood education?
Researchers from five universities, led by the Harvard Graduate School of Education, analyzed 22 high-quality studies, which were conducted between 1960 and 2016. This meta-analysis found that children who attended high-quality early childhood education programs were less likely to be placed in special education, less likely to be retained in a grade, and more likely to graduate from high school than peers who didn’t attend such programs. The study is: Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes
The Washington State Institute for Public Policy (WSIPP) benefit-cost analysis examines, on an apples-to-apples basis, the monetary value of programs or policies to determine whether the benefits from the program exceed its costs. Its 2019 findings indicate early childhood programs have a 91% chance of benefits exceeding costs with the third highest total benefit in the PreK-12 results. Read the WSIPP State early childhood education programs: Universal results and State early childhood education programs: Low-income results for more information.
Early Childhood Education Research Brief:
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Bania, N., Kay, N., Aos, S., & Pennucci, A. (2014). Outcome evaluation of Washington State’s Early Childhood Education and Assistance Program (Document No. 14-12-2201). Olympia: Washington State Institute for Public Policy.
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Xiang, Z., & Schweinhart, L.J. (2002). Effects five years later: The Michigan School Readiness Program evaluation through age 10. Ypsilanti, MI: High/Scope Educational Research Foundation.