Numerous evaluations show that high-quality pre-k improves educational achievement
Source: “The Case for Pre-K in Education Reform: A Summary of Program Evaluation Findings,” The Pew Center on the States. (2010).
High-quality pre-k produces lasting results
A meta-analysis of 123 pre-k studies found that programs with a similar design to Alabama's First Class Pre-K program produce lasting results. The authors of this study found that the long-term cognitive gains from preschool programs were larger when programs focused on intentional and individualized teaching and small group learning (features of Alabama’s First Class Pre-K program). Programs with this design produced long-term cognitive effects equivalent to one half or more of the achievement gap through the end of high school.
Source: “Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development,” Teachers College Record 112, no. 3 (2010).