Other Evidence
Numerous evaluations show that high-quality pre-k improves educational achievement
Numerous evaluations have shown that high-quality, voluntary state-funded pre-k programs significantly improve children’s school readiness and lead to significant cognitive and social development among children, higher performance on achievement tests in the early grades and in some cases, reduced retention rates, producing substantial cost savings for school systems.
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).
