Despite the ongoing challenges of the pandemic, Early Learning Network research teams across five institutions are continuing longitudinal studies to identify malleable factors associated with early learning and school achievement over time from prekindergarten (pre-K) through third grade.

In a NEW research brief, the University of Virginia team summarizes findings from the Fairfax PreK-3 project (FP3), a 2016-2021 study of a diverse cohort of 2,500 students eligible for public pre-K in Fairfax County.

The results to date are clear. Enrollment in early educational programs contributes to students’ learning and development the year in which they enroll, and they enter the following year performing significantly better than peers without those prior experiences. The team calls this effect the “school entry boost.”

The University of Virginia team's FP3 study was also highlighted by the Brookings Institution earlier this month. The article is linked below.

The Early Learning Network, funded by the Institute of Education Sciences, leverages its expertise, resources and geographic diversity to help close the achievement gap and maintain early learning success as children transition from preschool to third grade. Together, network researchers from universities and organizations across the U.S. are examining current policies and practices, identifying malleable factors associated with early learning and achievement and developing tools to assess early learning instruction, interactions and environments. Learn more at earlylearningnetwork.unl.edu.