The positive effects of pre-K may disappear by the end of kindergarten. Early Learning Network research suggests this pattern is due to non-attenders catching-up to their peers — not children’s skills fading out over time. And there appear to be different levels of catch-up for different types of skills.
To make pre-K programs more effective, it may be key to create policies and practices that strengthen instruction to support children’s unconstrained skills. Learn more in our new policy brief, "Sustaining the Pre-K Boost: Skill Type Matters."
As a reminder, the final presentation in our Spring Webinar Series is June 1, and will highlight the importance of using assessment and observation tools to guide individualized instruction. Visit our website for more details on this free, one-hour webinar targeting practitioners, including how to register.
Videos and other resources from previous webinars are also available. See details below.
Skill type is key to understanding the lasting benefits of pre-K
Sustaining the Pre-K Boost: Skill Type Matters
Today, nearly 5 million children attend a formal prekindergarten (pre-K) program in the United States. The Biden administration's recent proposal to invest $200 billion to provide universal pre-K to all 3- and 4-year-olds in the country...
The third presentation in the Early Learning Network's Spring Webinar Series focused on diversity, equity and inclusion in early learning. Video is available from the presentation led by researchers Iheoma Iruka and Meghan McCormick: "Building...
On May 4, Early Learning Network researchers Amanda Witte, research assistant professor at the University of Nebraska-Lincoln, and JoAnn Hsueh, director of Family Well-Being and Children's Development at MDRC, led the second presentation in our...
On April 20, Early Learning Network researchers Ginny Vitiello, assistant professor at the University of Virginia, and Kelly Purtell, associate professor at The Ohio State University, led the first presentation in our 2021 Spring Webinar Series....
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.
