Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.
Durkin et al. https://doi.apa.org/doiLanding?doi=10.1037%2Fdev0001301
Abstract
This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control.
Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed.
Data through sixth grade from state education records showed that the children randomly assigned to attend Pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for Pre-K policies and practices are discussed.
DB2,
I’m not surprised that statewide, government-sponsored Pre-K can have deleterious effects. Although Kindergarten can provide a nice intellectual and emotional transition from home life to school life, Pre-K age children (4 and under) simply lack the emotional maturity to match their intellectual capacity.
My mother taught pre-school and kindergarten students in a sought-after private parochial school for almost 25 years. My mom observed that very young children seem to become smarter every year, but that separation anxiety, emotional distress, and behavioral problems (acting out) make working with Pre-K children extremely challenging.
Perhaps new remote working and work-from-home alternatives will make it easier for parents of young children to stay close to one or both sets of grandparents, the way that human beings have lived for thousands of years. One finds that retired grandparents (whether wealthy or poor) are eager caregivers for their immature scions.
One disadvantage of government-paid childcare will be the demise of granny-run neighborhood daycare and home-based Pre-K businesses. The poorest children often come from single-parent households, so the supplemental emotional stability offered by a grandparent or surrogate grandparent can help poorer children adjust comfortably to learning outside the home.
Elderly retirees in minority communities often provide valuable childcare services at a reasonable cost. One might reasonably expect that seniors in urban areas especially will be negatively impacted by their replacement with state-run Pre-K facilities.
If institutional Pre-K can harm both children and the elderly, it seems that all would benefit from some form of subsidization of the existing private Pre-K and childcare scheme, rather than its complete replacement with state-mandated, institutionalized care.
I’m not surprised that statewide, government-sponsored Pre-K can have deleterious effects. Although Kindergarten can provide a nice intellectual and emotional transition from home life to school life, Pre-K age children (4 and under) simply lack the emotional maturity to match their intellectual capacity.
The problem is that, as worker pay stagnates, but costs continue to rise, both parents/divorced parents need to work, and the cost of warehousing the spawn during the day is very high.
There was an attempt to address this at the Federal level, but it was deemed too socialistical.
$400 billion for child care and preschool through programs funded for six years. In addition to expanding access to universal preschool for all 3- and 4-year-olds, the plan also limits child care costs for some families to no more than 7% of income. Parents must adhere to work requirements to qualify.
The intent of the legislation is clear, to allow parents to work, and actually have something to show for working, rather than handing over a large part of their earnings to a for-profit spawn warehouse.
Now, if you wanted to turn the clock back to the 1950s, when unions were strong and a working man could make enough in pay and benefits to support a stay-at-home mom and spawn, warehousing costs might not be such a problem, but the “JCs” have decided they don’t want to pay that much for labor.
Without downplaying any of the so-far-mentioned factors that may contribute to the observed effect, I would like to add another such factor:
No Child Left Behind.
And the common attitude, outside such a formal prescription, that the bright kids can take care of themselves and teachers should work most with the kids who are lagging.
I specifically find it interesting that the study synopsis has the negative effect apparently has the effect first becoming invisible in third grade. From my own elementary-school days, and our kids’ experience in elementary school, I don’t recall any bullies or willful classroom-disruptors who were less than third grade.
THE BRIGHT KIDS GET BORED!
And bored kids act out and don’t pay attention - ANY parent will tell you that.