The Importance of Quality Early Childhood Education

in Promoting School Readiness

Bruce Hoyt303-339-9099

Presentation Outline

The pre-K achievement gap Impact of quality ECE on school readiness

Overview of ECE studies

Conclusions

Demonstration of ECE Benefits

Highest $ return on any educational or human capital investment

Dramatic socialization benefits for kids

Highest educational impact of any school program

One of the most effective tools in closing the achievement gap

All of which implies…

Quality ECE as a Core Educational Platform for All Public Schools

The Pre-K Achievement Gap

The Number of Disadvantaged Children in Our Schools is Growing

• As of 1990, nearly half of U.S. children under age 3 were cared for by someone other than a parent

• 47% of children from low income families come from single parent households

• Welfare work rules have greatly reduced the amount of time mothers are spending with their young children

• After declining in the late 90’s, the number of children in poverty is once again increasing

Why is Access to Quality ECE So Important?

• Research is clear about the ages of birth to 4 being the period of brain development far greater than in any years of K-12 schooling.

• The research is also clear about disadvantaged children who do not receive quality child care prior to attending kindergarten:– Lower IQ’s– Inability to distinguish letters from numbers entering

kindergarten– Increased behavioral problems– Lower parental involvement with their school

Beginning School Study

• A study of 825 Baltimore first graders coming from families in poverty with parents averaging less than a high school graduate education– These children were studied throughout their first

grade year of schooling• 28% placed in the lowest reading group• 14% retained to repeat first grade• 7% designated as special education students

Overview of Studies

Conclusive Research Findings

• Numerous long term studies tracking outcomes for children receiving quality ECE

• Overwhelming evidence showing strong positive impact of ECE

• Studies summarized:– Perry Preschool Project– Abecedarian Project– Barnett Study of Studies– Entwisle Socialization Study– Federal Reserve Economic Impact Analysis

High/Scope Study of Perry Preschool

• 123 children from low-income families in Ypsilanti, Michigan

• Study years 1962-1967• Children randomly selected to attend Perry (58)

or control group (65)  • Daily classroom session and weekly home visit• Tracked participants and control group through

age 40• Follow-up rate of 100%

Perry Preschool IQ Over Time

75

80

85

90

95

100

Entry 4 5 6 7 8 9 10Age

IQ

Program group No-program group

Source: High/Scope Educational Research Foundation

Perry: Educational Effects

0% 20% 40% 60% 80% 100%

Didn't requirespecial education

Graduated fromhigh school on

time

Age 14achievement at

10th percentile +

No-program group Program group

Source: High/Scope Educational Research Foundation

Perry: Economic Effects at Age 27

0% 10% 20% 30% 40% 50%

Never onwelfare as adult

Own home

Earn $2,000 +monthly

No-program group Program group

Source: High/Scope Educational Research Foundation

Perry: Arrests per Person by Age 27

0 1 2 3 4 5 6

No programgroup

Programgroup

No program group Program group

Source: High/Scope Educational Research Foundation

Perry: Effects at Age 40

0% 20% 40% 60% 80%

Employed

Arrested 5x+

Earned $20K+

Program group No-program group

Source: High/Scope Educational Research Foundation

Abecedarian, Educational Child Care

• North Carolina Study• Study years 1972-1985• Random selection of ECE (57) vs. control group (54)• High quality care delivered from infancy through age 5• Follow-up conducted at ages 8, 12 and 15• No IQ differential by age 15

  

Abecedarian: Educational and Health Effects

0% 20% 40% 60% 80%

Attended a Four-Year College

Non-Smoker atAge 21

Didn't Repeat aGrade

No-program group Program group

Source: Carolina Abecedarian Study

Barnett Study of Studies

• Rutgers Graduate School of Education professor• 40 major ECE studies analyzed

– 36 long term– 4 major short term

• From 44 to 4,000 participants• Study dates: from 1962 to 1987• Variety of different methodologies

Barnett Summary of Short Term Studies

• Too soon to know long term impact, but…– All show immediate IQ gains averaging 8 points– All show positive impact on language skills and

behavior– Study with parental education component shows

increased expectations for children

Barnett Summary of Long Term Studies

• All show IQ gains by time of school entry– Milwaukee shows 25 point gain

• IQ effects longest for the two programs enrolling infants in full day programs

• Achievement gains mixed with many studies showing gains fading post third grade

Barnett Summary of Student Success

• Overwhelming evidence across all studies of long term student success– Retention rates

Barnett Summary of Student Success

• Overwhelming evidence across all studies of long term student success– Retention rates– Special education rates

Barnett Summary of Student Success

• Overwhelming evidence across all studies of long term student success– Retention rates– Special education rates– High school graduation

High School Graduation

0%10%20%30%40%50%60%70%80%

1 2 3

Study Number

Per

cen

t

ECE Control Group

Entwisle Research

• Doris Entwisle is a professor of sociology at Johns Hopkins

• Entwisle studied social impact of ECE• Key question: Why if IQ gains often don’t persist do

the benefits of lower retentions, lower special education frequency and high graduation rates endure?

Entwisle Conclusions

• ECE eases the transition to kindergarten for kids, helping them prepare for school

• A fast start in the first years of school promotes long term success regardless of IQ gains by:– Preventing negative tracking as in Baltimore study– Increasing parents’ expectations and interest in their

children’s educations

• In other words, quality ECE serves to set high expectations by students, teachers and parents

The Economic Impact of ECE

Federal Reserve Study on Economics of ECE

• U.S. moving from a manufacturing economy to a knowledge economy

• Key assets of U.S. companies have shifted from machines and equipment to well trained employees

• What is the return on capital of an investment in human capital?

Federal Reserve Findings

• Investment in quality ECE generates major economic returns for society– Decreases special education funding– Increases participant’s earnings– Decreases criminal behavior

• Cost of incarceration• Cost to victims

– Decreases future welfare parents

Perry PreschoolCosts and Benefits Over 27 Years

-$20,000 $0 $20,000 $40,000 $60,000 $80,000

Welfare Payments

Crime Victims

Justice System

Higher Participants' Earnings

K-12 Ed

Program Cost

For Public For Participant

Perry Preschool Return on Investment To Age 27

• Total Benefit-Cost Ratio = $8.74 to $1

• Estimated Total Annual Rate of Return = 16%

• Public Rate of Return = 12%

Perry Preschool Costs and Benefits Over 40 Years

$15,166

$195,621

$258,888

$0 $50,000 $100,000 $150,000 $200,000 $250,000 $300,000

Total Benefit

Public Benefit

Cost

Perry Preschool Return on Investment To Age 40

• Public Benefit/Cost Ratio = $12.90 to $1

• Total Benefit/Cost Ratio = $17.07 to $1

Conclusions from Research Studies

Impact of ECE on Public Schools

• Very effective in closing the pre-K achievement gap• Major impact on long term student success• Economic benefits from lower retention and special

educations services• Decreased behavioral problems• Increased parental involvement• Higher expectations• Higher high school graduation rates

Summit School District Priorities

• High expectations

• Improve performance of all students

• Close the achievement gap….

Quality ECE is a cost effective tool to help Summit meet these goals.