PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old

Bogard, Kimber; Takanishi, Ruby

doi:10.1002/j.2379-3988.2005.tb00044.x

Cited by 125 publications

(100 citation statements)

References 44 publications

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“…Notably, the evidence from the quasi-experimental evaluation of Chicago CPC indicates that children in the preschool-tothird grade (P-3) intervention, compared with a preschool-only intervention, showed greater increases in academic skills and lower dropout and remediation rates. 45 Thus, as we discuss later in this report, it is important to consider the alignment between investments in preschool with the opportunities for continued development once children enter kindergarten and beyond.…”

Section: Hypotheses Regarding Fadeoutmentioning

confidence: 99%

Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs

Karoly¹,

Whitaker²

2016

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• There are numerous examples of full-scale preschool programs with rigorous evaluations that show improvements in school readiness for participating children.• Favorable impacts have been demonstrated for part-and full-day preschool programs, as well as one-and two-year programs, but the research is not definitive about the comparative effectiveness of these options.• High quality is a common element among the preschool programs with the largest effects on school readiness and with sustained effects at older ages.• Children across the income spectrum may benefit from high-quality preschool, but the impacts tend to be larger for more-disadvantaged children.• Although differences in achievement scores between preschool program participants and nonparticipants tend to narrow as they advance through the elementary grades, high-quality preschool programs show sustained benefits for other aspects of school performance, such as lower rates of special education use, reduced grade repetition, and higher rates of high school graduation.• Improving the alignment between preschool and the early elementary grades may help sustain the initial boost in cognitive and noncognitive skills from preschool participation.• High-quality preschool programs represent a significant investment of resources, but that investment may be paid back through improved outcomes during the school-age years and beyond.

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Section: Hypotheses Regarding Fadeoutmentioning

confidence: 99%

Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs

Karoly¹,

Whitaker²

2016

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“…Early childhood education; In-service training; Professional development; Consultation; At-scale implementation There is currently widespread agreement that the training and professional development of the early education workforce is a key component for ensuring that early childhood education programs make good on the hopes of policymakers, parents, and educators for improving children's success in school (Bogard & Takanishi, 2005; Zaslow & MartinezBeck, 2005). Enrollment of three-and four-year-olds in early education programs is growing annually (Barnett, Hustedt, Hawkinson, & Robin, 2006; West, Denton, & GerminoHausken, 2000), with estimates indicating that 200,000 teachers will be needed to staff © 2008 Elsevier Inc. All rights reserved.…”

Section: Introductionmentioning

confidence: 99%

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Pianta

Mashburn

Downer

et al. 2008

Early Childhood Research Quarterly

551

365

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As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. KeywordsEarly childhood education; In-service training; Professional development; Consultation; At-scale implementation There is currently widespread agreement that the training and professional development of the early education workforce is a key component for ensuring that early childhood education programs make good on the hopes of policymakers, parents, and educators for improving children's success in school (Bogard & Takanishi, 2005; Zaslow & MartinezBeck, 2005). Enrollment of three-and four-year-olds in early education programs is growing annually (Barnett, Hustedt, Hawkinson, & Robin, 2006; West, Denton, & GerminoHausken, 2000), with estimates indicating that 200,000 teachers will be needed to staff © 2008 Elsevier Inc. All rights reserved.Correspondence concerning this article should be addressed to Robert C. Pianta, Ph.D., Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903, rcp4p@virginia.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript universal enrollment programs by 2020 (Clifford & Maxwell, 2002). Consequently, identifying effective, relevant, and scalable approaches to training the early education workforce is of paramount importance. Furthermore, there is credible evidence that teachers' effective implementation of instruction that emphasizes the qual...

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“…Despite the variability resulting from the heterogeneity of these programs, their different durations (ranging from 1 year to 6 years), and the range of the length of subsequent follow up (from 1 to 14 years), the majority of these demonstrate convincing effect of ECDIs on IQ. We thus calculated, based on the data available from these studies, that an ECDI program, which lasts an average of about 2 years, results in a mean increase of IQ of approximately 8 points (range [4][5][6][7][8][9][10][11][12].…”

Section: Effects Of Ecdi Programs On Iqmentioning

confidence: 99%

“…Early Childhood Developmental Interventions (ECDI), including parenting programmes, community based interventions and particularly preschool programs, have been developed with the aim of improving overall functional outcome of children over and above what the home environment provides [2][3][4][5]. There is increasing evidence from developing and developed countries that those interventions result not only in short term improvements [3,6] but also in long lasting effects on cognitive skills [7,8].…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

Int J Pediatr Res

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Objective: Early Childhood Developmental Interventions (ECDIs) were developed with the aim of improving overall functional outcome of children over and above what the home environment provides. Cost-Benefit Analysis (CBA) of ECDIs using a flexible and easy to apply model that can complement the more granular and highly desirable CBA studies that often may be too difficult or too expensive to perform. Methods:Review and analysis of the relevant worldwide literature to determine, on a Percent Per Capita Gross National Product (PCGNP) comparative basis: i) Impact of interventions on cognitive outcomes, ii) Impact of improved cognitive outcome on expected later individualized PCGNP, and iii) Duration of ECDIs and their yearly costs. We subsequently performed a CBA based on an analysis model that uses IQ increases as a proxy for subsequent economic gains resulting from ECDIs. Results:The model used to calculate the impact of ECDIs during the preschool period (two years: ages 3 through 4), is based on the literature that shows the following: Interventions result in a mean increase of intelligence quotient of approximately 8 points, and a higher intelligence quotient is associated with a higher later PCGNP. Projections of revenue resulting from direct benefits of ECDIs versus initial costs revealed a breakeven point for recuperating costs of ECDI at the age of 24 years (range: 22-33 years) with a benefit-cost ratio of 4.19 (2.08-6.24). Conclusion:Our CBA provides a proposed model that can be applied across countries, and that allows for tailored modifications for specific communities (e.g. plugging in different costs for ECDIs). This model could potentially complement the more granular and more desirable cost-benefit studies whenever such studies are not possible to perform but a CBA is nevertheless needed.

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PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old

Cited by 125 publications

References 44 publications

Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs

Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

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