A new study from Texas adds weight to the argument that Indiana should find a way to provide state support for pre-kindergarten programs. The study finds that children who attended state-funded preschools scored better on standardized tests and were less likely to be retained in grade.
Researchers at the University of Texas at Dallas, Rutgers-Camden and the Communities Foundation of Texas carried out the study, which was posted as a working paper by the National Center for Analysis of Longitudinal Data in Educational Research, or CALDER.
This is hardly the first research to find benefits from preschool programs. (See Nobel laureate James Heckman’s site for a bunch of information). But the authors note that many previous studies examined small, intensive programs, such as Perry Preschool in Michigan and the Carolina Abcedarian Project. The CALDER study looks instead at the state preschool program for at-risk children that Texas started in the 1980s. It finds that taking part in the program was associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills and with a decreased likelihood of being retained or being identified as needing special education.
This is just one study, but a key point is that Texas’ program is far from a model program. The National Institute for Early Education Research gives it low marks for funding, class size and staffing ratios. Continue reading