The Current State of Scientific Knowledge on Pre-Kindergarten Effects

Pre-Kindergarten Task Force, including FPG executive leadership board members Kenneth A. Dodge and Ron Haskins, and FPG senior research scientist Margaret R. Burchinal
2017

In The Current State of Scientific Knowledge on Pre-Kindergarten Effects, a Pre-Kindergarten Task Force of interdisciplinary scientists reviewed the evidence on the impact of state-funded pre-kindergarten programs.

Contents

1. The Current Landscape for Public Pre-Kindergarten Programs
Ajay Chaudry and A. Rupa Datta


2. Puzzling It Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects
Deborah A. Phillips, Mark W. Lipsey, Kenneth A. Dodge, Ron Haskins, Daphna Bassok, Margaret R. Burchinal, Greg J. Duncan, Mark Dynarski, Katherine A. Magnuson and Christina Weiland


3. Do Some Groups of Children Benefit More Than Others from Pre-Kindergarten Programs?

Helen F. Ladd

 

4. Do Pre-Kindergarten Curricula Matter?

Jade Marcus Jenkins and Greg J. Duncan

 

5. Characteristics of Pre-Kindergarten Programs That Drive Positive Outcomes

Dale C. Farran

 

6. Universal vs. Targeted Pre-Kindergarten: Reflections for Policymakers

William Gormley

 

7. The Costs and Benefits of Scaled-Up Pre-Kindergarten Programs

Lynn A. Karoly

 

8. Challenges to Scaling Up Effective Pre-Kindergarten Programs

W. Steven Barnett

 

9. The Promise of Preschool Education: Challenges for Policy and Governance

Ajay Chaudry

 

10. Financing Early Childhood Programs

Ron Haskins

 

11. Reframing Early Childhood Education: A Means to Public Understanding and Support

Craig T. Ramey and Sharon Landesman Ramey

 

12. Bibliography of Studies on the Effects of State- and District-Funded Pre-Kindergarten Programs

for the Consensus Statement

 

13. Contributors