Puzzling It Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects

Phillips, D. A., Lipsey, M. W., Dodge, K. A., Haskins, R., Bassok, D., Burchinal, M. R., Duncan, G. J., Dynarski, M., Magnuson, K. A., & Weiland, C.
2017

In Puzzling it Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects, a task force comprised of social scientists lists six consensus statements on what we know about the effects of pre-K and highlights the importance of gathering further evidence to answer three important questions: What features of pre-K programs, specifically, put children on a positive developmental trajectory? What is the best way to scale up small pre-K programs to a school-district or state-wide level? How can we use evaluations of an earlier generation of programs to guide the development of today's pre-K programs? The consensus statement is part of a broader report titled The Current State of Scientific Knowledge on Pre-Kindergarten Effects.

Available here: The Brookings Institution
Citation: Phillips, D. A., Lipsey, M. W., Dodge, K. A., Haskins, R., Bassok, D., Burchinal, M. R., . . . Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects. A consensus statement. Washington, DC: The Brookings Institution.