Policy Brief - Who Goes to Preschool and Why Does It Matter?

"A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention"

Chicago Longitudinal Study (CLS), a study begun in 1985. It traces 1500 low-income children born in 1980 who participated in the Chicago Child-Parent Center Program and other government-funded early childhood programs in 25 Chicago public schools. The study looks at the long-term effects of participation in the program and other early experiences on educational attainment, social behavior, economic well-being, utilization of social welfare services, and mental health.

Perry Preschool Long-Term Study of Adults Who Received High-Quality Early Childhood Care and Education Shows Economic and Social Gains, Less Crime. A landmark, long-term study of the effects of high-quality early care and education on low-income three- and four-year-olds shows that adults at age 40 who participated in a preschool program in their early years have higher earnings, are more likely to hold a job, have committed fewer crimes, and are more likely to have graduated from high school. The High/Scope Perry Preschool study was conducted by the High/Scope Educational Research Foundation. Overall, the study documented a return to society of more than a $17 for every tax dollar invested in the early care and education program. 

Child Outcome Standards and What’s Needed to Make Them Work.

Creating a Qualified Teacher Workforce