The case for more is better

We’ve made the case for collaborative support for early childhood education before. It’s a point Deborah Daro, Ph.D., made in the Huffington Post recently.

Here’s more evidence to support the idea that more is better. When it comes to getting children reading at grade level by third-grade (an important marker for future school success), more is almost always better, according to a study by the Center for Public Education.

“A combination of pre-k and full-day kindergarten is best,” the study found, “but a combination of pre-k and half-day kindergarten is better than full-day kindergarten alone.”

That closely aligns with the results of research by Dr. Edward Zigler who studied the impact of pre-kindergarten services on 7,710 Missouri children who participated in Parents as Teachers and other early childhood experiences.

Zigler’s work showed that participation in Parents as Teachers does indeed predict children’s school readiness and third grade achievement. But for poor children, the combination of Parents as Teachers and any other preschool experience actually lowered the achievement gap, and more intensive participation resulted in even better outcomes.

Looking for impact? Seeking outcomes?
More—more programmatic choices, more intensive services—can be better!