The problem with universal pre-k

Description:

The recently stalled Build Back Better legislation contains $110 billion for universal pre-school for three and four-year-olds. Is a large investment in early childhood education universal pre-k necessary or beneficial for the academic and social development of American children?

In this episode, Naomi and Ian are joined by Katharine B. Stevens, founder and acting CEO of the Center on Child and Family Policy and former director of AEI’s early childhood program. Katharine breaks down new data from a randomized controlled trial studying 3,000 children from pre-k to sixth grade in Tennessee. The study revealed that students who did not attend pre-k displayed higher academic performance and were less likely to have disciplinary infractions than their peers who went to pre-k. Research on child development tells us that young kids need consistent, loving, one on one or small group relationships—factors that are often absent from public school pre-k programs. Katharine explains the need to support other ways of nurturing the development of these children, including family stability.

Resources:

• Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade | Kevin Durkin et al | American Psychological Association

• Universal Child Care: A Bad Deal For Kids? | Jenet Erickson and Katharine B. Stevens | Institute for Family Studies

• Improving early childhood development by allowing advanced child tax credits | Katharine B. Stevens and Matt Weidinger | Tax Notes Federal

Show Notes:

• 01:00 | What is the Tennessee Voluntary Pre-K research project?

• 08:55 | How should policymakers respond to the results from the study?

• 13:30 | Thinking of school as an antipoverty program doesn’t benefit everyone

• 17:20 | Human development really comes from strong and stable families

• 30:00 | How do we encourage more people to follow the success sequence?