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Advice for Policymakers on Getting Pre-K Right

By Sara Mead — January 30, 2014 1 min read

In their great NYT op-ed today on what policymakers should do to maximize the impact of pre-k investments, Dan Willingham and David Grissmer make two equally key points: 1) Policymakers need to do a better job of ensuring that pre-k standards and quality definitions actually implement what research tells us makes a difference for preschool learning (hint: lots of programs don’t do this), 2) That said, we don’t know as much as we should about how to do pre-k well, and policymakers can--should-- design pre-k expansion in ways that enhance our knowledge so that further expansion can have even greater impact. Good pointers in thinking about how the administration should use the $250 in pre-k RTT funding included in the 2014 Omnibus legislation--the pre-k program Obama was talking about in his SOTU Tuesday night. But also key in thinking about how to improve the federal Head Start program and implement the $500 in funding for early head start expansion or EHS-childcare partnerships also included in the Omnibus. Read the whole thing here.

The opinions expressed in Sara Mead’s Policy Notebook are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.