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What If Pre-K Isn’t The Solution?
by Alex Thompson
Feb. 18, 2022
It’s possible that enrolling our children in pre-K could be more detrimental than beneficial. A thought-provoking article in New York Magazine titled “What If Pre-K Actually Harms Kids?” explores new research indicating that the advantages of pre-K attendance are often fleeting, dissipating or even reversing as children progress through their education.
For parents who have invested time in preschool tours, navigated complicated application processes, and made financial sacrifices for tuition, the idea that pre-K may not address systemic educational issues could be jarring.
What Does Recent Research on Pre-K Reveal?
A significant study from Tennessee, which followed 2,990 children, shared its findings in January. Researchers investigated the effects of free pre-K for low-income families, tracking participants through middle school. Due to a lottery system limiting pre-K spots, those who didn’t gain admission served as an effective control group.
The pre-K program was labeled “high-quality,” staffed by certified educators holding Bachelor’s degrees and receiving comparable salaries to elementary teachers. Initial follow-ups showed promising results; teachers noted that pre-K attendees were better prepared both academically and socially for kindergarten.
However, these benefits faded over time. The study ultimately revealed that students who attended pre-K scored lower on standardized tests in third grade compared to their peers who did not, with the gap widening by sixth grade. Additionally, pre-K students displayed more disciplinary issues, higher absence rates, and an increased likelihood of requiring special education services.
What’s at Stake?
These findings are both surprising and disappointing, especially when considering earlier studies, dating back to the 1970s, that demonstrated long-lasting benefits of pre-K attendance. Programs like universal pre-K have garnered significant support, particularly among parents in need of childcare.
Former NYC Mayor John Smith built his legacy around a universal pre-K initiative, which is now expanding to include more three-year-olds. Universal pre-K also features in President Biden’s stalled Build Back Better plan. As New York Magazine writer Laura James argues, pre-K benefits not only children but also their parents by enabling them to work, potentially enhancing family economic stability and reducing stress for everyone involved.
The Challenges of Assessing Pre-K
Many stakeholders are committed to the advantages of pre-K. However, could we be expecting too much from it? Shael Polakow-Suransky, president of Bank Street College of Education and former NYC Schools Senior Deputy Chancellor, suggests we need to “broaden our perspective” when evaluating student outcomes. He believes that while high-quality, play-based pre-K can be significantly beneficial, it cannot substitute for the quality of care children receive before and after these programs.
He notes that the most crucial years for early brain development are from birth to three years old. The nature of these early interactions—whether nurturing or neglectful—can greatly influence a child’s development. Polakow-Suransky also points out that significant funding for childcare in the Build Back Better Act aligns with spending levels seen in countries across Asia and Europe.
He argues, “We need to expand our definition beyond just one year and consider the support families provide during the first four years leading up to formal schooling.” Polakow-Suransky expresses little surprise at the findings of diminished effects over time, attributing this to elementary schools not being structured to meet young children’s developmental needs.
As a society, we frequently debate the value of pre-K, often questioning its necessity. “We don’t typically challenge the relevance of second or fifth grade,” Polakow-Suransky explains, “but rather examine how the programs might be failing.”
Emily Carter, an economics professor at Harvard and a parenting data expert, cautions against overinterpreting the Tennessee study’s findings. She emphasizes that one well-designed study cannot dismiss the volume of prior research indicating promising long-term pre-K benefits. Another study conducted in Boston from 1997 to 2003 found no correlation between pre-K and higher standardized test scores, yet did not show lower scores either. The Boston study also suggested that pre-K participants were more likely to graduate from high school and pursue higher education, which might be more significant than mere test results.
It’s conceivable that some advantages of pre-K materialize later, beyond middle school, or that children assigned to the control group experienced comparable nurturing at home. Carter notes that the quality of pre-K programs can vary greatly, potentially impacting outcomes based on location and demographics.
What Do We Value?
As any pre-K educator or parent of a young child can attest, many essential skills acquired during pre-K are non-academic. Jessica Lee, director of the Family Learning Center, emphasizes that pre-K students learn to navigate complex social scenarios and begin to understand diverse perspectives.
“They learn to express and manage their emotions, build friendships, and integrate into a learning community,” she states. Lee also highlights how parents benefit from quality pre-K programs, gaining insights into their children as learners and becoming advocates for their educational needs.
While pre-K alone may not guarantee a bright future for children, effective, play-based pre-K can be a valuable part of a broader support system, which includes affordable childcare and economic assistance for families—resources that many parents in the U.S. still lack.
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Summary:
Recent research raises questions about the effectiveness of pre-K programs, suggesting that their benefits may be temporary and even diminish as children progress in their education. While high-quality pre-K can enhance social and academic readiness for kindergarten, studies indicate that students who attended pre-K may perform worse than their peers by the time they reach middle school. Experts argue for a broader understanding of early childhood development that includes the importance of the first three years of life and the quality of care before and after pre-K. The conversation around pre-K must also consider the critical role of supportive resources for families.
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