How Beneficial Is Pre-K?

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(Guest post by Greg Forster)

That’s the question in my new policy brief from OCPA.

Today the Oklahoman ran an op-ed adapted from that policy brief:

Policymakers shouldn’t spend big money expanding pre-K when the benefits are so uncertain. They should also take pre-K off Oklahoma’s automatic-funding conveyor belt; it should have to make a case for itself like every other discretionary expense.

Moreover, Oklahoma should consider introducing school choice design in existing pre-K programs, to strengthen the freedom and power of parents. Oklahoma’s existing program permits schools to partner with community organizations; why not allow community organizations to serve parents directly?

Let me know what you think!

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4 Responses to How Beneficial Is Pre-K?

  1. George Mitchell says:

    This important topic reminds me of the class size debate, namely, a policy where the results don’t magic “logical” expectations. It is particularly discouraging if it turns out that pre-K for children in poverty does not make a difference.

  2. Mike G says:

    Good blog. Also the previous one about Max Eden’s article.

  3. harriettubmanagenda says:

    Early education may confer benefits. Early institutionalization degrades overall education system performance, harms children, and damages the child/parent bond.

  4. All evals of preschool research have come to the same conclusion. Despite a few successful pre-schools (e.g., Abecedarian), no long-term gains. And some had negative effects.

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