This conference, involving participants with a wide range of viewpoints, was designed to elicit discussion about what the academic core of high-quality preschool programs should entail and how it should be delivered.
Each dollar spent on a high-quality early childhood program in the Chicago Public Schools yields $4 to $11 in benefits to the economy, according to a new cost-benefit analysis. (Full disclosure: Barbara Bowman, Chicago
When it comes to closing the academic achievement gap between students from lower- and higher-income families, we share the fate of Greek mythological figure Sisyphus, who was sentenced to spend eternity pushing a giant rock uphill, watching it roll back down, and then repeating the task.
The gap in school performance comes “pre-installed," as it were, beginning well before children ever step foot in the classroom. By the time they enter kindergarten, poor children are already at a huge disadvantage relative to their counterparts from high-income families. By the time they take their first standardized test, the differences in vocabulary, background knowledge, and non-cognitive skills are so large that most poor children will never overcome them – no matter what school they attend, which teachers they are assigned to, or how these teachers are evaluated. And, like Sisyphus, whatever gap-closing progress we may make with each cohort of struggling students after they enter school, we must start all over again with the next.
What can be done? Stop putting out fires and prevent them – address the achievement gap before it widens.