Description:

In 2013, preschool education received more attention in the media and public policy circles than it has for some time, in part because of a series of high-profile proposals to expand access to quality pre-K. The scientific basis for these proposed expansions of quality pre-K is impressive. This paper brings to bear the full weight of the evidence to address the following questions:

• What does all the evidence say about effective preschool education and long-term cognitive benefits?
• What are the estimated effects of state and local pre-K programs in more recent years?
• Is Head Start ineffective?
• Can government improve the quality of public preschool education? 
• If states expand pre-K with temporary federal matching funds, what happens to state education budgets when that federal money is not available?