A new study reports that pre-kindergarten programs in Tennessee fail to achieve any long-term gains. Republican lawmakers are already seizing on the news as evidence that pre-K programs don’t work in general, and should no longer be funded.
By contrast, the same study reports that pre-kindergarten programs in Boston are achieving significant long-term gains. Democratic lawmakers will no doubt seize on the news as evidence that pre-K programs do work in general, and should be further funded.
As usual, the devil’s in the details.
The Tennessee program emphasizes passive classroom strategies that are dull even for college students, let alone three-year-olds: children sit and listen while a teacher talks.
The Boston program emphasizes active learning strategies that are tried-and-true even for college students, let alone three-year-olds: children learn to measure distance by measuring the shadows their bodies cast on the ground, and brainstorm about making their city a better place by using skills they learn in reading, math, art and science to present a proposal to City Hall.
1. Conclusions are only as good as the data they draw from.
2. “Think global, study local” should be the official Congressional mantra.
3. Everything is better with ethnography.