Research: Ready for School, Ready for Life


Over the years, many efforts have been made to improve early-learning environments as means to boost Americans' job and life prospects. Several new studies are fueling thought-provoking ideas as to what policymakers, parents, and researchers should consider when retooling early-education policies. IPR experts discussed some of this new evidence and what it means for program design and implementation. 

A full report regarding this event is available here
Below are links to their presentations, as well as related research papers and other materials.

Tuesday, May 17, 2016, 12:00 - 1:30 p.m

Rayburn House Office Building, Room 2325
50 Independence Ave., SW, Washington D.C.

"What Do Preschool Quality and Costs Tell Us About Having Targeted or Universal Programs?" by Diane Whitmore Schanzenbach

View the presentation slides here.

Related research:
Schanzenbach, D.W., and E. Cascio. 2014. Expanding preschool access for disadvantaged children. In Policies to Address Poverty in America, ed. by M. Kearney and B. Harris, 19-27. Washington, D.C.: The Hamilton Project.


"Not All Preschools Are Created Equal: What Matters Most and How Best to Measure Quality" by Terri Sabol

View the presentation slides here.

Related research:
Sabol, T., S.L. Soliday Hong, R.C. Pianta, and M.R. Burchinal. 2013. Can rating pre-K programs predict children's learning? Science 341:845-846. 


"Preschool: A Promising Platform to Expand Life Opportunities for Children and Parents" by Lindsay Chase-Lansdale

View the presentation slides here.

Related research:
Chase-Lansdale, P.L., and J. Brooks-Gunn. 2014. Two-generation programs in the twenty-first centuryFuture of Children 24(1): 13-39.

Sabol, T., and L. Chase-Lansdale. 2015. The influence of low-income children's participation in Head Start on their parents' education and employmentJournal of Policy Analysis and Management 34(1): 136-161.

Sommer, T.E., T. Sabol, L. Chase-Lansdale, and J. Brooks-Gunn. 2016. Two-generation education programs for parents and their young children. In The Leading Edge of Early Childhood Education, ed. by N. Lesaux and S. Jones, 135-158. Cambridge, Massachusetts: Harvard Education Press.