Committee on Early Childhood Pedagogy, National Research Council of
The National Academies. (2000).

Early Childhood Development and Social Mobility
In “Opportunity in America,” The Future of Children. (2006).
The Woodrow Wilson School of Public and International Affairs at
Princeton University and the Brookings Institution
W. S. Barnett & C. R. Belfield.

The authors “examine the effects of preschool education on social mobility in the United States.  They note that under current policy, three- and four-year-old children from economically and educationally disadvantaged families have higher preschool attendance rates than other children.  But current programs fail to enroll even half of poor three- and four-year- olds.  Hispanics and children of mothers who drop out of school also participate at relatively low rates. The programs also do little to improve learning and development.  The most effective programs, the authors explain, are intensive interventions such as the model Abecedarian and Perry Preschool programs, which feature highly qualified teachers and small group sizes.  State preschool programs with the highest standards rank next, followed by Head Start and the average State program, which produce effects ranging from one-tenth to one-quarter of those of the best programs.  Typical child care and family support programs rank last.”
Full text – Scroll down for this and eight other articles in this issue:
http://www.futureofchildren.org/futureofchildren/publications/journals/journal_details/index.xml?journalid=35
The Carolina Abecedarian and Perry Preschool programs are described elsewhere in the SERRC collection, with links to evidence – Scroll down at:
http://www.rrfcnetwork.org/content/view/321/47/

Foundation for Child Development, New York City. (2005).
E. Garcia, B. Jensen, S. Miller, & T. Huerta.

“The two broad purposes of this review are: (a) to describe what is currently known about early childhood education for Hispanic children in the United States; and (b) to suggest what might be done to expand and improve early childhood education in ways that will help more Hispanic youngsters become well prepared to start school and, subsequently, to be academically successful during the primary grades.  Consistent with these purposes, this review focuses on Hispanic children from infancy through the third grade, roughly 0-8 years of age.  The first section reviews the demographics of the burgeoning young Hispanic population in the United States.  The second section reviews academic achievement patterns of U.S. children in kindergarten through third grade from the perspective of how Hispanic youngsters fare compared to their peers from other racial/ethnic groups. The third section discusses evidence on the capacity of K-3 school improvement efforts to raise student achievement, especially for underrepresented minority students, including Hispanics.  The fourth section reviews information on preschool access and program quality.  The fifth section discusses how much high quality preschool programs are actually able to improve the school readiness of young children, and what might be done to help them to become more effective in this area, especially for Hispanic youngsters. The final section identifies a number of topics and questions that need to be addressed, if the early childhood education of Hispanics is to be markedly improved in the United States.”
Summary and click for the full text:
http://www.fcd-us.org/resources/resources_show.htm?doc_id=463810

Early Education Opportunities for Children of Hispanic Origin
Social Policy Report. (2009).  Society for Research in Child Development.
E. Garcia & B. Jensen.

“This paper argues that young Hispanic (or Latina/o) children ages 3 to 8 years should be of particular interest to policymakers, practitioners, and researchers in education. . . Hispanics lag behind their white and Asian-American peers at all proficiency levels of reading and mathematics at the beginning and throughout PK-12 schooling.  . . . Recent research shows that young Hispanic students are particularly positioned to benefit from prekindergarten participation even though they are less likely to attend compared to other racial/ethnic groups.”  The paper includes recommendations for the federal government.
Full text -- See 2009, No. 2
http://www.srcd.org/index.php?option=com_content&task=view&id=232&Itemid

Effects of Welfare and Employment Policies on Young Children:

Social Policy Report. (2005).  P. A. Morris, L. A. Gennetian, & G. J. Duncan.
Society for Research in Child Development, Ann Arbor, Michigan.

This report summarizes the results of recent research conducted as part of the Next Generation Project, a collaboration between researchers at MDRC and several leading research universities, which draws on data from welfare and employment experiments launched in the early 1990s aimed at increasing the self-sufficiency of low-income parents in the U.S. and Canada.  In addition to providing evidence for policymakers to assess evolving welfare policies, this research helps advance our understanding of the effects of parents’ economic circumstances and child care arrangements on the development of low-income children. . . . This report summarizes three types of new findings regarding the effects on younger children: (a) precise pattern of effects of welfare and employment programs on school achievement across the ages and stages of childhood — i.e., from toddlerhood to preschool, from preschool to middle childhood, and from early to later middle childhood; (b) the longer-term effects on the achievement of preschoolers — up to five years after their parents were randomly assigned to a welfare and employment program; and (c) an analysis of the role of increased income and increased use of center-based child care arrangements as mediating pathways of the effects of welfare and employment programs on the achievement of preschoolers.”
Full Text – Scroll down to 2005, Issue 2: 
http://www.srcd.org/index.php?option=com_content&task=view&id=232&Itemid=414

Teachers College Record. (2006).  Teachers College, Columbia University.
E. Graue.

“Each fall thousands of children begin their journey through formal schooling as they enter kindergarten.  This ritual is represented in children's books, newspaper articles, and weepy conversations of parents as they leave their babies at the bus stop.  But a significant number of children have this transition delayed because someone has decided that they are not quite ready to begin school.  Who are these children and why are they stuck at the kindergarten door?  In this commentary (the author) explores the mythology and research about academic redshirting, outlining the gaps between research and practice as well as the assumptions that motivate action.”
Abstract (full text by membership or purchase): http://www.tcrecord.org/Content.asp?ContentID=12708

National Institute for Early Education Research, Rutgers, The State University 
of New Jersey. (2006).  W. S. Barnett & C. E. Lamy.

“A question of current interest in the national discussion on the availability, cost, quality and effectiveness of preschool programs for young children is how much more children might gain from beginning preschool education at three years old rather than waiting until age four.  Especially for preschoolers at risk of poor developmental and school outcomes due to poverty, the question is an important one.  This study investigates the relative effects of years of preschool on entering kindergartner's academic skills (receptive vocabulary, phonological awareness, print awareness and early math skills) in a sample of preschoolers living in high-poverty school districts.”  The subjects were a sample of 1,372 kindergartners from 21 of New Jersey’s ‘Abbott’ school districts – one of the best-funded preschool programs in the U.S., with correspondingly high standards for program quality.
Full text:  http://nieer.org/docs/index.php?DocID=141

Falling Behind:  New Evidence on the Black-White Achievement Gap
Education Next (2004).  Hoover Institution, Washington DC.
R. G. Fryer & S. D. Levitt.

In study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, neighborhood characteristics, and the quality of their schools.  To be sure, socioeconomic status and the trappings of poverty are important factors in explaining racial differences in educational achievement.  Yet a substantial gap remains even after these crucial influences are accounted for. . . . To take a fresh look at the gap and its sources, (the authors) examined a new data set, the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), compiled by the U.S. Department of Education.  The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black-white test-score gap in math and reading for students entering kindergarten essentially disappeared. Put simply, white and black children with similar personal and family background characteristics achieved similar test scores.”
Full text:   
http://www.hoover.org/publications/ednext/3259506.html
Also see additional reports from non-governmental sources on this topic, based on ECLS-Kindergarten Cohort data
1. Inequality at the Starting Gate: Background Differences in Achievement As Children Begin School, 2002 (Economic Policy Institute)
Full text:  
http://www.epi.org/content.cfm/books_starting_gate#exec
2. Indicators of Early School Success and Child Well-Being, 2004 (Child Trends)
Full text:  
http://www.childtrendsdatabank.org/issueBriefs.cfm
3. Attending Kindergarten and Already Behind: A Statistical Portrait of Vulnerable Young Children, 2003 (Child Trends)
Full text: 
http://www.childtrends.org/Files/AttendingKindergartenRB.pdf
4. Preschool Participation and the Cognitive and Social Development of Language Minority Students, 2006 (National Center for Research, Standards, and Student Testing)
Full text:   http://www.cse.ucla.edu/products/summary.asp?report=675


Fathers Play Significant Role in Language Development of Young Children

FPG Snapshot. (2006).  FPG Child Development Institute,
University of North Carolina, Chapel Hill.

“In families with two working parents, fathers make important contributions to children’s early language skills.  Results from a new study by the FPG Child Development Institute show that children whose fathers’ vocabulary was more varied when they were 2 had greater language skills at age 3.  The findings are published in the November/December 2006 issue of the Journal of Applied Developmental Psychology.”  A snapshot of the study is available at the FPG website.
Snapshot of the study and press release:  http://www.fpg.unc.edu/news/highlight_detail.cfm?ID=605

Fifth Grade: Findings from the 5th-Grade Follow-Up of the Early Childhood
Longitudinal Study, Kindergarten Class of 1998-99
National Center for Education Statistics, U.S. Department of Education. (2006).

“This report highlights children’s gains in reading and mathematics over their first six years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children’s sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement, for example, poverty status and mother's highest level of education.”  This is the fifth in a series of reports based on the ECLS, Kindergarten Class of 1998-99.
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006038
Also see additional NCES reports on the ECLS-Kindergarten Class of 1998-99
1.  Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners, 2006
Full text:    http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006031
2.  The Early Reading and Mathematics Achievement of Children Who Repeated
Kindergarten or Who Began School a Year Late, 2006
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006064
3.  From Kindergarten Through Third Grade:  Children’s Beginning School Experiences, 2004.
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004007
4.  Children’s Reading and Mathematics Achievement in Kindergarten and
First Grade, 2002
Full text:  http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002125
5.  Kindergarten Through Eighth Grade Full Sample Public-Use Data and Documentation:
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009005


How Maternal, Family, and Cumulative Risk Factors Affect Absenteeism in Early Schooling;  Facts for Policymakers
National Center for Children in Poverty, Mailman Center of Public Health,
Columbia University, New York City.  (2008)

“Maternal and family risks are associated with greater absenteeism and the cumulative exposure to risk best predicts chronic absenteeism in early schooling. Kindergarten children in contact with three or more risks missed three or more days than their peers not facing any risks.  But as children progress through the elementary grades, the impact of cumulative risk on school attendance lessens, only to rise again in the fifth grade.  The most vulnerable children – those who are poor or racial/ethnic minorities or suffer from poor health – have the greatest exposure to cumulative risk.”  This paper provides an overview and then discusses risk factors (a) poverty; (b) teenage mother; (c) single mother; (d) low maternal education; (e) welfare receipt; (f) unemployment; (g) mother with poor health; (h) food insecurity; (i) four or more children at home.
Extensive summary and click for the full text:
http://www.nccp.org/publications/pub_802.html

Inequality in Children's School Readiness and Public Funding
Focus. (2005).  K. Magnuson, M. K. Meyers, C. J. Ruhm, & J. Waldfogel.
Institute for Research on Poverty, University of Wisconsin-Madison

Latino Public Opinion Survey of Pre-Kindergarten Programs: Knowledge, Preferences, and Public Support
Tomás Rivera Policy Institute, University of Southern California, Los Angeles. (2006).

This survey was designed to “capture Latino adults’ opinions about the benefits, importance, and costs  associated with enrolling children in pre-kindergarten programs. . . . The results from this Latino Public Opinion Survey indicate strong support for pre-kindergarten  programming across Latino sub ethnic and state-of-residence groups.  The local elementary  school and school teachers emerged as preferred resources for seeking information about and enrolling children in pre-kindergarten programs.  It became apparent that academic and literacy  reasons were perceived as strong arguments and true reasons for enrolling children in prekindergarten.  Overall, there was strong support for government responsibility in funding prekindergarten programming, albeit with some differences along socioeconomic status.  This  survey also addresses some knowledge gaps for certain demographic groups in the Latino  community.”
Full text – Scroll down to Product 2062:   http://www.trpi.org/update/education.html

“The practice of holding back kindergarten-eligible children for one year, known as academic ‘redshirting,’ assumes that some children would benefit from additional time for intellectual, emotional or even physical growth prior to starting school.  While it may seem logical that another year of’ ‘life experience’ or ‘practice’ will improve a child's chances of success in school, this is not always the case. . . . This article offers some suggestions for parents and educators to consider when discussing the benefits of redshirting for individual children:”
Full text:
http://www.ncld.org/at-school/general-topics/early-learning-aamp-literacy/leaving-a-child-behind-before-kindergarten

 
Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life
National Scientific Council on the Developing Child, J. P. Shonkoff, MD, Chair.
Harvard University, Cambridge, Massachusetts. (2008).

“Significant mental health problems can and do in young children. In some cases, these problems can have serious consequences for early learning, social competence, and lifelong health.  Furthermore, the foundations of many mental health problems that endure through adulthood are established early in life through the interaction of genetic predispositions and sustained, stress-inducing experiences.  This knowledge should motivate practitioners and policymakers alike to address mental health problems at their origins, rather than only when they become more serious later in life. This report summarizes in clear language the most recent scientific advances regarding the importance of addressing emerging emotional and behavioral problems in the early years, and the implications of those findings for policy.”
Full text:
http://www.developingchild.net/pubs/wp-abstracts/wp6.html

Million Dollar Babies: Why Infants Can't be Hardwired for Success

Education Sector, Washington DC.  (2007).  S. Mead

The author’s premise is that there’s a problem “with the new conventional wisdom about building brighter babies.  It’s based on misinterpretations and misapplications of brain research.  While neural connections in babies’ brains grow rapidly in the early years, adults can’t make newborns smarter or more successful by having them listen to Beethoven or play with Einstein-inspired blocks.  Nor is there any neuroscience evidence that suggests that the earliest years are a singular window for growth that slams shut once children turn three. To the contrary, the social programs with the strongest evidence of positive long-term impacts, including high-quality preschool programs, take place outside the zero-to-three window.”  This paper reviews these issues.
Full text – Click at the upper right: 
http://www.educationsector.org/analysis/analysis_show.htm?doc_id=469729


NICHD Study of Early Child Care and Youth Development
National Institute of Child Health and Human Development,
U.S. Department of Health and Human Services. (2006).

“A compendium of findings from a study funded by the National Institutes of Health reveals that a child’s family life has more influence on a child’s development through age four and a half than does a child’s experience in child care. . . . Because many families must rely on child care, the NICHD launched the study in 1991 to understand how differences in child care experiences might relate to children’s development.  For 15 years, researchers from 10 sites around the country have followed the development of more than 1,000 healthy children from across the United States.  Children were enrolled in the study at birth.  The study included children from ethnically diverse and economically disadvantaged households.  More than 80 percent of the children in the study grew up in two-parent families. . . . The study demonstrated that quality, quantity, and type of child care — defined as any care provided on a regular basis by someone other than the child’s mother — are modestly linked to the development of children up to age four-and-a-half. . . . However, parent and family features were two to three times more strongly linked to child development than was child care during the preschool years.  For example, children did better when parents were more educated, when families’ incomes were higher, when mothers had fewer or no symptoms of depression, and when families had well organized routines, books, and play materials, and took part in learning activities.  These features were as important to the well-being of children who had been in child care as they were for children who had not been in child care.”
Home page of the long-term study:
http://www.nichd.nih.gov/research/supported/seccyd.cfm
Overview of the child care findings:
http://www.nichd.nih.gov/news/releases/family_characteristics_influence_development.cfm
Booklet that describes the findings:
http://www.nichd.nih.gov/publications/pubs_details.cfm?from=&pubs_id=5047

“Education researchers disagree on the long-term efficacy of pre-K, but they do generally agree that children from disadvantaged backgrounds benefit most from high-quality child care and early education programs.  Poor children are more likely to perform poorly in their classes and on tests of cognitive ability, repeat grades or drop out of school, and experience serious emotional and behavioral problems.  The consequences of these failures loom large on these youth and their communities. . . . .  In this paper, (the authors) look at pre-K options in light of K-12 public education and higher education systems and consider how best to offer early-childhood education services to those who need them most.”
Full text:   http://www.manhattan-institute.org/html/cb_42.htm

Prekindergarteners Left Behind:  Expulsion Rates in State Prekindergarten Programs
Yale Child Study Center. (2005).  W. S. Gilliam.
Distributed by the Foundation for Child Development, New York City

This study “is based on data  gathered in the National Prekindergarten Study (NPS). The paper reports on expulsion rates by program setting (public school, Head Start, private providers), gender, and race/ethnicity. (It) also presents expulsion data from all 40 States that fund prekindergarten programs. The study found that, although rates of expulsion vary widely among the 40 States funding  prekindergarten, state expulsion rates for prekindergartners exceed those in K-12 classes in all but three States. . . . Expulsion rates are  lowest in classrooms located in public schools and Head Start, and highest in faith-affiliated  centers, for-profit childcare and other community-based settings. . . The likelihood of expulsion decreases significantly with access to classroom-based  behavioral consultants that provide teachers with assistance in behavior management. . . . Four-year-olds were expelled at a rate about 50 percent greater than three-year-olds.  Boys were expelled at a rate over 4.5 times that of girls. African-Americans attending State-funded prekindergarten were about twice as likely to be expelled as Latino and Caucasian children, and over five times as likely to be expelled as Asian-American children.”
Complete report,  policy brief, expulsion rates by State:
http://www.fcd-us.org/resources/resources_show.htm?doc_id=464280
Also see the 2008 followup -- Implementing Policies to Reduce the Likelihood of Preschool Expulsion:
http://www.fcd-us.org/resources/resources_show.htm?doc_id=636702


Preschool Education and Its Lasting Effects: Research and Policy Implications
Education and the Public Interest Center, University of Colorado at Boulder and Arizona State University, Tempe. (2008).   S. W. Barnett

“Over the last several decades, participation in center-based preschool programs has become much more common, and public support for these programs has grown dramatically. Nevertheless, participation remains far from universal, and policies vary across states, as well as across options such as private child care, preschools, Head Start, and State pre-K.  Since policy makers typically have more alternatives than money, they face key questions about the value of preschool education, whom it should serve or subsidize, and which program designs are best. This brief reviews the research regarding the short- and long-term effects of preschool education on young children’s learning and development.”
Full text:   http://epicpolicy.org/publication/preschool-education


Preschool:  First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
National Center for Education Statistics, U.S. Department of Education. (2007).
J. J. Chernoff, K. D. Flanagan, C. McPhee, & J. Park

“This is the first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in 2001.  The report provides descriptive information about these children when they were about 4 years old. It also includes results from language, literacy, mathematics, and fine motor skills assessments, and information on children's nonparental education and care experiences.  For example, the report shows that 65 percent of children between 48 and 57 months of age were proficient in number and shape recognition, a component of the mathematics assessment.  Proficiency varied by several child and family characteristics such as socioeconomic status.  Forty percent of children from low SES families were proficient compared to 87 percent of children from high SES families.”
Full text:    http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008025
Also see additional NCES reports on the ECLS-Birth Cohort:
1.  Age 2:  Findings From the 2-Year-Old Followup of the National  Early Childhood
Longitudinal Study, Birth Cohort (ECLS-B), 2006.
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006043
2.  Fathers of U.S. Children Born in 2001:  Findings from the ECLS-Birth Cohort
Full text:   http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006002
3.  Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: 
A Chartbook, 2006 (concerns both the ECLS-Birth Cohort and the ECLS-Kindergarten data), National Center for Rural Early Childhood Learning Initiatives.
Full text – Scroll down:  http://www.ruralec.msstate.edu/reports/default.htm

Preschoolers with Disabilities:  Characteristics, Services, and Results. Wave 1 Overview Report
Pre-Elementary Education Longitudinal Study (PEELS). (2006).
Westat, Rockville, Maryland.  J. Markowitz, E. Carlson, W. Frey, J. Riley,
A. Shimshak, H. Heinzen, J. Strohl, S. Klein, & H. Lee.

The PEELS study follows “a nationally representative sample of children with disabilities ages 3-5 for a period of six years.  This study is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from preschool programs to elementary schools.  The study will examine the achievement of students with disabilities in preschool, kindergarten, and elementary school and determine the factors associated with this achievement.  In its first year of data collection (2003-2004), information on 2,096 children with disabilities and their families was gathered through parent/guardian interviews, child assessments, and teacher and service provider questionnaires.  In addition, information was collected through mail questionnaires from each child’s preschool program or school principal, local education agency, and State education agency.  . . . . This overview report combines Wave 1 data from all of the PEELS instruments.  It includes (a) characteristics of children and their families; (b) characteristics of education services and providers; (c) transitions from early intervention to preschool, and preschool to elementary school; and (d) school-related readiness and behavior.”  The comprehensive report is available, along with a two-pager on “Preschoolers with Disabilities: A Look at School Readiness Skills.”
Wave 1 report and the  two-pager – Click on Reports at the top of the page:
https://www.peels.org/default.asp

The Impact of Teacher Education on Outcomes in Center-Based Early Childhood Education Programs:  A Meta-Analysis
National Institute for Early Education Research,
Rutgers, The State University of New Jersey. (2007).  P. Kelley & G. Camilli.

“With the expansion of state-funded preschool education programs, ensuring that those programs are of high quality is a paramount concern for policymakers, child advocates, and educators across the nation.  The authors of this working paper point to a key policy question: To what extent can classroom quality be improved by raising requirements for teacher education qualifications?  The findings of the meta-analysis indicated that effects on quality outcomes from teachers with a bachelor's degree were significantly different from those teachers with less education.”
Full text:   http://nieer.org/docs/index.php?DocID=185


The State of Early Childhood Programs, 2009
Center for Family Policy and Research, University of Missouri-Columbia. (2009).
K. E. Thornburg, J. L. Scott, & H. Stout.

This paper provides sets of bulleted data statements on (a) the quality of early childhood programs in America; (b) availability of early childhood programs; (c) cost of early childhood programs; (d) families and early childhood programs; (e) teachers in early childhood programs; (f) subsidized early childhood programs; and (g) regulation of early childhood programs.  Each bullet is linked to the source of the data.
Full text -- See 2009 Documents:   http://mucenter.missouri.edu/home.htm
On the same page, see the 2009 reports on the State of Children and Families and on the State of Child Welfare in America.


The State of Preschool 2008
National Institute for Early Education Research (NIEER), Rutgers,
The State University of New Jersey. (2009)

 “The 2008 Yearbook is organized into three major sections.  The first section offers a summary of the data, and describes national trends for enrollment in, quality of, and spending on preschool.  The second section presents detailed profiles outlining each State's policies with respect to preschool access, quality standards, and resources for the 2007-2008 program year.   In addition to providing basic program descriptions, these State profiles describe unique features of a state's program and recent changes that can be expected to alter the future Yearbook statistics on a program.  Profile pages are again included for States without state-funded programs. . . . The appendices include tables that provide the complete 2007-2008 survey data obtained from every state, as well as Head Start, child care, U.S. Census, and special education data.”
Full text:    http://nieer.org/yearbook/

Universal or Targeted Preschool?
A Debate Between W. Steven Barnett and Bruce Fuller
Education Sector, Washington DC. (2006).

“The expansion of preschooling raises many important questions: How should policymakers fund preschool programs? What standards should there be for preschool teachers? What standards for health and safety? How should these programs be held accountable? How do diverse American parents want to raise and teach their children? Who gets to decide?  Perhaps most importantly, who should publicly funded preschool programs serve? Should they be open to all students, or should they be targeted to only the most disadvantaged students? . . . To help policymakers nationally think about the preschool dilemma, Education Sector asked two nationally-recognized preschool researchers on opposite sides of the question to explain their stances for and against universal and targeted public preschool.”
Complete transcript:
http://www.educationsector.org/analysis/analysis_show.htm?doc_id=374565

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http://www.rrfcnetwork.org/content/view/195/47/