1	PK-3 Programs and Practices in Children’s First Decade Arthur J. Reynolds University of Minnesota October 13, 2006
2	What is PK-3 Education? Programs Planned interventions and services beginning during any of the first 5 years of life and continue up to third grade Practices Elements of PK-3 programs such as preschool, full-day kindergarten, class sizes, parent involvement.
3	Rationale for PK-3 Help sustain effects of preschool and kindergarten programs Promote better early transitions Improve continuity of development Greater “dosage” will help children at risk
4	Key Principles of PK-3 Programs Continuity: Promoting consistency Organization: Staffing, leadership, services Instruction: Aligning curriculum, encouraging communication Family support services
5	Four PK-3 Programs Head Start/Follow Through Key: Home-school resource teacher Child-Parent Centers Key: organization and services Abecedarian Project Key: Home-school resource teacher Head Start-Public School Transition Key: Family service coordinator, services
6	"Child-Parent Centers Foci" Child-Parent Centers Foci Basic Skills: Language, Numeracy, Listening Structured Learning Activities Language and literacy emphasis Field Trips: Zoos, Museums, Libraries Parent Involvement: Classroom volunteering Parent room activities Educational workshops and training Home visits and activities Organizational Structure Staffing patterns and Coordination Class size reductions
7	Staffing at Each Site Head Teacher Parent Resource Teacher School-Community Representative Teachers and aides School nurse, psychologist, social worker Preschool class size was 17 to 2 Kindergarten, school age was 25 to 2 School-age program had coordinator called curriculum-parent resource teacher
8	Johnson Child-Parent Center
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10	Remedial and Child Welfare Services for Extended Intervention Groups
11	PK-3 Effects from ECLS-K Cohort Selected children with these attributes Preschool Full-day kindergarten School stable K-3 High parent involvement Instructional time in reading Teacher certification
12	Rates of Grade Retention by Third Grade in ECLS-K Cohort Total Low- sample income 1. No PK-3 13% 22% 2. Pre-K+ADK 7% 11% +Stable 3. +HiPI+Cert 4% 9% +HiInst
13	PK-3 Practices (Elements): Hierarchy of Effects on Child Development Preschool participation School mobility/stability Instructional practices/Teacher quality Parent involvement Reduced class sizes Full-day kindergarten
14	Benefit-Cost Ratios for CPC Program Components
15	Conclusions and Implications 1. Evidence is growing that PK-3 programs can enhance child development above and beyond the influence of preschool or school-age components. School organizational models of PK-3 appear to be more effective than case management models. PK-3 elements also show substantial effects. Preschool, instructional context, teacher attributes, parent involvement, and mobility have stronger effects. 4. The CPC model of PK-3 has demonstrated relatively high economic returns.
16	Recommendations 1. Disseminate PK-3 programs and practices based on key principles of effectiveness. 2. Use evidence on cost-effectiveness to better prioritize funding of PK-3 programs. Educate policy makers and administrators about the advantages of PK-3 programs. Develop funding mechanisms for establishing PK-3 programs.
17	For more information about the Chicago Longitudinal Study, contact: Arthur Reynolds, Institute of Child Development (ajr@umn.edu) Judy Temple, Humphrey Institute and Dept. of Applied Economics (jtemple@umn.edu) Suh-Ruu Ou, Institute of Child Development (sou@umn.edu) Funding support provided by: Foundation for Child Development NICHD Doris Duke Charitable Foundation Web Site: www.education.umn.edu/icd/reynoldslab/ www.waisman.wisc.edu/cls/