Research
Three important, long-term studies have shown the significant benefits of a high-quality preschool program for economically at-risk children.
The findings of the High/Scope Perry Preschool Study, which has tracked preschoolers through age 40, are summarized below.
In addition to this study, two other major studies showing the benefits of high-quality preschool are the Chicago Child-Parent Center Program and The Carolina Abecedarian Project.
The High/Scope Perry Preschool Study Summarized
From 1962 through 1967, researchers in Ypsilanti, Michigan began studying 123 low-income African-American children who were assessed to be at high risk of school failure. Fifty-eight of the students were assigned to a group that received a high-quality preschool program at ages 3 and 4 and sixty-five were assigned to a group that received no preschool program. The most recent of eight studies detailing the findings of the program effects was published this fall, and it updated the results of the study group through age forty. The findings are dramatic.
- In constant dollars discounted at 3% per year, the economic return to society to date has been $17.07 per dollar invested. Of that, $12.90 went to society, and $4.17 went to each participant.
- Of the public sector benefit, 88% came from crime savings, 4% came from education savings, 1% came from welfare savings, and 7% came from increased taxes due to higher earnings.
- The cost-benefit analysis ignores the hard to monetize areas such as family, health and wealth benefits. The total value probably exceeds the $17 to $1 payoff.
- The preschool group had significantly higher median annual earnings at age 40 ($20,800 vs. $15,300).
- More preschool group males raised their own children (57% vs. 30%).
- The preschool group had significantly fewer lifetime arrests (36% vs. 55% arrested 5 or more times.)
- The preschool group had significantly fewer arrests for violent crimes (32% vs. 48%), property crimes (36% vs. 58%), and drug crimes (14% vs. 34%).
To view a more complete list of the study’s findings, please visit our Study Findings page.
Generalizing Effects for Small Steps
The study states that “The external … generalizability of the study findings extends to those programs that are reasonably similar.” The criteria included in “reasonably similar” generalization are listed below.
Small Steps Nurturing Center meets each of these criteria!
The criteria required of a program in order to generalize the study’s effects are:
- A preschool education program;
- The program is run by teachers with bachelor’s degrees and certifications in education;
- The program has a low student:teacher ratio (up to 8 children per teacher);
- The children served are living in low-income families;
- The program offers an education for two school years at 3 and 4 years of age;
- The program has daily classes of 2 ½ hours or more;
- The program uses the High/Scope educational model or a similar participatory education approach; and
- Teachers visit families at least every 2 weeks.
- Click here to learn about information, partners, and resources that have been essential to the success of the Small Steps Program.
Other Research
Effective Early Childhood Programs: Turning Knowledge Into Action by Susan H. Landry
Meaningful Differences in the Everyday Experience of Young American Children
by Betty Hart, Ph.D., & Todd R. Risley, Ph.D.
America’s Smallest School: The Family
Brain Development: What We Know About How Children Learn
Video showing the power of our responsiveness to young children.
Main Findings of Rice University’s Center for Education.