Numbers show no benefit from pre-K education
by John Rosemond (Aug. 28, 2018)
It has long been known, but only spoken of in hushed tones by university professors sitting in darkened rooms wearing Fat Elvis masks, that pre-kindergarten “jump-start” (aka, “push-down”) programs don’t work other than to increase teacher employment and give parents the false idea that their kids are on the fast track to certain success. The problem is that the programs in question are sacred cows — thus to say publicly what I just said is to bring down the indignation of those who tear up involuntarily at the word “child.” I am, therefore, bracing myself.
Many years ago, research psychologist David Elkind, author of “The Hurried Child” (and several other excellent works that ought to be required reading for parents and educators), pointed out that the gains pre-K programs produce are fleeting. Everything else being equal, by grade three children who received pre-K academic instruction are achieving no better than kids who did not. Furthermore, there is credible evidence to the effect that premature (prior to age 6) academic instruction increases the possibility of later learning problems and aversion to reading.