Closing Achievement Gaps Through Preschool-To-Third-Grade Programs

Abstract

Achievement gaps by family income, race, and ethnicity have persisted for decades. Yet only in recent years has this major social problem become a national priority in the U.S. and many other countries as concern rises over growing economic inequalities. In this paper, we document gaps in school readiness and achievement in the U.S. and how they adversely affect the life course development of children and families from underrepresented groups. We emphasize the promising role of preschool-to-3^rd grade (P-3) programs to reduce a variety of achievement gaps through comprehensive strategies that enrich educational and family experiences during most of the first decade of life. Implementation of the core elements of effective learning experiences, collaborative leadership, aligned curriculum, parent involvement and engagement, professional development, and continuity and stability in the Child-Parent Center Program have shown relatively strong and sustained effects on school achievement, especially for Black children growing up in urban poverty. This evidence from the Chicago Longitudinal Study and other projects suggests that broader scale up of truly comprehensive approaches that begin early, continue through most of the first decade, and are multilevel in scope can make a bigger difference than many existing strategies in reducing achievement gaps and their persistence.

Figure 1.. Reading proficiency of U.S. 4^th graders by year and family income status

Note: Percent proficient refers to students who met or exceed the reading proficiency threshold in the National Assessment of Educational Progress (NAEP) by eligibility for free or reduced price lunch subsidy, an indicator of low-income status.

Figure 2.. CPC preschool to 3rd grade process.

Note: Key components of the school reform model with the dual goals of achievement and overall well-being. Early education begins at ages 3 or 4 with continuing services through 3^rd grade. The six core elements are key to promoting developmental continuity.

Figure 3.. Reading achievement for Child Parent Center (CPC) participants (with at least preschool) and others at ages 5–15

Note: Reading test scores from Iowa Test of Basic Skills for CPC preschool program participants, non-CPC participants serving as controls, and national norms.

Figure 4.. Reading test scores for participants in the Child Parent Center program by length of participation at ages 5-10

Note: Reading scores from Iowa Test of Basic Skills for CPC preschool plus extended intervention versus CPC preschool participants only and national norms.