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Why Are Preschool Programs Becoming Less Effective?

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Title: Why Are Preschool Programs Becoming Less Effective?
Language: English
Authors: Anamarie A. Whitaker, Margaret Burchinal, Jade M. Jenkins, Drew H. Bailey, Tyler W. Watts, Greg J. Duncan, Emma R. Hart, Ellen Peisner-Feinberg
Source: Journal of Policy Analysis and Management. 2026 45(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Program Effectiveness, Program Evaluation, Early Childhood Education, Educational Quality, Low Income Students, Preschool Children, Educational Improvement, Public Schools
DOI: 10.1002/pam.70031
ISSN: 0276-8739
1520-6688
Abstract: Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well-being of children from low-income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid-20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early childhood conditions of children not enrolling in public programs. We argue that other explanations, such as subsequent low-quality schooling experiences, do not convincingly account for weakening program effectiveness. We do not contest whether governments should invest in effective care for young children. Rather, we focus on the current state of the evaluation evidence for programs at scale. We argue the field must take seriously the disappointing impacts of modern programs on child outcomes and strive to understand how to boost program effectiveness through rigorous, longitudinal research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493859
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Anamarie+A%2E+Whitaker%22">Anamarie A. Whitaker</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+Burchinal%22">Margaret Burchinal</searchLink><br /><searchLink fieldCode="AR" term="%22Jade+M%2E+Jenkins%22">Jade M. Jenkins</searchLink><br /><searchLink fieldCode="AR" term="%22Drew+H%2E+Bailey%22">Drew H. Bailey</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink><br /><searchLink fieldCode="AR" term="%22Greg+J%2E+Duncan%22">Greg J. Duncan</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+R%2E+Hart%22">Emma R. Hart</searchLink><br /><searchLink fieldCode="AR" term="%22Ellen+Peisner-Feinberg%22">Ellen Peisner-Feinberg</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
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  Data: 10.1002/pam.70031
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  Data: 0276-8739<br />1520-6688
– Name: Abstract
  Label: Abstract
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  Data: Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well-being of children from low-income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid-20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early childhood conditions of children not enrolling in public programs. We argue that other explanations, such as subsequent low-quality schooling experiences, do not convincingly account for weakening program effectiveness. We do not contest whether governments should invest in effective care for young children. Rather, we focus on the current state of the evaluation evidence for programs at scale. We argue the field must take seriously the disappointing impacts of modern programs on child outcomes and strive to understand how to boost program effectiveness through rigorous, longitudinal research.
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  Data: 2026
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        Value: 10.1002/pam.70031
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Educational Quality
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      – SubjectFull: Low Income Students
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      – SubjectFull: Preschool Children
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Public Schools
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      – TitleFull: Why Are Preschool Programs Becoming Less Effective?
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