Advantages+and+Disadvantages+Of+PreKindergarten


 *  Does prekindergarten improve **
 * school preparation and performance? **

This article views both sides of this controversy. Although prekindergarten is thought of in a positive way to prepare children for their permanent education, that is not always the case. Throughout the text, it touches on key points involving standardized test scores as well as behavioral changes after children went through prekindergarten schooling. There is also a difference in these results between private prekindergarten schools and public pre-k schools that are associated with the children's kindergarten they will be attending as their next step of education.

Recent research was done showing statistics about children who had attended prep schooling. The article states that 66% of 4 year old children are now attending an early school education such as, preschool(Magnuson,2007). Studies show that 16% of this children are being enrolled in prekindergarten prior to starting there kindergarten education(Magnuson,2007). After standardized test scores were calculating, those who were enrolled in pre-k had an average of .10 to .12 points higher on their math and reading sections(Magnuson,2007). This was a great achievement for those who were affected. Prekindergarten tends to stress a lot on having a jump start on learning basic concepts at an early age.

Unfortunately, prekindergarten has its downsides as well. Even though children were getting a head start on their education, behavioral issues arise from prekindergarten as well. It is shown that children's behavioral problems increase after attending pre-k. There is no specific reasoning behind these statistics but it happens to be a known problem.

Although children's knowledge may increase it does not stick around. Unfortunately, these scores did not keep up past the second grade. The children catch up academically and the scores are solely based on the knowledge they learn in elementary school. There are many benefits and consequences when deciding to put your child in prekindergarten. The article teaches you to think about the long run affects of this type of schooling. If you chose a pre-k program involved in your school district it is easier to transition to kindergarten. This may be more affective for small children. The article also states private academic courses get expensive and are not always worth it.

Magnuson K.A.(2007). Does prekindergarten improve school preparation and performance? Economics of Education Review, 26(1), 33-51, doi:10.1016/j.econedurev.2005.09.008
 * ~ Outcomes ||~ All ||~ Prekindergarten ||~ Other preschool ||~ Other non-parental care ||~ Head start ||~ Parental care only ||
 * Math test score ||  ||   ||   ||   ||   ||   ||
 * Fall kindergarten || 52.02 || 53.99 || 53.90 || 50.11 || 45.64 || 49.96 ||
 * || (0.09) || (0.22) || (0.13) || (0.27) || (0.27) || (0.23) ||
 * Spring first grade || 51.78 || 52.77 || 53.25 || 50.71 || 46.37 || 50.76 ||
 * || (0.09) || (0.20) || (0.12) || (0.25) || (0.31) || (0.23) ||
 * Reading test score ||  ||   ||   ||   ||   ||   ||
 * Fall kindergarten || 51.24 || 53.82 || 53.05 || 48.83 || 45.11 || 49.02 ||
 * || (0.09) || (0.24) || (0.14) || (0.27) || (0.25) || (0.24) ||
 * Spring first grade || 51.82 || 53.07 || 53.10 || 50.70 || 46.81 || 50.76 ||
 * || (0.09) || (0.19) || (0.12) || (0.25) || (0.30) || (0.23) ||
 * Self control score ||  ||   ||   ||   ||   ||   ||
 * Fall kindergarten || 0.93 || 0.58 || 1.15 || 1.53 || −1.69 || 1.77 ||
 * || (0.10) || (0.24) || (0.15) || (0.27) || (0.32) || (0.23) ||
 * Spring first grade || 0.34 || 0.15 || 0.64 || 0.80 || −2.86 || 1.27 ||
 * || (0.10) || (0.24) || (0.14) || (0.28) || (0.33) || (0.24) ||
 * Externalizing behavior score ||  ||   ||   ||   ||   ||   ||
 * Fall kindergarten || −0.59 || 0.32 || −0.46 || −1.98 || 1.35 || −2.02 ||
 * || (0.09) || (0.24) || (0.14) || (0.25) || (0.32) || (0.22) ||
 * Spring first grade || −0.18 || 0.15 || −0.33 || −0.84 || 2.50 || −1.65 ||
 * || (0.10) || (0.24) || (0.15) || (0.26) || (0.34) || (0.23) ||
 * Retained in kindergarten || 3% || 2% || 3% || 5% || 5% || 4% ||
 * || (0.17) || (0.37) || (0.23) || (0.60) || (0.65) || (0.47) ||
 * Demographic characteristics ||  ||   ||   ||   ||   ||   ||
 * Black || 14% || 18% || 8% || 12% || 39% || 10% ||
 * || (0.34) || (0.94) || (0.40) || (0.93) || (1.50) || (0.74) ||
 * Hispanic || 11% || 11% || 9% || 15% || 15% || 15% ||
 * || (0.31) || (0.75) || (0.41) || (1.01) || (1.09) || (0.88) ||
 * Asian || 4% || 3% || 5% || 5% || 2% || 4% ||
 * || (0.20) || (0.43) || (0.31) || (0.63) || (0.47) || (0.50) ||
 * Boy || 50% || 49% || 51% || 49% || 47% || 52% ||
 * || (0.51) || (1.21) || (0.73) || (1.43) || (1.65) || (1.24) ||
 * Child age || 5.71 || 5.73 || 5.73 || 5.70 || 5.70 || 5.70 ||
 * || (0.00) || (0.01) || (0.01) || (0.01) || (0.01) || (0.01) ||
 * Income-to-needs || 3.31 || 3.94 || 3.92 || 2.94 || 1.26 || 2.46 ||
 * || (0.04) || (0.10) || (0.05) || (0.08) || (0.03) || (0.06) ||
 * Sample size || 10,224 || 1722 || 4649 || 1216 || 914 || 1621 ||

Online article: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VB9-4KCRSM8-1&_user=961294&_coverDate=02%2F28%2F2007&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000049420&_version=1&_urlVersion=0&_userid=961294&md5=624d8d9c1d38cdc34a1e5347060d6f5f&searchtype=a