and by “this,” she means the outcome of a study that lasted more than a decade. “this is still the only randomized controlled trial of a statewide pre-k, and i know that people get upset about this and don’t want it to be true.” this enthusiasm has rested in part on research going back to the 1970s. in short, farran is rethinking her own preconceptions, which are an entire field’s preconceptions, about what constitutes quality pre-k. “one of the biases that i hadn’t examined in myself is the idea that poor children need a different sort of preparation from children of higher-income families.”
she thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-k-8. she found then that the largest chunk of the day was spent in transition time. and if anything, they’re learning sort of an almost allergic reaction to the amount of external control that they’re having, that they’re having to experience in school.” farran praises the direction that new york city, for one, has taken instead: a “mixed-delivery” program with slots for 3- and 4-year-olds.
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