Costs and benefits of full day kindergarten

Assessing the costs versus benefits of government early learning plans

December 3, 2009 | by Andrea Mrozek , Manager of Research, Institute of Marriage and Family Canada
PDF:  Costs and benefits of full day kindergarten

Endnotes

  1. Mrozek, A. (2009, November). The Cost of a Free Lunch: The real costs of the Pascal early learning plan for Ontario. Ottawa: Institute of Marriage and Family Canada. Retrieved December 1, 2009 from http://www.imfcanada.org/issues/cost-free-lunch
  2. Japel, C., Tremblay, R. E., Côté, S. (2005, December). Quality Counts! Assessing the Quality of Daycare Services Based on the Quebec Longitudinal Study of Child Development, Montreal: Institute for Research on Public Policy. Vol. 11, no. 5, p. 6. Retrieved December 1, 2009 from http://www.irpp.org/choices/archive/vol11no5.pdf
  3. Kozhaya, N. (2006, October). $7-a-day childcare: Are parents getting what they need? Montreal Economic Institute, Economic Note, p.1. Retrieved December 1, 2009 from http://www.iedm.org/uploaded/pdf/octobre06_en.pdf
  4. Burke, L. (2009, May 14). Does Universal Preschool Improve Learning? Lessons from Georgia and Oklahoma. Washington DC: The Heritage Foundation, p. 6. Retrieved December 1, 2009 from http://www.heritage.org/Research/Education/upload/bg_2272.pdf
  5. Bandeira de Mello, V., Blankenship, C., McLaughlin, D., Rahman, T. (2009, October). Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007, Research and Development Report. U. S. Department of Education, National Center for Education Statistics. Retrieved December 2, 2009 from http://nces.ed.gov/nationsreportcard/pdf/studies/2010456.pdf
  6. Burke, p. 6.
  7. Henry, G. et al., (2009, May 6). The Georgia Early Childhood Study: 2001-2004, Georgia State University Andrew Young School of Policy Studies. Retrieved December 2, 2009 from http://aysps.gsu.edu/publications/2005/EarlyChildhoodReport.pdf
  8. Ibid, pp. vii. See also p. 75: “Pre-K participation was associated with more positive outcomes than other preschool experiences on 11 of 16 measures. However, in no case was the difference statistically significant during the first grade. This is not an assessment of the effectiveness of Georgia Pre-K: children who participated in the Pre-K program gained more skills than they began with relative to the national norms. The growth of skills for these Pre-K children is parallel to the growth of other children, including those in private programs and Head Start.
    One way to interpret these findings is that children enrolled in private programs and Head Start, which is almost two times as costly as Georgia Pre-K (Barnett, et al 2004), developed skills at the same rate as children in the Pre-K program.” (Emphasis added.)
  9. Ibid, p. viii.
  10. Cannon, J.S., Jacknowitz, A., Painter, G., McConville, S. (2009, September). Full-Day Kindergarten in California: Lessons from Los Angeles. Public Policy Institute of California, p. 3. Retrieved December 1, 2009 from http://www.ppic.org/content/pubs/report/R_909JCR.pdf