Comments on: Four Reasons Pre-K Faces An Uphill Climb http://www.eduwonk.com/2013/02/four-reasons-pre-k-faces-an-uphill-climb.html Education News, Analysis, and Commentary Sat, 18 May 2013 07:47:02 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Kevin http://www.eduwonk.com/2013/02/four-reasons-pre-k-faces-an-uphill-climb.html/comment-page-1#comment-257973 Kevin Wed, 20 Feb 2013 19:46:20 +0000 http://www.eduwonk.com/?p=12465#comment-257973 Reason #1 reminds me of an interesting article I came across last fall: http://humcap.uchicago.edu/RePEc/hka/wpaper/Dugger_Litan_2012_early-childhood-pay.pdf Does anyone know if mechanisms such as social impact bonds have been put into practice yet for Pre-K services? Reason #1 reminds me of an interesting article I came across last fall:

http://humcap.uchicago.edu/RePEc/hka/wpaper/Dugger_Litan_2012_early-childhood-pay.pdf

Does anyone know if mechanisms such as social impact bonds have been put into practice yet for Pre-K services?

]]> By: f0rTyLeGz http://www.eduwonk.com/2013/02/four-reasons-pre-k-faces-an-uphill-climb.html/comment-page-1#comment-257684 f0rTyLeGz Thu, 14 Feb 2013 01:03:54 +0000 http://www.eduwonk.com/?p=12465#comment-257684 I agree. Pre-kindergarten is pretty much baby sitting. Parents should be teaching their kids to read as soon as they can sit up. If you leave it up to school to teach your child to read, and to add and divide you are starting them off years behind the kids who can already read. I agree. Pre-kindergarten is pretty much baby sitting. Parents should be teaching their kids to read as soon as they can sit up. If you leave it up to school to teach your child to read, and to add and divide you are starting them off years behind the kids who can already read.

]]> By: Linda/RetiredTeacher http://www.eduwonk.com/2013/02/four-reasons-pre-k-faces-an-uphill-climb.html/comment-page-1#comment-257673 Linda/RetiredTeacher Wed, 13 Feb 2013 20:04:08 +0000 http://www.eduwonk.com/?p=12465#comment-257673 Now that the effects of the recession are waning, research-based solutions to our educational problems are being considered. And that's a good thing. Now that the effects of the recession are waning, research-based solutions to our educational problems are being considered. And that’s a good thing.

]]> By: John Thompson http://www.eduwonk.com/2013/02/four-reasons-pre-k-faces-an-uphill-climb.html/comment-page-1#comment-257671 John Thompson Wed, 13 Feb 2013 19:40:16 +0000 http://www.eduwonk.com/?p=12465#comment-257671 Your points are all well-taken. In fact, with the benefit of 20 20 hindsight, there is only one argument for the data-driven "reform" movement of the last generation. Test-driven accountability was cheaper and easier than real reforms that had potential. But, contemporary "reform" fails. And, by now it should be clear that it never had a chance. And, it hasn't been so all-fired cheap. We've wasted billions of accountability-driven "reform," and now it has just degenerated into blaming teachers for its failure. And, now, we aren't going to have the money for promising approaches. But, when you've dug yourself in a hole, the first step is to stop digging. The next step should be pre-school. Let's hope it is more reality-based than the late, unlamented data-driven "reform" gamble. Your points are all well-taken. In fact, with the benefit of 20 20 hindsight, there is only one argument for the data-driven “reform” movement of the last generation. Test-driven accountability was cheaper and easier than real reforms that had potential.

But, contemporary “reform” fails. And, by now it should be clear that it never had a chance. And, it hasn’t been so all-fired cheap. We’ve wasted billions of accountability-driven “reform,” and now it has just degenerated into blaming teachers for its failure. And, now, we aren’t going to have the money for promising approaches.

But, when you’ve dug yourself in a hole, the first step is to stop digging. The next step should be pre-school. Let’s hope it is more reality-based than the late, unlamented data-driven “reform” gamble.

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