Reply to What would an at-risk preference do? New MSDC research paper out

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I thought that there were enough pre-k spaces in for all children.  I'm a little at a loss as to why 3 and 4 year olds would need to travel across town to schools for pre-k.

Pre-k is highly regulated throughout the the system and inspected.  The building might look different, but the kids have the same food and the same classroom resources. There are also great pre-k teachers working across all wards.

Also some of these schools have resources for the parents like GED courses.

Kids are not behind in pre-k.   Wrap around services need to be strengthened at each school - healthcare, adult education, job counseling. There's already early stages seats for students that can't get special services.

This isn’t just about pre-k. it is about getting at risk kids into higher performing schools all the way through.

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The achievement gap is present in preschool, actually.  It shows up clearly in the research and is glaringly obvious at my DD's school.

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It is also well borne out in national reserch. Google million word gap.[/quote]

Yes, some children have been exposed to more vocabulary and content knowledge in the preschool years than others. There is much research to show this - if you need it.  Isn't preschool supposed to prepare students so there is no achievement gap later?

The learning standards, at least a few years ago, were to recognize 10 letters and letter sounds, recognize that print goes from left to right, write their own name, ect.  Most children mastered this after two years of pre-k.  If students do not than they should be further monitored for special education.  Pre-k is play-based instruction where children learn to cooperate.  How is there an achievement gap already in the classroom?  They are assessed according to their own development not others.

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