Early Childhood

Outcomes-based accountability has come to preschools in the form of Quality Rating and Improvement Systems (QRIS).

The hard reality is that the process of human development is complex and highly varied, so we just don’t know the optimal arrangements for all children.

Supporters of increased investments in state pre-K need to confront the evidence that it does not enhance student achievement meaningfully, if at all. It may, of course, have positive impacts on other outcomes.

Knowing what families of different income and educational levels are currently paying for daycare can inform policy debates over how much taxpayers should spend to help families afford it.

Let’s avoid big and irrevocable bets on conclusions and recommendations that are far out in front of what a careful reading of the underlying evidence can support.