Tag Archives: Child Care

New study: Tennessee pre-K program provides no educational benefit over control group

This is the most thorough study that I have ever seen evaluating the effectiveness of pre-K programs. The study was done by researchers at Vanderbilt University.

The study was reported on by the well-respected but leftist Brookings Institute.

They write:

State investments in center-based school readiness programs for preschoolers (pre-K), whether targeted for poor children or universally implemented, have expanded more rapidly than evaluations of their effects. Given the current interest and continuing expansion of state funded pre-K, it is especially important to be clear about the nature of the available evidence for the effectiveness of such programs. Despite widespread claims about proven benefits from pre-K, there is actually strikingly little credible research about the effectiveness of public pre-K programs scaled for statewide implementation.

Like many states that became interested in scaling up a state funded pre-K program in the early 2000’s, voluntary pre-K (TNVPK) was introduced in Tennessee in 1996 as a way to provide academic enhancement to economically disadvantaged children. It expanded in 2005 to an $85 million-plus statewide investment serving 18,000 Tennessee income-eligible children in 935 classrooms across all 95 counties.

Launched in 2009, the TNVPK Effectiveness Study, a coordinated effort between Vanderbilt’s Peabody Research Institute and the Tennessee Department of Education, is a five-year evaluation study funded by the US Department of Education, Institute for Education Sciences. It includes the first randomized control trial of a scaled up state funded pre-K program and the first well-controlled comparison group study of the effects of program participation as children progress through elementary school..

Policymakers and proponents often cite some of the famous early studies of pre-K programs that have shown long term benefits extending into adulthood for the participating children. But those were studies of especially complex programs that are unlike scaled-up public pre-K in many ways. The Vanderbilt study is the first rigorous controlled longitudinal study to be conducted on a large-scale state-funded pre-K program.

And here is a summary of the results:

Standard score results from pre-K through 3rd grade on a composite measure that averaged the six achievement subtests are presented from baseline forward in the graph below.

As is evident, pre-K and control children started the pre-K year at virtually identical levels. The TNVPK children were substantially ahead of the control group children at the end of the pre-K year (age 5 in the graph). By the end of kindergarten (age 6 in the graph), the control children had caught up to the TNVPK children, and there were no longer significant differences between them on any achievement measures. The same result was obtained at the end of first grade using two composite achievement measures (the second created with the addition of two more WJIII subtests appropriate for the later grades). In second grade, however, the groups began to diverge with the TNVPK children scoring lower than the control children on most of the measures. The differences were significant on both achievement composite measures and on the math subtests. Differences favoring the control persisted through the end of third grade.

In terms of behavioral effects, in the spring the first grade teachers reversed the fall kindergarten teacher ratings. First grade teachers rated the TNVPK children as less well prepared for school, having poorer work skills in the classrooms, and feeling more negative about school. It is notable that these ratings preceded the downward achievement trend we found for VPK children in second and third grades. The second and third grade teachers rated the behaviors and feelings of children in the two groups as the same; there was a small positive finding for peer relations favoring the TNVPK children by third grade teachers, which did not meet traditional levels of statistical significance.

Results graph:

TNVPK data: pre-K program is in red, baseline is in blue
TNVPK data: pre-K program is in red, baseline is in blue

We are already seeing that cheap daycare in high-tax, big government provinces like Quebec cost a lot, and produce negative results. And of course Hillary Clinton is a longstanding advocate of universal pre-K. As a Senator of New York, she introduced a universal pre-K plan that would cost $10 billion over 5 years. President Barack Obama’s own Preschool for All plan would cost $75 billion over 10 years. This Vanderbilt study should cause us to question whether the policies of the secular left, pushed largely because of emotions and ideology, are worth the tens of billions of dollars they want to take from us. And if you take tens of billions of dollars out of families, then families on the margin will have to give their children to the state to raise. And that includes Christian families, who would no longer be able to afford a stay-at-home mother.

Now, taking children away from parents so that their mothers can work is seen as a worthy goal by those on the secular left. First, communally raising the children is “good” because it removes inequalities between single mothers and traditional working-husband homes. Second, making it easier for women to “go fatherless” is “good” because fathers are not to be trusted to teach their children about morality and religion. That is best left to secular government workers. Third, mothers who choose to marry good providers pay less in taxes if they choose to stay home with their kids and not work. That is “bad” because the government wants more taxes, so they can spend it on vote-buying social programs. Fourth, children who form stable bonds with their parents are less likely to become dependent on the government, meaning their allegiance cannot be bought with government handouts. That is also “bad”. Fifth, it is also “bad” that children who grow up with stay-at-home mothers are more likely to develop empathy and morality, which gives them an independent standard by which to judge the government’s actions.

Related posts

New study: Tennessee pre-K program provides no educational benefit over control group

This is the most thorough study that I have ever seen evaluating the effectiveness of pre-K programs. The study was done by researchers at Vanderbilt University. (H/T Brad Wilcox tweet)

The study was reported on by the well-respected but leftist Brookings Institute.

They write:

State investments in center-based school readiness programs for preschoolers (pre-K), whether targeted for poor children or universally implemented, have expanded more rapidly than evaluations of their effects. Given the current interest and continuing expansion of state funded pre-K, it is especially important to be clear about the nature of the available evidence for the effectiveness of such programs. Despite widespread claims about proven benefits from pre-K, there is actually strikingly little credible research about the effectiveness of public pre-K programs scaled for statewide implementation.

Like many states that became interested in scaling up a state funded pre-K program in the early 2000’s, voluntary pre-K (TNVPK) was introduced in Tennessee in 1996 as a way to provide academic enhancement to economically disadvantaged children. It expanded in 2005 to an $85 million-plus statewide investment serving 18,000 Tennessee income-eligible children in 935 classrooms across all 95 counties.

Launched in 2009, the TNVPK Effectiveness Study, a coordinated effort between Vanderbilt’s Peabody Research Institute and the Tennessee Department of Education, is a five-year evaluation study funded by the US Department of Education, Institute for Education Sciences. It includes the first randomized control trial of a scaled up state funded pre-K program and the first well-controlled comparison group study of the effects of program participation as children progress through elementary school..

Policymakers and proponents often cite some of the famous early studies of pre-K programs that have shown long term benefits extending into adulthood for the participating children. But those were studies of especially complex programs that are unlike scaled-up public pre-K in many ways. The Vanderbilt study is the first rigorous controlled longitudinal study to be conducted on a large-scale state-funded pre-K program.

And here is a summary of the results:

Standard score results from pre-K through 3rd grade on a composite measure that averaged the six achievement subtests are presented from baseline forward in the graph below.

As is evident, pre-K and control children started the pre-K year at virtually identical levels. The TNVPK children were substantially ahead of the control group children at the end of the pre-K year (age 5 in the graph). By the end of kindergarten (age 6 in the graph), the control children had caught up to the TNVPK children, and there were no longer significant differences between them on any achievement measures. The same result was obtained at the end of first grade using two composite achievement measures (the second created with the addition of two more WJIII subtests appropriate for the later grades). In second grade, however, the groups began to diverge with the TNVPK children scoring lower than the control children on most of the measures. The differences were significant on both achievement composite measures and on the math subtests. Differences favoring the control persisted through the end of third grade.

In terms of behavioral effects, in the spring the first grade teachers reversed the fall kindergarten teacher ratings. First grade teachers rated the TNVPK children as less well prepared for school, having poorer work skills in the classrooms, and feeling more negative about school. It is notable that these ratings preceded the downward achievement trend we found for VPK children in second and third grades. The second and third grade teachers rated the behaviors and feelings of children in the two groups as the same; there was a small positive finding for peer relations favoring the TNVPK children by third grade teachers, which did not meet traditional levels of statistical significance.

Results graph:

TNVPK data: pre-K program is in red, baseline is in blue
TNVPK data: pre-K program is in red, baseline is in blue

We are already seeing that cheap daycare in high-tax, big government provinces like Quebec cost a lot, and produce negative results. And of course Hillary Clinton is a longstanding advocate of universal pre-K. As a Senator of New York, she introduced a universal pre-K plan that would cost $10 billion over 5 years. President Barack Obama’s own Preschool for All plan would cost $75 billion over 10 years. This Vanderbilt study should cause us to question whether the policies of the secular left, pushed largely because of emotions and ideology, are worth the tens of billions of dollars they want to take from us. And if you take tens of billions of dollars out of families, then families on the margin will have to give their children to the state to raise. And that includes Christian families, who would no longer be able to afford a stay-at-home mother.

Now, taking children away from parents so that their mothers can work is seen as a worthy goal by those on the secular left. First, communally raising the children is “good” because it removes inequalities between single mothers and traditional working-husband homes. Second, making it easier for women to “go fatherless” is “good” because fathers are not to be trusted to teach their children about morality and religion. That is best left to secular government workers. Third, mothers who choose to marry good providers pay less in taxes if they choose to stay home with their kids and not work. That is “bad” because the government wants more taxes, so they can spend it on vote-buying social programs. Fourth, children who form stable bonds with their parents are less likely to become dependent on the government, meaning their allegiance cannot be bought with government handouts. That is also “bad”. Fifth, it is also “bad” that children who grow up with stay-at-home mothers are more likely to develop empathy and morality, which gives them an independent standard by which to judge the government’s actions.

Related posts

Study: non-family daycare linked to anti-social behavior in children

From the UK Telegraph.

Excerpt:

Academics at Oxford University discovered that exposure to some forms of early education contributed to bad behaviour and could be linked to emotional problems.

The study, based on an analysis of infants from almost 1,000 families, showed that the strongest influence on children came from within the home itself.

Children raised in poor families with high levels of parental stress or mental health problems were most at risk of developing emotional problems by the time they started school, it emerged.

The research also uncovered trends relating to children who were in formal child care — away from their parents.

The disclosure will revive debate over the best way to raise children amid a surge in the number of under-fives enrolled in nurseries and with childminders in the past 20 years. Figures from the Department for Education show that 441,000 children under five are in day nurseries while another 272,000 are being looked after by childminders.

[…]In the Oxford study, researchers recruited 991 families with children aged three months. Mothers had an average age of 30.

Researchers assessed children at the age of four through questionnaires about their behaviour and emotions completed by teachers and parents. They also observed care provided by mothers and observed non-parental care for at least 90 minutes for those children placed in formal childcare settings.

The report, published in the journal Child: Care, Health and Development, said that “children who spent more time in group care, mainly nursery care, were more likely to have behavioural problems, particularly hyperactivity”.

The study, led by Prof Alan Stein, of Oxford’s Department of Child and Adolescent Psychiatry, found that “spending more time in day care centres, over the total period was a predictor of total problem scores”.

“Children who spent more time in day care centres were more likely to be hyperactive,” it said. “Children receiving more care by childminders were more likely to have peer problems.”

The authors added: “The findings in relation to childminding suggest that it might be out of home care rather than group care that raises the risk of behavioural difficulties.”

The researchers also tracked other forms of early years care and found benefits to different approaches.

They found that children who spent more time in pre-school playgroups – normally for a few hours a day, rather than a full-time nursery – had fewer problems.

More time with a nanny in parents’ own home predicted higher levels of “pro-social behaviour”, showing willingness to help others, it emerged.

The study said: “These findings suggest that interventions to enhance children’s emotional and behavioural development might best focus on supporting families and augmenting the quality of care in the home.”

A study like this will be useful when debating people with open minds, but hardcore feminists and socialists, who want women to work in order to fund bigger government, will not be moved. Because for them, it’s not about evidence. It’s about ideology. That’s why we have to be careful about letting people like that get elected.

Study: non-family daycare linked to anti-social behavior in children

From the UK Telegraph.

Excerpt:

Academics at Oxford University discovered that exposure to some forms of early education contributed to bad behaviour and could be linked to emotional problems.

The study, based on an analysis of infants from almost 1,000 families, showed that the strongest influence on children came from within the home itself.

Children raised in poor families with high levels of parental stress or mental health problems were most at risk of developing emotional problems by the time they started school, it emerged.

The research also uncovered trends relating to children who were in formal child care — away from their parents.

The disclosure will revive debate over the best way to raise children amid a surge in the number of under-fives enrolled in nurseries and with childminders in the past 20 years. Figures from the Department for Education show that 441,000 children under five are in day nurseries while another 272,000 are being looked after by childminders.

[…]In the Oxford study, researchers recruited 991 families with children aged three months. Mothers had an average age of 30.

Researchers assessed children at the age of four through questionnaires about their behaviour and emotions completed by teachers and parents. They also observed care provided by mothers and observed non-parental care for at least 90 minutes for those children placed in formal childcare settings.

The report, published in the journal Child: Care, Health and Development, said that “children who spent more time in group care, mainly nursery care, were more likely to have behavioural problems, particularly hyperactivity”.

The study, led by Prof Alan Stein, of Oxford’s Department of Child and Adolescent Psychiatry, found that “spending more time in day care centres, over the total period was a predictor of total problem scores”.

“Children who spent more time in day care centres were more likely to be hyperactive,” it said. “Children receiving more care by childminders were more likely to have peer problems.”

The authors added: “The findings in relation to childminding suggest that it might be out of home care rather than group care that raises the risk of behavioural difficulties.”

The researchers also tracked other forms of early years care and found benefits to different approaches.

They found that children who spent more time in pre-school playgroups – normally for a few hours a day, rather than a full-time nursery – had fewer problems.

More time with a nanny in parents’ own home predicted higher levels of “pro-social behaviour”, showing willingness to help others, it emerged.

The study said: “These findings suggest that interventions to enhance children’s emotional and behavioural development might best focus on supporting families and augmenting the quality of care in the home.”

A study like this will be useful when debating people with open minds, but hardcore feminists and socialists, who want women to work in order to fund bigger government, will not be moved. Because for them, it’s not about evidence. It’s about ideology. That’s why we have to be careful about letting people like that get elected.

Study: brain of child neglected by mother is smaller and underdeveloped

Dina sent me this article from the UK Daily Mail.

Here is the scan:

Brain scans of 3-year old children: normal vs neglected
Brain scans of 3-year old children: normal vs neglected

Excerpt:

Both of these images are brain scans of a two three-year-old children, but the brain on the left is considerably larger, has fewer spots and less dark areas, compared to the one on the right.

According to neurologists this sizeable difference has one primary cause – the way each child was treated by their mothers.

The child with the larger and more fully developed brain was looked after by its mother – she was constantly responsive to her baby, reported The Sunday Telegraph.

But the child with the shrunken brain was the victim of severe neglect and abuse.

According to research reported by the newspaper, the brain on the right worryingly lacks some of the most fundamental areas present in the image on the left.

The consequences of these deficits are pronounced – the child on the left with the larger brain will be more intelligent and more likely to develop the social ability to empathise with others.

But in contrast, the child with the shrunken brain will be more likely to become addicted to drugs and involved in violent crimes, much more likely to be unemployed and to be dependent on state benefits.

The child is also more likely to develop mental and other serious health problems.

Professor Allan Schore, of UCLA, told The Sunday Telegraph that if a baby is not treated properly in the first two years of life, it can have a fundamental impact on development.

He pointed out that the genes for several aspects of brain function, including intelligence, cannot function.

[…]The study correlates with research released earlier this year that found that children who are given love and affection from their mothers early in life are smarter with a better ability to learn.

The study by child psychiatrists and neuroscientists at Washington University School of Medicine in St. Louis, found school-aged children whose mothers nurtured them early in life have brains with a larger hippocampus, a key structure important to learning, memory and response to stress.

The research was the first to show that changes in this critical region of children’s brain anatomy are linked to a mother’s nurturing, Neurosciencenews.com reports.

The research is published online in the Proceedings of the National Academy of Sciences Early Edition.

Lead author Joan L. Luby, MD, professor of child psychiatry, said the study reinforces how important nurturing parents are to a child’s development.

I have a very good feminist non-Christian friend who sometimes comments here. I once asked her about marriage and she said that her skills would be wasting on raising children. I explained to her my view that a mother needs to stay at home with the children, and that is more important work. I expect my future wife to read all kinds of books on child care and to give the child attention, nutrition, exercise and play so that the child will grow up to be an effective Christian. Maybe I need to be clear. I am not going to spend hundreds of thousands per child with just any woman. I need a woman who can produce influential and effective Christians who will engage in the public square. And we do not entrust that job to just anyone. Professional women who are willing to be stay-at-home moms in the first five years of each child’s life.

I expect the woman I marry (if I marry) to have a college degree, and preferably a graduate degree, and a couple of years of employment. Then she has to stay home and invest in those children through the first five years at least. After that she can stay home or work as much as she thinks is beneficial to the family goals of impacting the university, the church and the public square – as well as continuing to raise those children. It’s not a waste of her talent to make the next William Lane Craig, the next Marsha Blackburn, the next Doug Axe, or the next Edith Jones. Even if we only aim for those guys and get decent, hard-working Christians who make a difference using apologetics, that would still be something. The main thing is not to be scared to try to achieve something with the family – if you aim at nothing, you always hit it.

UPDATE: I am linking to a relevant post from Lindsay, a Christian mother who has a graduate degree in biology and was teaching biology before leaving her career to care for her children.