Pre-K gains should include learning

“NM FINDS lasting gains in first pre-K cohort,” which appeared in the July 21 Albuquerque Journal, reports that increased high school graduation rates, reduced absenteeism, fewer grade hold-backs and reduced special education participation were associated with the first pre-K cohort.

A different perspective is presented by Katherine B. Stevens in a July report published by the Rio Grande Foundation. The Stevens report makes three major points: first, that “behavioral” aspects of the gains — e.g., graduation, absenteeism — may be related to enhanced engagement in their children’s development by the set of parents who sought out the pre-K program rather than the program itself; second, that any initial gains in proficiency — actual learning retention — associated with pre-K programs tend to dissipate within a few grade levels; and third, that the results of pre-K to date do not show it to be the most effective route to enhancing learning.

The Journal article quotes a couple of percentage points enhancement in English and math — 34% versus 32% — proficiency at the third-grade level for the pre-K cohort. Unimpressive enhancement in achievement is typical for pre-K students after advancement through a few grade levels, not only in New Mexico but in studies in other states. In fact, an extensive Albuquerque Journal article a year or two ago showed little or no long-term impact of pre-K on New Mexico students’ proficiency.

While behavioral issues like completing high school and minimizing absences are desirable results, the ultimate goal of any educational program must be the lasting enhancement of basic skills — reading, writing, math, etc. Simply creating a larger cohort of high school graduates deficient in basic skills is not a desirable result. Expansion of pre-K in New Mexico should not occur until a pre-K program is implemented that produces significant, lasting enhancements in actual learning.

DAVID TALLANT Albuquerque