Report aims to 'untangle' conflicting research on early learning programs

By Linda Jacobson, Education Dive

It’s easy for educators following research on early-childhood education to get confused. District and school leaders that want to add or expand on-site preschool programs may especially be wondering how to best design a program when one study points to the lasting benefits of preschool and another seems to contradict it.

new report from the Learning Policy Institute (LPI) seeks to clarify what sometimes feels like conflicting research on early learning programs, especially those that are publicly funded.

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