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.
A 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.
