Academic journal article Phi Delta Kappan

Accountability Comes to Preschool: Can We Make It Work for Young Children?

Academic journal article Phi Delta Kappan

Accountability Comes to Preschool: Can We Make It Work for Young Children?

Article excerpt

Early childhood educators are justifiably concerned that demands for academic standards in preschool will result in developmentally inappropriate instruction that focuses on a narrow set of isolated skills. But Ms. Stipek believes that teaching preschoolers basic skills can give them a good foundation for their school careers, and she shows that it is possible to do this in ways that are both effective and enjoyable.

PRESSURES to raise academic achievement and to close the achievement gap have taken a firm hold on elementary and secondary schools. Now, preschools are beginning to feel the heat. Testing for No Child Left Behind isn't required until third grade. But as elementary schools ratchet up demands on children in the early grades and as kindergarten becomes more academic, children entering school without basic literacy and math skills are at an increasingly significant disadvantage.

Accountability is also beginning to enter the preschool arena. Both the House and Senate versions of the Head Start reauthorization bill require the development of educational performance standards based on recommendations of a National Academy of Sciences panel. Head Start programs would then be held accountable for making progress toward meeting these goals, and their funding would be withdrawn after some period of time if they failed. States and districts are likely to follow with initiatives designed to ensure that children in publicly funded early childhood education programs are being prepared academically to succeed in school.

There are good reasons for the increased attention to academic skills in preschool, especially in programs serving economically disadvantaged children. Children from low-income families enter kindergarten on average a year to a year and a half behind their middle-class peers in terms of school readiness. And the relatively poor cognitive skills of low-income children at school entry predict poor achievement in the long term. Meredith Phillips, James Crouse, and John Ralph estimated in a meta-analysis that about half of the total black/white gap in math and reading achievement at the end of high school is explained by the gap between blacks and whites at school entry. (1) Preschool education can give children from economically disadvantaged homes a better chance of succeeding in school by contributing to their cognitive skills. Moreover, all young children are capable of learning far more than is typically believed, and they enjoy the process.

This new focus on academic preparation will undoubtedly have significant implications for the nature of preschool programs, and it could have negative consequences. Until recently, kindergarten was a time for children to prepare for school. Today, it is school--in most places as focused on academic skill as first grade used to be. Will the same thing happen to preschool? We need to think hard about how we will balance the pressure to prepare young children academically with their social/emotional needs. How will we increase young children's academic skills without undermining their enthusiasm for learning or reducing the attention we give to the many other domains of development that are important for their success?

The early childhood education community has resisted a focus on academic skills primarily because experts are worried that it will come in the form of whole-group instruction, rigid pacing, and repetitive, decontextualized tasks --the kind of "drill and kill" that is becoming commonplace in the early elementary grades and that is well known to suffocate young children's natural enthusiasm for learning. My own recent observations in preschools suggest that these concerns are well founded.

I am seeing children in preschool classrooms counting by rote to 10 or 20 in a chorus. When I interview the children, many have no idea what an 8 or a 10 is. They can't tell me, for example, how many cookies they would have if they started with 7 and I gave them one more, or whether 8 is more or less than 9. …

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