Pre-K Gains Evaporate. Why?

The Journal reports; link sub req

Studies support investment in pre-Kindergarten and full day kindergarten.

"...the evidence is that the preschools ...delivered children to kindergarten with improved language and reading development."

"...the evidence is that full-day kindergarten programs were doing their job, sending children on into first grade with reading skills that had caught up with the average for all APS kindergarteners.

But, the report continues;

By third grade almost all the initial benefits of full-day kindergarten disappear.
So while both preschool and full-day kindergarten programs were successful during the time they operated, most advances in achievement appear to have washed away by grade four. (emphasis added)

Why?

I will posit that; in pre-K and K,
the student teacher ratio is low, and
classrooms are continuously under more control.

As students progress, they progress into environments
where the authority and control of adults over children diminishes.


With a result as predictable as it is inevitable.


Lets try an experiment.


Lets identify the "worst" school in Albuquerque.

• At that school, restore the authority of adults over children, and
• Commit meaningful amounts of decision making power and resources directly to the educational interface at that school.

... and then let's see what happens.