“Do the effects of early childhood interventions systematically fade? Exploring variation in the persistence of preschool effects,” by Daphna Bassok, 01/01/2015 (EdPolicyWorks Working Paper Series No. 36). Charlottesville: University of Virginia, EdPolicyWorks. Retrieved February 13, 2015, from http://curry.virginia.edu/uploads/resourceLibrary/36_Preschool_Fade_Out.pdf
When the value of preschool and early intervention comes up for discussion, one of the most frequently asked question is this: Do the benefits last beyond the program period, or do they fade over time?
This paper, by Daphna Bassok, assistant professor of education and public policy at the University of Virginia, uses data from the Early Childhood Longitudinal Study to explore this question and to discuss various policy implications.
Clearly, the question of “fade-out” is irrelevant to the School of the 21st Century (21C), since our approach provides services on a continuum, from the birth of the child through age 12 and beyond. In other words, 21C schools include not only early interventions, but also afterschool programs as well as various ongoing child and family support services.
Nevertheless, readers of this paper would find its observations interesting and, indeed, may refer to them to underscore the unique strengths of the School of the 21st Century philosophy.