For several decades, debates have dominated statehouses across the country on whether money makes a difference in education. This debate often surfaces whenever a question arises about whether the state is fulfilling its obligation to equitably and sufficiently fund a quality education for all students in all school districts.

Yet, despite rhetoric from a few holdouts surmising that money does not make a difference in education, most readily acknowledge that money can make a difference (Hanushek, 2015). Indeed, strong, recent research shows that increased funding by the states has contributed to both improved student performance and lifetime outcomes, especially for underserved students (Jackson, 2016; Lafortune, 2016).

Figuring out the true costs of educating all students is not an exact science. However, there is a cost for virtually every education service and for ensuring a well-educated workforce to serve students. Education cost studies - when done right - can provide policymakers estimates of funding actual student need. This is a first critical step in enabling policymakers to bridge educational funding policy with effective research and practice . -  Keep reading

Numerous studies have confirmed the positive effects of preschool programs on future student achievement (NEA, 2017). Data from the latest census, however, reveals that only 64.2 percent of all 3-, 4- and 5-year-old children are being  enrolled in preprimary programs (NCES, 2016).

Studies have found many long-term benefits of preprimary education across three broad categories: (1) academics, (2) social skills and (3) attitudes toward school (Bakken, et al., 2017). In this article, I present the long-term academic and societal effects of high-quality early childhood programs, elements of high-quality programs, current enrollment trends among preschool-age children, barriers to enrollment and implications for public policy toward increasing participation .  -  Keep reading