American Early Childhood Education: Preventing or Perpetuating Inequity?

As part of a peer-review series of research reviews commissioned by the Center for Educational Equity (formerly Campaign for Educational Equity) from Teachers College faculty and other national experts from such centers as the Harvard Family Research Project and the National Center for Children and Families, Sharon L. Kagan surveys the research literature on early childhood education. An excerpt below:

“This paper suggests that inequity pervades early childhood education, seriously restricting who has access to services, the quality of the services themselves, the quality and competency of those who teach young children, the nature and application of regulations, the quality and thoroughness of the expectations and standards that guide pedagogy and instruction, and the amount and distribution of resources.”

Published on April 2009 by Sharon L. Kagan

To read the full report, click here.

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