Impact Analysis: Pre-K education programs
How does early education investment predict later academic success?
the challenge.
Granite School District set out to gauge the impact of their pre-K education programs on later academic success.
Located in central Utah, Granite School District serves a diverse student body, representing various racial and socioeconomic backgrounds. The district has long offered pre-kindergarten programs to prepare incoming students academically. In an effort to assess the long-term impact of these programs, particularly in addressing the academic challenges often faced by minority students, the district sought a comprehensive analysis.
Granite School District engaged Dr. Ben Gibbs, to conduct a thorough examination of educational data spanning 22 years. The goal was to evaluate the outcomes associated with the district’s preschool programs. School administrators aimed to understand the significance of continued investment in and expansion of these programs to support both student success and equity across their schools.
the context.
Academic success is often influenced by external factors such as race and poverty so a full analysis must account for them.
Academic achievement in early education is significantly shaped by a student’s socioeconomic status and racial background, which in turn influences their potential for future academic and professional success. These disparities often perpetuate cycles of educational and economic inequality, as students from marginalized or low-income communities encounter structural barriers that restrict access to high-quality resources, experienced educators, and enriching learning environments. Targeted investments in early education can address these inequities and alter the trajectory of student outcomes.
Research has demonstrated that high-quality early education programs enhance school readiness, support cognitive and social-emotional development, and reduce achievement gaps between advantaged and disadvantaged students. By prioritizing equitable access to such programs, policymakers and educators can disrupt cycles of systemic inequality, fostering long-term academic, economic, and social mobility for historically underserved populations.
the solutions.
Our researchers analyzed 20 years of data to determine the differences in academic success between pre-K attendees and non attendees.
Our researchers analyzed 20 years of student data from the school district and compared over 190,000 students including those who did not participate in preschool with children who did. This established a base understanding of educational success across socioeconomic status and racial identity without preschool programs to understand gaps of success. Comparison of categories of preschool and non-preschool attendance revealed the impact of preschool on mitigating success gaps.
Researchers analyzed rates of early education literacy and chronic absenteeism to determine their connection to attendance and participation in Granite preschool programs. These categories revealed the long term implications of preschool attendance and allowed for administrators and educators to better address disparities.
what we delivered.
Preschool programs have a large impact on addressing academic achievement gaps, but it’s easy to miss if you don’t understand context.
Our researchers produced a comprehensive report quantifying the positive impact of preschool attendance on academic achievement and attendance rates. The findings highlighted the critical role of Granite School District's preschool programs in closing academic success gaps across the district. In addition to affirming the value of these programs, the report offered actionable recommendations for other school districts to adopt similar initiatives, encouraging the statewide implementation of high-impact strategies to improve educational outcomes.