• Description

After ten years, Georgia continues to lead the nation in providing full day, publicly subsidized Pre-K to four-year-olds whose parents choose to enroll them. In this report, we assess the extent to which differences in the way Pre-K is implemented affect children's development. Do teachers with higher levels of education have more positive impacts on children's development? Do teaching styles make a difference in terms of children's outcomes by the end of kindergarten? Do children taught using certain curricula fare better than those taught using others? Answers to questions such as these can assist Pre-K administrators in refining Georgia's program and inform those in other states who are developing or expanding their prekindergarten programs.