Minnesota's One-Child School Readiness Dividend: School Readiness in Minnesota Is Worth $56,000 per Low-Income Child

Autor/inn/en	Diaz, Jose; Chase, Richard
Institution	Wilder Research
Titel	Minnesota's One-Child School Readiness Dividend: School Readiness in Minnesota Is Worth $56,000 per Low-Income Child
Quelle	(2012), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Outcomes of Education; Effect Size; High School Graduates; Graduation Rate; Crime; Incidence; Expenditures; Costs; Special Education; Employment; Taxes; Low Income Students; At Risk Students; Economic Impact; Institutionalized Persons; Correctional Institutions; School Readiness; Students with Disabilities; Elementary Secondary Education; Grade Repetition; Welfare Services; Victims of Crime; Substance Abuse; Minnesota + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Lernleistung; Schulerfolg; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Crimes; Delict; Delicts; Delikt; Vorkommen; Ausgaben; Cost; Kosten; Special needs education; Sonderpädagogik; Sonderschulwesen; Dienstverhältnis; Abgabe; Ökonomische Determinanten; Jugendstrafvollzug; Readiness for school; School ability; Schulreife; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Fürsorgeeinrichtung; Victim; Victims; Crime; Opfer; Verbrechen; Drug use; Drug consomption; Drogenkonsum
Abstract	Numerous research studies have demonstrated the economic value of investing in effective early education and intervention programs that cognitively, socially, and emotionally prepare low-income children at risk of school failure for success in school. School readiness prevents or reduces needless public spending, starting with K-12 special education and lasting through adulthood in the social welfare and criminal justice systems. Without early education and support for healthy development, an at-risk child is more likely to start school at a disadvantage and ultimately more likely to drop out of school, earn lower wages, depend on public assistance, or commit crimes. Conversely, those who start school healthy and prepared are more likely, as adults, to be employed, earn higher incomes, and contribute more in taxes. This brief describes the lifetime economic benefit to the state of Minnesota per child of both targeted early learning investments and universal Pre-K. (As Provided).
Anmerkungen	Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01