Hirokazu Yoshikawa: Public Policy and Interventions Designed to Reduce Poverty and Inequality - Proposing and Implementing a Post-2015 Global Early Childhood Development Goal with Quality at Scale

Thursday, March 6, 2014 - 5:00pm to 7:00pm
5pm reception, 5:30pm talk

CERAS Learning Hall, Stanford

Hirokazu Yoshikawa is the Courtney Sale Ross University Professor of Globalization and Education at Steinhardt (NYU) and co-director of the Institute on Globalization and Education (IGE) there. He received his Ph.D. in Clinical Psychology from NYU. He has served on the Board on Children, Youth and Families of the National Academy of Sciences, the Early Childhood Advisory Committee of the Inter-American Development Bank, and the DHHS Advisory Committee on Head Start Research and Evaluation for the Clinton and Obama Administrations. In 2011 he was nominated by President Obama and confirmed by the Senate as a member of the National Board for Education Sciences. He also currently serves as the co-chair of the U.N. Sustainable Development Solutions Network Workgroup on Early Childhood Development and Education. His recent books include Making it Work: Low-Wage Employment, Family Life and Child Development (2006), Toward Positive Youth Development: Transforming Schools and Community Programs (2009), and Immigrants Raising Citizens: Undocumented Parents and Their Young Children (2011). Yoshikawa studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. His work is concentrated in the United States and in low- and middle-income countries.


Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

Christina Weiland and Hirokazu Yoshikawa, 2013

Publicly funded prekindergarten programs have achieved small-to-large impacts on children’s cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other non targeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year old children. Findings indicated that the program had moderate-to-large impacts on children’s language, literacy, numeracy and mathematics skills, and small impacts on children’s executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways.

Investing in Our Future: The Evidence Base for Preschool Education

Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, Martha J. Zaslow, 2013

One of the primary goals of the Obama Administration’s Preschool for All proposal is to increase access to high-quality early childhood education (ECE) programs for four-year-olds in the United States. At present, 78 percent of U.S. four-year-olds attend preschool (defined as a center-based early education setting). However, there is a large disparity between enrollment in the lower three income quintiles of the nation (poor and lower-middle-class families) and the top two quintiles (upper-middle and upper-class families). One-third of the fomer are not enrolled in preschool, compared to just over 10% of the latter.. The President’s proposal has sparked considerable and healthy debate about the merits of preschool education. However, in some of these debates, the most recent evidence has not yet been included for consideration. The goal of this brief is to provide a non-partisan and thorough review of the current science and evidence base of early childhood education that includes the most recent research. Our group of early childhood experts reviewed rigorous evidence on why early skills matter, the short- and long-term effects of preschool programs on children’s school readiness and life outcomes, the importance of program quality, which children benefit from preschool (including evidence on children from different family income backgrounds), and the costs versus benefits of preschool education. We focus on preschool (early childhood education) for four-year-olds, with some review of the evidence for three-year-olds when relevant. We do not discuss evidence concerning other elements of the proposal, such as programs for 0 – 3 year olds.

SDSN Issue Brief: Young Children as a Basis for Sustainable Development

In this statement we present the rationale for putting children at the center of an integrated set of post-2015 Sustainable Development Goals.

Download publication here: http://unsdsn.org/resources/publications/young-children-as-a-basis-for-s...