1. Highlights of Preschool for Californias Children: Promising Benefits, Unequal Access (PACE Policy Brief, September 2004)

2. The study of 2,314 children is representative of all California children entering kindergarten. The study reports on center-based programs that include both preschools and child-care centers.

3. These centers were of highly variable quality. Well over half of all Californias children attend center-based programs or Head Start programs in the year prior to kindergarten.

4. English-proficient Latino children are about three months behind White children at age five in their pre-reading skills. This early gap is equivalent to over 80% of the gap observed in reading skills among Latino children at fourth grade.

5. Overall, children who attend center-based programs are at least two months ahead cognitively of those who do not participate in these program. This relationship is strongest for children from disadvantaged families when it comes to skill acquisition. Gains in cognitive proficiency are stronger for children who enter center-based programs before age four; these children appear to be two months further ahead of their peers who enter centers at age four.

6. Overall, the combined effects of early and sustained exposure to center-based programs appear to advance early learning by about four months, and close - by over half on the average - the gap in early cognitive skills apparent at age five among ethnic groups in the study. These positive effects hold true for all income groups. Poor children show stronger effects in acquiring basic knowledge (such as recognizing letters and numbers and understanding events in storybooks).

7. A persistent and significant association was found between center exposure and child outcomes. The gap in pre-reading skills between the poorest children and the most affluent children is six months; thus children most economically disadvantaged enter kindergarten two-thirds of a year behind their most economically advantaged peers.

8. 90% of the mathematics gap observed in eighth grade is already apparent at kindergarten entry. Latino children entering kindergarten are almost seven months behind Asian- American children and about five months behind Whites.

9. Expansion efforts could prioritize low-income, Latino, and African-American children given discrepancies in access to center-based programs and the somewhat stronger benefits associated with their participation. Prioritizing low-income children and their communities for expansion or quality improvement may help to close these early disparities in child development and raise their academic proficiency levels.