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Early Childhood Education Endorsed as Economic Development Strategy

In the article, "Minds Matter," the Federal Reserve Banks of Richmond and Minneapolis endorse early childhood education as one of the most effective state economic development strategies.

Early childhood education provides a huge return on investment and ensures a quality future workforce. The Michigan Perry Preschool Study during the 1960’s provided deeply impoverished, at-risk African-American children with only two years of high-quality preschool care.

Researchers then compared the lifetime outcomes of Perry participants to those not receiving pre-school services. At age 40, Perry Preschool participants earned $5,000 more annually, were more likely to graduate from high school and less likely to be reliant on public programs.

To view the Richmond Federal Reserve article visit: http://www.richmondfed.org/publications/economic_research/region_focus/fall_2005/pdf/cover.pdf.

According to the Center for American Progress, Oklahoma, Georgia and Kentucky have among the highest percentages of four year olds enrolled preschool. For more information about the percentage of four year olds enrolled in pre-K in your state visit: http://www.americanprogress.org/atf/cf/%7BE9245FE4-9A2B-43C7-A521-5D6FF2E06E03%7D/PRE-K%20AND%20KINDERGARTEN.PDF.

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RESEARCH BRIEF INVESTIGATES PAYOFF OF RURAL EDUCATION INVESTMENTS

The Economic Research Service brief, "Education as a Rural Development Strategy," investigates whether investments in rural education pay off in the short and long term. In rural counties with a low-skill workforce, wages have drastically declined over the last 20 years, but job growth has remained steady.

Research has shown a small but immediate return on investment between school quality and rural employment growth. Many rural communities improve education, but struggle with brain drain-only 55 percent of college graduates return to rural areas.

Rural residents not finishing high school or not going on to college are less likely to leave. Over the long term, however, rural college graduates often return to raise families or care for aging relatives lowering the effects of brain drain. To learn more view the brief online at:

http://www.ers.usda.gov/AmberWaves/November05/Features/Education.htm.

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(Many thanks to Leigh Ann Wilder and Southern Compass (A weekly email newsletter of the Southern Growth Policies Board)for passing these articles along. Russ)

SOUTHERN GROWTH POLICIES BOARD is a non-partisan public policy think tank based in Research Triangle Park, North Carolina. Formed by the region’s governors in 1971, Southern Growth Policies Board develops and advances visionary economic development policies by providing a forum for collaboration among a diverse cross-section of the region’s governors, legislators, business and academic leaders and the economic- and community-development sectors. Supported by the governments of 13 Southern states and Puerto Rico, Southern Growth provides its members, and the region, with authoritative research, discussion forums and pilot projects in the areas of technology and innovation, globalization, workforce development, community development, civic engagement and leadership. To learn more about Southern Growth Policies Board, visit http://www.southern.org.

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Pre-K funding sparks debate
New studies tout pros of programs

By Anna Webb
The Idaho Statesman

Two new studies are fueling the debate over state-funded pre-K programs.

State support for early education programs is increasing nationwide, even as data from University of California Berkeley and Stanford question the benefits of pre-K.

In the Treasure Valley, too, opinions and passions are split on the issue. Some people say pre-K education is a necessity in a state where experts say just half of all children start kindergarten prepared to learn. Others say pre-K education — even if it’s voluntary — is too costly and represents too much intrusion by the state into family matters.

Pre-K programs go beyond simple day care and offer age-appropriate academic programs for 3- and 4-year-olds to get them ready to learn by the time they reach kindergarten.

Full Story: http://www.idahostatesman.com/apps/pbcs.dll/article?AID=/20051115/NEWS0104/51115001/1002/NEWS01

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