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Early childhood programs found to significantly lower likelihood of special education placements in third grade

February 4, 2015
AccessOutcomesQuality and CurriculumSpecial Education
Science Newsline
Science Newsline

Access to state-supported early childhood programs significantly reduces the likelihood that children will be placed in special education in the third grade, academically benefiting students and resulting in considerable cost savings to school districts, according to new research published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.

The findings suggest that the programs provide direct benefits not only to participating students but also to other third graders through positive spillover effects.