Commentary on “Implementing New York’s Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts”

Featured in Early Education & Development, Volume 18, Issue 4, this article provides commentary on another article published contemporaneously in this journal. The author argues that while the study discussed in the other article is a step in the right direction, it does not provide sufficient answers to the question of systemic impacts or provide data to inform preschool education policy. This commentary offers an alternative perspective to the argument put forth in the other article that state-funded pre-K initiatives contribute to instability in the child care market. More specifically, this commentary argues that publicly funded pre-K initiatives add to the benefits of early childhood education and care.

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