Article 10 Accountability Comes to Preschool: Can We Make It Work for Young Children? DEBORAH STIPEK Early childhood educators are justifiably concerned that demands for academic standards in preschool will result in developmentally inappropriate instruction that focuses on a narrow set of isolated skills. But Ms. Stipek believes that teaching preschoolers basic skills can give them a good foundation for their school careers, and she shows that it is possible to do this in ways that are both effective and enjoyable. Pressures to raise academic achievement and to close the achievement gap have taken a firm hold on elementary and secondary schools. Now, preschools are beginning to feel the heat. Testing for No Child Left Behind isn't required until third grade. But as elementary schools ratchet up demands on children in the early grades and as kindergarten becomes more academic, children entering school without basic literacy and math skills are at an increasingly significant disadvantage. Accountability is also beginning to enter the preschool arena. Both the House and Senate versions of the Head Start reauthorization bill require the development of educational performance standards based on recommendations of a National Academy of Sciences panel. Head Start programs would then be held accountable for making progress toward meeting these goals, and their funding would be withdrawn after some period of time if they failed. States and districts are likely to follow with initiatives designed to ensure that children in publicly funded early childhood education programs are being prepared academically to succeed in school. There are good reasons for the increased attention to academic skills in preschool, especially in programs serving economically disadvantaged children. Children from low-income families enter kindergarten on average a year to a year and a half behind their middle-class peers in terms of school readiness. And the relatively poor cognitive skills of low-income children at school entry predict poor achievement in the long term. Meredith Phillips, James Crouse, and John Ralph estimated in a meta-analysis that about half of the total black/white gap in math and reading achievement at the end of high school is explained by the gap between blacks and whites at school entry.1 Preschool education can give children from economically disadvantaged homes a better chance of succeeding in school by contributing to their cognitive skills. Moreover, all young children are capable of learning far more than is typically believed, and they enjoy the process. Until recently, kindergarten was a time for children to prepare for school. Today, it is school. This new focus on academic preparation will undoubtedly have significant implications for the nature of preschool programs, and it could have negative consequences. Until recently, kindergarten was a time for children to prepare for school. Today, it is school—in most places as focused on academic s ...

1. Article 10 Accountability Comes to Preschool: Can We Make It
Work for Young Children?
DEBORAH STIPEK
Early childhood educators are justifiably concerned that
demands for academic standards in preschool will result in
developmentally inappropriate instruction that focuses on a
narrow set of isolated skills. But Ms. Stipek believes that
teaching preschoolers basic skills can give them a good
foundation for their school careers, and she shows that it is
possible to do this in ways that are both effective and enjoyable.
Pressures to raise academic achievement and to close the
achievement gap have taken a firm hold on elementary and
secondary schools. Now, preschools are beginning to feel the
heat. Testing for No Child Left Behind isn't required until third
grade. But as elementary schools ratchet up demands on
children in the early grades and as kindergarten becomes more
academic, children entering school without basic literacy and
math skills are at an increasingly significant disadvantage.
Accountability is also beginning to enter the preschool arena.
Both the House and Senate versions of the Head Start
reauthorization bill require the development of educational
performance standards based on recommendations of a National
Academy of Sciences panel. Head Start programs would then be
held accountable for making progress toward meeting these
goals, and their funding would be withdrawn after some period
of time if they failed. States and districts are likely to follow
with initiatives designed to ensure that children in publicly
funded early childhood education programs are being prepared
academically to succeed in school.
There are good reasons for the increased attention to academic
skills in preschool, especially in programs serving economically
disadvantaged children. Children from low-income families
enter kindergarten on average a year to a year and a half behind
their middle-class peers in terms of school readiness. And the

2. relatively poor cognitive skills of low-income children at school
entry predict poor achievement in the long term. Meredith
Phillips, James Crouse, and John Ralph estimated in a meta-
analysis that about half of the total black/white gap in math and
reading achievement at the end of high school is explained by
the gap between blacks and whites at school entry.1 Preschool
education can give children from economically disadvantaged
homes a better chance of succeeding in school by contributing
to their cognitive skills. Moreover, all young children are
capable of learning far more than is typically believed, and they
enjoy the process.
Until recently, kindergarten was a time for children to prepare
for school. Today, it is school.
This new focus on academic preparation will undoubtedly have
significant implications for the nature of preschool programs,
and it could have negative consequences. Until recently,
kindergarten was a time for children to prepare for school.
Today, it is school—in most places as focused on academic skill
as first grade used to be. Will the same thing happen to
preschool? We need to think hard about how we will balance the
pressure to prepare young children academically with their
social/emotional needs. How will we increase young children's
academic skills without undermining their enthusiasm for
learning or reducing the attention we give to the many other
domains of development that are important for their success?
The early childhood education community has resisted a focus
on academic skills primarily because experts are worried that it
will come in the form of whole-group instruction, rigid pacing,
and repetitive, decontextualized tasks—the kind of “drill and
kill” that is becoming commonplace in the early elementary
grades and that is well known to suffocate young children's
natural enthusiasm for learning. My own recent observations in
preschools suggest that these concerns are well founded.
I am seeing children in preschool classrooms counting by rote
to 10 or 20 in a chorus. When I interview the children, many
have no idea what an 8 or a 10 is. They can't tell me, for

3. example, how many cookies they would have if they started
with 7 and I gave them one more, or whether 8 is more or less
than 9. I am seeing children recite the alphabet, call out letters
shown on flashcards, and identify letter/sound connections on
worksheets (e.g., by drawing a line from a b to a picture of a
ball). Some can read the word mop but have no idea that they
are referring to a tool for cleaning floors, and they are not able
to retell in their own words a simple story that had been read to
them.2 I am seeing young children recite by rote the days of the
week and the months of the year while the teacher points to the
words written on the board—without any understanding of what
a week or a month is and without even a clear understanding
that the written words the teacher points to are connected to the
words they are saying. In these classrooms every child in the
class gets the same task or is involved in the same activity,
despite huge variability in their current skill levels. Some
children are bored because they already know what is being
taught; others are clueless.