News Release – On April 17, 2017, the Brookings Institution released two reports: Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects, a consensus statement on what researchers have learned about pre-K and its effects on children; and an edited volume, The Current State of Scientific Knowledge on Pre-Kindergarten Effects, featuring essays on topics of interest to public officials who are thinking of designing or redesigning a pre-K program. Deborah Phillips was lead author for the consensus report, and Bill Gormley wrote one of the essays, on “Universal v. Targeted Pre-K.”
Since 2001, CROCUS faculty and students have worked on a variety of research projects relating to children and public policy. Many of them have focused on early childhood education, including research on pre-K programs, child care programs, and Head Start.
The Center for Research on Children in the United States (CROCUS) was established in 2001 with start-up funds from the Foundation for Child Development. A joint venture between the McCourt School of Public Policy and the Georgetown University Department of Psychology, CROCUS is directed by William T. Gormley, University Professor, and Deborah A. Phillips, Professor of Psychology. Several faculty members and graduate students are also active participants.
Current funding for the Tulsa pre-K project comes from the Foundation for Child Development, the Heising-Simons Foundation, and the Stranahan Foundation. In the past, CROCUS has also received support from the David and Lucile Packard Foundation, the Pew Charitable Trusts (through NIEER), the Spencer Foundation, the A.L. Mailman Family Foundation, and the National Institute for Child Health and Development.
August 2016 -- The Center for Research on Children in the U.S. is pleased to announce the publication of a new paper on the longer term effects of Tulsa’s Community Action Project Head Start program. In that study, published in Developmental Psychology, we find that students who participated in the CAP program as 4-year-olds have higher math test scores, are less likely to be retained in grade, and are less likely to be chronically absent, as of middle school.
For more on this research, see the press release, policy brief, and the paper: "The Effects of Tulsa's CAP Head Start Program on Middle School Academic Outcomes and Progress".