The need to strengthen educational achievement in Washington, DC is compelling. Fourth-grade reading scores are a leading indicator of an educational system’s success. Research demonstrates that students who perform poorly in reading in the elementary grades are very likely to stay poor readers. The inability to read well impacts future educational attainment, economic status, and even the ability to participate in the nation’s democratic processes. Some states use 4th grade reading scores to project the number of prison beds they will need in 10 years.

According to the 2005 National Assessment of Educational Progress (NAEP), the District of Columbia ranks last in reading achievement. 9 out of every 10 4th graders cannot read at grade level; 7 out of 10 cannot read at even a basic level. NAEP data also demonstrate the pervasive achievement gap that exists in the District of Columbia. 70 percent of white 4th graders in the District read proficiently in comparison to only 8 percent of African American.

Washington, D.C. also fares poorly when compared to other urban districts. According to the 2005 Trial Urban District Assessment results, the District of Columbia has the lowest 4th grade reading achievement of all participating school districts, including Los Angeles, Houston, Cleveland, and New York. Research proves that prevention of reading difficulties is far more effective than remediation. We also know that children who arrive at kindergarten with basic language, literacy, and

behavioral skills are far more likely to learn to read. High-quality, intensive preschool programs can ensure that young children most at-risk for reading failure build these necessary foundational skills.

James J. Heckman, the Nobel laureate in economics in 2000, recently wrote in the Wall Street Journal, “It is a rare publicpolicy initiative that promotes fairness and social justice and, at the same time, promotes productivity in the economy and in society at large. Investing in disadvantaged children is such a policy…There are many reasons why investing in disadvantaged young children has a high economic return. Early interventions for disadvantaged children promote schooling, raise the quality of the work force, enhance the productivity of schools, and reduce crime, teenage pregnancy, and welfare dependency. They raise earnings and promote social attachment. Focusing solely on earnings gains, returns to dollars invested are as high as 15 to 17 percent.”

AppleTree Institute is committed to providing and supporting high-quality, research-based preschool programs that are likely to achieve these results.