Evaluating data from the 40 -
year follow - up to the High / Scope Perry Preschool Program Study, Belfield and his colleagues show how preschool participation by low income children relates to significant economic benefits both to the children by the time they are in their 40s and to society more
generally (Belfield et al. 2006).1 Summarizing over 160 studies conducted from 1960 through 2000, Camilli et al. found that preschool had a range of shorter and longer term positive relationships to cognitive gains, progression through
school, and social - emotional development (Camilli et al. 2010).
Renaissance uses a «looping» model, in which most teachers remain with students for two
years across all grades, including high
school, so pre-K teachers
generally follow their students into kindergarten.