A report from The Century Foundation and the Poverty & Race Research Action Council (April 2015). By Jeanne L. Reid and Sharon Lynn Kagan (the National Center for Children and Families, Teachers College, Columbia University) with Michael Hilton and Halley Potter.
This report calls attention to the value of socioeconomic and racial/ethnic diversity within preschool classrooms. It has taken the stance that not only is such integration possible (as evidenced by data on pre-K programs and the two examples), but also that it is an important (though often neglected) correlate of quality.
In the short term, such diversity supports the development of important cognitive skills in young children; in the long run, it can foster far greater social understanding and social equity. Taking a stand on quality for all children commits our society to the kinds of classroom-level integration that are long overdue, especially for our youngest learners. Without such diversity, public investments in early childhood education are on fragile ground in the quest for excellence, sustainability, and equity.