From one of the trending stories on the Atlantic Monthly’s website, the following paragraph in a story on the increasing importance our society is placing on intelligence is one of the best encapsulations I’ve seen on the influence – and common critical differences – in preschool education.  “…early education, which, when done right—and for poor children, it rarely is—seems to largely overcome whatever cognitive and emotional deficits poverty and other environmental circumstances impart in the first years of life. As instantiated most famously by the Perry Preschool Project in Ypsilanti, Michigan, in the 1960s; more recently by the Educare program in Chicago; and by dozens of experimental programs in between, early education done right means beginning at the age of 3 or earlier, with teachers who are well trained in the particular demands of early education. These high-quality programs have been closely studied, some for decades. And while the results haven’t proved that students get a lasting IQ boost in the absence of enriched education in the years after preschool, measures of virtually every desirable outcome typically correlated with high IQ remain elevated for years and even decades—including better school grades, higher achievement-test scores, higher income, crime avoidance, and better health. Unfortunately, Head Start and other public early-education programs rarely come close to this level of quality, and are nowhere near universal.”

The link:  The War on Stupid People