The Nebinger School is alive with the commotion of the beginning of a school day. Principal Anh Nguyen-Brown greets Kindergarteners filtering in to the brightly lit hallways splashed with college banners and posters. “We focus on college and career-readiness,” she says, with an attentive eye turned toward the students heading to class.

The George W. Nebinger School serves grades Pre-K-8 in the Queen Village section of Philadelphia. Nebinger is a participant in the School District of Philadelphia’s Bright Futures pre-K program. The program has 18 locations across the city, and Nebinger has two, 20 student classrooms.

The Bright Futures program successfully prepares Philadelphia’s youngest learners for success in Kindergarten and beyond. The curriculum exposes children to literacy, science, math, computers, dramatic play, blocks, art, music, puzzles, and games.

“This program is going really well. We can always tell when students have had quality pre-K by their socialization skills and ability to work together. Students understand the concept of cooperative groups and sharing which results in less conflicts,” Principal Nguyen-Brown explains.  She believes that problem solving and coping skills are another core component of pre-K. Children also partake in exploratory role play and identify what they enjoy. “Pre-K is where kids develop a love of learning and a love of reading,” she added.

Principal Nguyen-Brown’s own children are former pre-K program participants so she shared her firsthand experience as a parent.

“My older daughter Anhjay had two years of full-day pre-K while my middle child, Jayla only had one.  Anhjay is more academically and socially inclined versus Jayla who struggles academically. Anhjay’s love for learning was developed in pre-K.  She is self-motivated and well-adjusted which has helped her get into Masterman in fifth grade.  Jayla does well in school, but she requires additional support so that she can do well.  I firmly believe that if Jayla would have received another year of full-day pre-K, she wouldn’t struggle as much in school due to her extended exposure to a structured learning environment at a crucial developmental age.”

Down the hall, Kindergarten teacher Ms. Butler said she also recognizes differences in her students who participated in pre-K.

Participating in pre-K programs helps students like Jenny feel brave on her first day of Kindergarten because she already knows some of the students. It helps students like Briana discover a love for reading and students like Gary walk into their Kindergarten classroom ready to learn on the first day.

“Students who had quality pre-K come to my class more focused, and able to do group activities,” Ms. Butler explains. “My son is in pre-K and it makes him excited for school. It makes the home to school transition easier for a family. Parents also learn about what expectations the school has in terms of parental engagement.”

Having students who are already well-versed in the basics of working in groups and following a daily routine allows Kindergarten teachers to focus on the curriculum and establish a fun learning environment rather than spend valuable instruction time remediating behavior.

Investing in education is investing in human capital, and that’s the most important investment.