1. Program Quality Makes a Difference in Student Outcomes and May Result in Significant Cost Savings. The results showed a sharp difference in preschool special education declassification rates between high quality preschool programs and those of lesser quality. 

2. Strong Program Management and Staffing are Vital Indicators of Effectiveness. Successful preschool programs — those with the high preschool declassification rates — distinguished themselves from other programs by virtue of their management procedures and staff qualities. In these programs, clear policies and procedures set the direction for all operations. The policies/procedures were reviewed and updated several times a year, with input from key stakeholders. These programs also had systematic staff recruitment procedures and were able to attract and maintain a highly qualified teaching staff with credentials in early childhood education. 
   
   
3. Location Matters. Compared with other types of districts, programs in suburban school districts had the highest percentage of students declassified while in preschool. Conversely, New York City programs had the lowest percentage of students declassified while in preschool. The differences between the suburban programs and the New York City programs were statistically and educationally significant (effect size > .5). This effect held even when the influence of program quality and severity of disability were held constant. Geographic location also played a role in school-age placement outcomes. Here, New York City and rural areas of the State had the lowest percentages of students declassified or moving to a less restrictive environment upon reaching school-age programs. Suburban areas and other cities had the highest combined declassification/LRE rates. The exact reason(s) for these findings is unclear. What seems clear, however, is that it is the characteristics, conditions, and various factors in the locations that create differences. Further study is merited to determine and explain these factors. 
   
   
4. Most Preschool Programs Are Making Clear Headway in Striving for Quality. 
   The student declassification and placement outcomes reported here, are significantly better than those observed when this study was first undertaken.^xii Since this study has demonstrated a strong correlation between program quality and preschool student declassification rates, the assertion is made that the majority of programs are making distinct progress in the direction of quality reform. As time goes on we can expect that many more programs will have sufficient indicators in place to meet high quality standards.

In summary, the findings underscore the importance of quality in preschool special education. They provide a firm basis upon which action can be taken. The New York State Education Department will give careful consideration to these findings and, along with other stakeholders, decide on appropriate steps to ensure that all students have greater access to the general education curriculum and are integrated with their non-disabled peers throughout their educational experience.

Table 3 provides a “snap-shot “ summary of the key research findings.