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False Starts: The Segregated Lives of Preschoolers
An inside look at the racial and class divides between Head Start and private pre-K classrooms for children and their families
The benefits of preschool have been part of our national conversation since the 1960s, when Head Start, a publicly funded preschool program for low-income children, began. In the past two decades, forty-four states have expanded access to preschool, often citing preschool as an anti-poverty policy. Yet, as Casey Stockstill shows, two-thirds of American preschools are segregated—concentrating primarily poor children of color or affluent white children in separate schools. Stockstill argues that, as a result, segregated preschools entrench rather than disrupt inequality.
Stockstill spent two years observing children and teachers at two preschools in Madison, Wisconsin. Madison, like many other small and medium cities in the United States, is segregated, with affluent and middle-class white people and working class or low-income people of color occupying different sectors of the city. Stockstill observed one preschool that was 95% white and another that was 95% children of color. She shows that this segregation was more than a background variable or inconvenient image; segregation had an impact on children’s experiences in multiple ways, but especially in the ways they spent their time, the supervision and instruction they received, and the ways they learned and socialized with other children. Stockstill shows that even in high-quality preschools that on paper have similar resources, de facto segregation creates different school experiences for children that ultimately reinforce racial and class inequality.
False Starts suggests that as we continue to invest in preschool as an anti-poverty policy, we need a fuller understanding of how segregated classroom environments impact children's educational outcomes and their ability to thrive.
The benefits of preschool have been part of our national conversation since the 1960s, when Head Start, a publicly funded preschool program for low-income children, began. In the past two decades, forty-four states have expanded access to preschool, often citing preschool as an anti-poverty policy. Yet, as Casey Stockstill shows, two-thirds of American preschools are segregated—concentrating primarily poor children of color or affluent white children in separate schools. Stockstill argues that, as a result, segregated preschools entrench rather than disrupt inequality.
Stockstill spent two years observing children and teachers at two preschools in Madison, Wisconsin. Madison, like many other small and medium cities in the United States, is segregated, with affluent and middle-class white people and working class or low-income people of color occupying different sectors of the city. Stockstill observed one preschool that was 95% white and another that was 95% children of color. She shows that this segregation was more than a background variable or inconvenient image; segregation had an impact on children’s experiences in multiple ways, but especially in the ways they spent their time, the supervision and instruction they received, and the ways they learned and socialized with other children. Stockstill shows that even in high-quality preschools that on paper have similar resources, de facto segregation creates different school experiences for children that ultimately reinforce racial and class inequality.
False Starts suggests that as we continue to invest in preschool as an anti-poverty policy, we need a fuller understanding of how segregated classroom environments impact children's educational outcomes and their ability to thrive.
227 pages, Kindle Edition
Published November 14, 2023
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157 people want to read
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Displaying 1 - 12 of 12 reviews
2023
October 16, 2025Non-fiction November TBR
📱 Thank you to NetGalley and NYU Press
📱 Thank you to NetGalley and NYU Press
December 18, 2023
This is an important read for those in the field of education (teachers, administrators, policy makers, etc.). The author leverages her own experience as a preschool teacher to examine through personal observation and interviews, two preschools in Madison, Wisconsin. One is a publicly funded Head start program that serves low-income families with 95% of the children identifying as BIPOC. The other preschool is private and 95% of the students are white and not low-income. Even though both schools get high ratings from the state of Wisconsin, the way the school day and interactions are structured vary tremendously and impact the rest of these children’s lives and trajectories. Some of the key findings which I found to be incredibly eye-opening are: children in the Head Start program were given more control over their time, could use their imagination more in unstructured play and learned how to resolve conflicts and provide empathy to each other during play. Kids in the private pre-school were much more engaged in adult-controlled activities for play as well as addressing conflicts. Rules around personal property at school also varied where the Head Start kids could not bring in personal toys and objects while at the other pre-school, personal toys were allowed and sometimes celebrated. The burden and stress faced by pre-school teachers (a vastly underpaid and undervalued role unfortunately) is a reality in both schools, though at Head Start – due to the trauma and family situations, it can become even more difficult as teachers also end up needing to act as social workers as well. In her research she used “the least adult approach” so she could minimize her authority and interact with the children in a way that they would behave like they normally would. It is fascinating to read how teachers saw this and wanted her to be a helper in the classroom when she was there. Her afterward discusses her approach and is a very thoughtful and reflective look at how her presence impacts the observations.
There are not easy conclusions here which I am okay with. More importantly, this book made me think and question and observe more closely about disparities in education starting at pre-school. I recommend this book.
Thank you to Netgalley and NYU Press for an ARC and I left this review voluntarily.
There are not easy conclusions here which I am okay with. More importantly, this book made me think and question and observe more closely about disparities in education starting at pre-school. I recommend this book.
Thank you to Netgalley and NYU Press for an ARC and I left this review voluntarily.
June 21, 2023
While False Starts: The Segregated Lives of Preschoolers by Casey Stockstill could be for anyone interested in considering more about the history and structure of early childhood education in the United States, it will be most useful for educators seeking a deeper understanding of how to scaffold their teaching and for policymakers who have the power to change structural educational segregation. It will also be useful for policymakers and analysts who want to consider how to improve the educational system in the US. The book is best as a companion to other reading on the history of preschool education and as a jumping-off point for further discussion and analysis of the topic. For example, this book would be an excellent source for student-teacher classrooms as part of a multi-source curriculum that explores the history of preschool education in the US.
Stockstill organizes her book into seven parts: an introduction that briefs readers on the history of nursery school and the federally-funded head start program; five chapters with detailed observational and anecdotal evidence illustrating the premise that preschools in the United States are bifurcated along racial and economic lines; and a conclusion that tells readers that the structure of our preschool system is fundamentally problematic due to the “compensatory” nature of publicly supported preschools. Her endnotes and references allow readers to delve deeper into the issues raised in her book.
The author comes to this topic as a college educated Black female who experienced Child Protective Services when she was young because her mother battled drug addiction. Stockstill was raised by her mother and her grandmother. It is clear that Stockstill wants to understand where and how inequity occurs, and how to open opportunities for economic and academic success for all children.
Stockstill uses her adult experience as an assistant preschool teacher and observer to provide case-study detail from two preschools in Madison, Wisconsin—one a head start program, the other a private school. Sunshine Head Start is a publicly funded preschool for low-income children and 95% of its enrolled students are Black and Latino. By contrast, Great Beginnings Preschool is a private preschool and 95% of its students are white. Stockstill explains that while the two preschools are both considered high quality, and both have five-star ratings by the state, their outcomes are different as a result of their socioeconomic and racial status. Stockstill posits that by examining HOW children in each of these schools experiences their classroom, we can better understand the structural conditions that have segregated preschool children.
The book builds a case for reconsidering the structure and form of preschool in the United States. Could there be other reasons for the outcomes Stockstill observes in each school that are not related to student race or income? Perhaps. More evidence is needed to know for sure. But Stockstill’s premise is worthy of deep examination and discussion. More research-based evidence from multiple locations throughout the United States is needed to support Stockstill’s anecdotal evidence from one city. This book should be shared with policymakers who have the power to authorize and start the additional research. The issues raised by Stockstill are too important to leave unexamined.
Thank you #NetGalley and #NYUPress for the opportunity to read an advance copy of this book.
Stockstill organizes her book into seven parts: an introduction that briefs readers on the history of nursery school and the federally-funded head start program; five chapters with detailed observational and anecdotal evidence illustrating the premise that preschools in the United States are bifurcated along racial and economic lines; and a conclusion that tells readers that the structure of our preschool system is fundamentally problematic due to the “compensatory” nature of publicly supported preschools. Her endnotes and references allow readers to delve deeper into the issues raised in her book.
The author comes to this topic as a college educated Black female who experienced Child Protective Services when she was young because her mother battled drug addiction. Stockstill was raised by her mother and her grandmother. It is clear that Stockstill wants to understand where and how inequity occurs, and how to open opportunities for economic and academic success for all children.
Stockstill uses her adult experience as an assistant preschool teacher and observer to provide case-study detail from two preschools in Madison, Wisconsin—one a head start program, the other a private school. Sunshine Head Start is a publicly funded preschool for low-income children and 95% of its enrolled students are Black and Latino. By contrast, Great Beginnings Preschool is a private preschool and 95% of its students are white. Stockstill explains that while the two preschools are both considered high quality, and both have five-star ratings by the state, their outcomes are different as a result of their socioeconomic and racial status. Stockstill posits that by examining HOW children in each of these schools experiences their classroom, we can better understand the structural conditions that have segregated preschool children.
The book builds a case for reconsidering the structure and form of preschool in the United States. Could there be other reasons for the outcomes Stockstill observes in each school that are not related to student race or income? Perhaps. More evidence is needed to know for sure. But Stockstill’s premise is worthy of deep examination and discussion. More research-based evidence from multiple locations throughout the United States is needed to support Stockstill’s anecdotal evidence from one city. This book should be shared with policymakers who have the power to authorize and start the additional research. The issues raised by Stockstill are too important to leave unexamined.
Thank you #NetGalley and #NYUPress for the opportunity to read an advance copy of this book.
December 13, 2023
First, some background about me that I think is relevant to my review. I have a bachelor's and master's degree in education (special education with a focus on elementary education). I have work in several daycares and have one child who has attended several daycares spanning three states. I'm Black, American, a woman, upper class now, but grew up poor. I don't have any experience with Headstart.
I picked this book up because I find education related topics interesting and don't often see books about early childhood education.
I liked reading about the author's experiences in the two schools where she observed. It was insightful and satisfied my desire to see early childhood education through someone else's lens.
I had some reservations about the broad conclusions drawn from the limited observations. It seems she observed in one school much longer than the other and relied more heavily on anecdotal evidence from the school she characterized as wealthier, which struck me as particularly unsound considering she makes the very argument one should be careful about the presumptions that comes with social class. The teachers reported that the beginning of the year was more challenging, but student quickly acclimated, but if a researcher is asking months later rather than observing themselves, how might the past be being filtered through rosy tinted lens?
I worry about some of the connections, for example, she highlights teeth brushing as Head Start presuming that their parents need support and that children may not being getting their teeth brushed at home and a practice not seen in the high income preschool. Any NAEYC accredited program is required to brush children's teeth and many programs reach for NAEYC accreditation as a gold standard. In my own experience, the daycare I worked with the highest price tag ($2,700/month for infants in 2020) was the only one where children's teeth were brushed because of NAEYC accreditation. Similarly, I'm wary of the conclusion that personal items are more widely accepted in high income as my own experience, I have encountered a wide range of rules about what is and is not allowed to be brought to school and when.
I wish there were more parent perspectives included in the book. I recognize there is a whole layer of complexity with that, but it did feel like a key piece that was missing to me, particularly because it lumps all the parents together with broad strokes.
I appreciate that she acknowledges her positionality on the topic and includes her shift in approach at the end of the book. I think that shift is part of what makes me question the book and I could feel it while reading because it is evident that her experiences at the two preschools was shaped by her purpose there.
I picked this book up because I find education related topics interesting and don't often see books about early childhood education.
I liked reading about the author's experiences in the two schools where she observed. It was insightful and satisfied my desire to see early childhood education through someone else's lens.
I had some reservations about the broad conclusions drawn from the limited observations. It seems she observed in one school much longer than the other and relied more heavily on anecdotal evidence from the school she characterized as wealthier, which struck me as particularly unsound considering she makes the very argument one should be careful about the presumptions that comes with social class. The teachers reported that the beginning of the year was more challenging, but student quickly acclimated, but if a researcher is asking months later rather than observing themselves, how might the past be being filtered through rosy tinted lens?
I worry about some of the connections, for example, she highlights teeth brushing as Head Start presuming that their parents need support and that children may not being getting their teeth brushed at home and a practice not seen in the high income preschool. Any NAEYC accredited program is required to brush children's teeth and many programs reach for NAEYC accreditation as a gold standard. In my own experience, the daycare I worked with the highest price tag ($2,700/month for infants in 2020) was the only one where children's teeth were brushed because of NAEYC accreditation. Similarly, I'm wary of the conclusion that personal items are more widely accepted in high income as my own experience, I have encountered a wide range of rules about what is and is not allowed to be brought to school and when.
I wish there were more parent perspectives included in the book. I recognize there is a whole layer of complexity with that, but it did feel like a key piece that was missing to me, particularly because it lumps all the parents together with broad strokes.
I appreciate that she acknowledges her positionality on the topic and includes her shift in approach at the end of the book. I think that shift is part of what makes me question the book and I could feel it while reading because it is evident that her experiences at the two preschools was shaped by her purpose there.
January 3, 2024
False Starts is an interesting sociological study of two different preschools. Stockstill, a sociologist, spends time over the course of a year observing in both a private and a Headstart program preschool. During this time, she interacts with the children directly and speaks with and observes the teachers, comparing and contrasting the rules, interactions between teachers/students, and curriculum. Being able to expand these findings is more than can be expected from this book, as it follows the sociological study style of doing in-depth study of a limited number of situations rather than a more data based study with enough participants and information gathering to generalize the findings. However, I do think she makes some observations of note that could be good starting points for more data-based research. The focus of Stockstill's observations are on the differences between the two schools, as one has children coming from largely two parent, affluent, white families and the other has children from largely single parent, impoverished Black and brown families. As an educator, I still found the information gathered through-provoking and a great addition to the conversation on segregation in schools - both racially and socio-economically - and the long term impacts this is having on our society.
February 20, 2024
While I think there are some flaws in the research and approach I appreciate that the author took on the hard task of taking a critical look at our preschool systems. I find issue with the fact that the observations at Great Beginnings were significantly less time than the time the author spent at Head Start. In addition, in my experience she could have walked into the classroom next door at either of these schools and gotten a different experience because of the teachers and teacher level of expertise. I do think that the broader criticisms she makes around how regulated Head Starts are and the concentration of children who are experiencing adversities and poverty creates inequality from the get go.
I found it deeply saddening to read in the research section at the back of the book the lack of welcoming nature and micro aggressions the author experienced at one school.
We have so much work to do when it comes to battling the systems our early childhood system but more importantly our families and children living in poverty experience on a daily basis. I appreciate the author taking the time to do this study and provide her lens and what she learned.
I found it deeply saddening to read in the research section at the back of the book the lack of welcoming nature and micro aggressions the author experienced at one school.
We have so much work to do when it comes to battling the systems our early childhood system but more importantly our families and children living in poverty experience on a daily basis. I appreciate the author taking the time to do this study and provide her lens and what she learned.
December 31, 2023
Pregame is in an hour (really got this one under the wire), but I loved this book! I appreciated the more academic, sociological perspective on preschool classrooms that is often missing in understanding behavior, environment, and other considerations in schools. I also really respected Stockstill’s analysis of teacher burnout despite centers being sufficiently resourced on paper. I felt both seen and challenged by the book to do better by my students. Feeling energized and excited to go back after break! I love these kids so much and working with them is a privilege.
“In the United States, we ask for preschool to do some thing that we don’t ask of any other institutional experience. Through one fantastically enriching year, the hope is that poor kids will be equipped to succeed in navigating underfunded, unequal institutions as they progress to the rest of their lives. public discourse is normalizing, pouring more into the fourth year of a child’s life than into their first, second, or third years of life.”
“In the United States, we ask for preschool to do some thing that we don’t ask of any other institutional experience. Through one fantastically enriching year, the hope is that poor kids will be equipped to succeed in navigating underfunded, unequal institutions as they progress to the rest of their lives. public discourse is normalizing, pouring more into the fourth year of a child’s life than into their first, second, or third years of life.”
June 6, 2023
Casey Stockstill’s “False Starts: The Segregated Lives of Pre-Schoolers” is an observation on the stark differences, drawn along racial lines, in American pre-school education. Professorial in tone, the book does offer recommendations and works in an advocate’s role. Albeit shorter than I anticipated, it did feel like an academic read, rather than a mainstream one. Still it’s a book worth reading. Thanks to #nyupress and #netgalley for the chance to read an advance copy of this book.
January 2, 2024
Thank you to NetGalley and the publisher for a copy to review. This was an enjoyable read, just a slow and slightly repetitive one. I enjoyed reading the history of preschool and the layers of class and race (presented throughout the book). Using only two schools to present her argument seemed insufficient but did portray the points using the research presented. An excellent example of the intersections of race and class.
June 21, 2023
"False Starts" by Casey Stockstill presents an intriguing premise that initially captures the reader's attention. However, the novel falls short in execution, hindering its potential. The characters lack depth and consistency, making it difficult to form a strong emotional connection. The writing style is serviceable but lacks polish, and the pacing feels uneven with underdeveloped subplots. Additionally, the lack of descriptive detail and world-building results in a flat and underwhelming atmosphere. While the premise shows promise, "False Starts" ultimately fails to deliver a compelling and satisfying reading experience.
In summary, "False Starts" struggles to fulfill its potential, leaving readers disappointed. The underdeveloped characters, uneven pacing, and lack of descriptive detail hinder the overall impact of the story. While the initial premise may intrigue, the execution falls short, making it a less fulfilling read than anticipated.
In summary, "False Starts" struggles to fulfill its potential, leaving readers disappointed. The underdeveloped characters, uneven pacing, and lack of descriptive detail hinder the overall impact of the story. While the initial premise may intrigue, the execution falls short, making it a less fulfilling read than anticipated.
July 27, 2023
This book contrasts the experiences of students, parents and teachers at a subsidized preschool and those at a middle-class one. I thought I would be able to guess most of its conclusions, but the author, a sociologist who was embedded at both schools, raises important points I had never considered. I found her exploration of the topic really eye-opening.
November 15, 2023
A mix of history of head start and early childhood education as well as observations and case examples.
Displaying 1 - 12 of 12 reviews