False Starts by Casey Stockstill provides a thoughtful examination of segregation in early childhood education, shedding light on how systemic inequalities manifest even at the preschool level. Stockstill draws on extensive research and personal narratives to highlight the disparities that affect young children’s educational experiences based on race and socioeconomic status.

The book is well-structured and offers valuable insights into the lives of preschoolers, emphasizing the importance of early intervention and inclusive practices. Stockstill’s writing is clear and accessible, making complex topics relatable for a broad audience. The use of real-life examples adds depth to the narrative, allowing readers to connect with the experiences of children and families affected by these issues.

However, the book sometimes feels repetitive, with certain points reiterated without sufficient new insights. Additionally, while Stockstill’s analysis is compelling, some readers may wish for more concrete solutions or strategies to address the challenges presented.

Overall, False Starts is an important contribution to the conversation about educational equity and segregation in early childhood settings. It serves as a valuable resource for educators, policymakers, and anyone interested in understanding the systemic barriers that continue to affect young children in America. While it may not fully satisfy those seeking actionable solutions, it raises critical awareness of a pressing issue.

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.

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.

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.

A mix of history of head start and early childhood education as well as observations and case examples.

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.

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.

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.