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Pre-K in Texas

Pre-K in Texas. Janice Esau Texas Association of School Boards. Pre-K Eligibility in Texas Public Schools. Limited English Language Learners Educationally Disadvantaged (eligible for free and reduced lunch program) Homeless

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Pre-K in Texas

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  1. Pre-K in Texas Janice Esau Texas Association of School Boards

  2. Pre-K Eligibility in Texas Public Schools • Limited English Language Learners • Educationally Disadvantaged (eligible for free and reduced lunch program) • Homeless • The child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed during active duty. Includes uniformed service members Missing in Action (MIA)

  3. Integration of Pre-K Efforts State Center for Early Childhood Education – (SB 76, 2003) • Texas Early Education Model (TEEM) Texas Early Childhood Education Coalition (TECEC) • 2004 launches The Texas Plan, a collaboratively developed ten-year public policy vision to enhance early childhood education and development • 2006 Bush School of Government and Public Service at Texas A & M University conducted conservative cost-benefit analysis of quality Pre-Kindergarten. Result - 3 ½ to 1: Invest in Texas

  4. 80th Legislature – Senate Bill 113 According to the Texas Education Agency (TEA), a foster child qualifies for Pre-K services because the child is homeless as defined by NCLB • If adopted before enrolling in Pre-K or adopted during the school year and moves to a different school, the child may no longer qualify unless they meet other eligibility requirements • Would allow children in foster care and other residential facilities to remain eligible for Pre-K services without interruption regardless of a change in the child’s status

  5. 80th Legislature – Senate Bill 50 • Increase reimbursement rates paid to child care providers participating in voluntary quality improvement programs; • Improve the recruitment, retention, and quality of early childhood education professionals, while establishing the field as a multi-level career path; and • Expand and Improve Voluntary Pre-K Services • Expand funding for integrated delivery partnerships with Independent School Districts, Head Start providers and community-based child care centers

  6. Senate Bill 50, cont. • School Readiness Certification System • Measures classroom environmental factors, program quality and child outcome data from Kindergarten assessments • SRCS participants eligible for additional funding to 1) Create a Pre-K program; 2) Expand a Pre-K program to serve 3 year olds; 3) Increase income eligibility levels for Pre-K; 4) Increase half-day Pre-K to full-day Pre-K; or 5) Add a teacher’s aid to existing Pre-Kclasses to reduce staff-to-child ratios

  7. TASB Pre-K Survey • Online survey facilitated March 2007 • Volunteer Survey Panel invited to participate 360 Panelists • 130 School Superintendents • 230 School Board Members 247 Survey Respondents (68.5%)

  8. TASB Pre-K Survey Results 82% of survey respondents offer Pre-K now 60% Pre-K only for children meeting eligibility requirements 4% Pre-K open to any child 3 or 4 years old 34% Pre-K open to any child 4 years old 2% Don’t know which age groups are served

  9. TASB Pre-K Survey Results, cont. Delivery Systems for Pre-K 66% School District only provides Pre-K 6% Head Start only provides Pre-K 28% Diverse delivery system – School District, Head Start and Community-based child care programs

  10. TASB Pre-K Survey Results, cont. Is Pre-K beneficial? • 90% Yes Greatest benefits of Pre-K? • Accelerates children’s development and boosts “school readiness” • Reduces achievement gap between social economic groups • Helps boost individual student achievement (overall) • Reduces retention rates in grade school • Saves money by decreasing remediation and special education costs • Reduces overall number of children in special educationclasses

  11. TASB Pre-K Survey Results, cont. Main challenges faced by Texas School Districts regarding Pre-K: • Adequate Funding • Limited Resources • Finding/Hiring Qualified Teachers • Lack of clear standards and expectations for school readiness • Coordination and collaboration with community-based child care providers Most important factors that determine “quality” Pre-K: • Highly trained teachers and staff • Developmentally appropriate curriculum • Small class/group size and parent involvement (tie) • Low staff-to-child ratios

  12. TASB Pre-K Survey Results, cont. How can TASB best support school districts on this issue? • Provide research and information about early learning standards and curriculum • Provide information about the potential benefits and costs of Pre-K to local school districts • Provide case studies of school districts that have implemented Pre-K programs • Train district leaders on ways to implement effective Pre-K programs

  13. Opportunities to Educate • Pre-K Forum (March 2007) • Texas Lone Star magazine article summarizing benefits of quality Pre-K (April 2007) • Summer Leadership Institute (June 2007) • TASB/TASA Annual Convention (Sept. 2007)

  14. References Texas Legislature Online http://www.capitol.state.tx.us/ Texas Early Childhood Education Coalition (TECEC) www.tecec.org State Center for Early Childhood Education http://www.uth.tmc.edu/circle/

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