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Many Happy Returns: School boards and pre-kindergarten

The Center for Public Education. Many Happy Returns: School boards and pre-kindergarten. Patte Barth , Center for Public Education Federation Presidents’ Retreat August 16, 2008. Agenda. Why pre-K? School boards & pre-k CPE’s pre-k initiative Making pre-k work Federal advocacy

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Many Happy Returns: School boards and pre-kindergarten

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  1. The Center for Public Education Many Happy Returns:School boards and pre-kindergarten Patte Barth, Center for Public Education Federation Presidents’ Retreat August 16, 2008

  2. Agenda • Why pre-K? • School boards & pre-k • CPE’s pre-k initiative • Making pre-k work • Federal advocacy questions

  3. Why pre-K?

  4. Poor children start school behind their more affluent peers academically … Percent of students scoring in top quartile Source: NCES, America’s Kindergartners, Class of 1998-99, February 2000

  5. … and socially Percent of students who engage in pro-social behavior often or very often Source: NCES, America’s Kindergartners, Class of 1998-99, February 2000

  6. Adapted from Pew Charitable Trusts, 2006

  7. The benefits of pre-k convey to all children Effects of Tulsa Preschool Program on School Readiness by Race & Ethnicity Effect Size (gains) Source: Cannon & Karoly, Who Is Ahead and Who Is Behind? RAND, 2007. Data from Gormley et al, 2005.

  8. The benefits of pre-k convey to all children Effects of Tulsa Preschool Program on School Readiness by Family Income Effect Size (gains) Source: Cannon & Karoly, Who Is Ahead and Who Is Behind? RAND, 2007. Data from Gormley et al, 2005.

  9. Short-term benefits • More likely to score higher on math and reading state tests in elementary school • Less likely to be retained in grade • Less likely to require special education services Sources: High Scopes/Perry Preschool, Abecedarian, Chicago Child-Parent Centers

  10. Long-term benefits • More likely to earn high school diploma • More likely to be employed • More likely to earn high wages • More likely to be home owners • Less likely to be a teen parent • Less likely to be involved in criminal justice system Sources: High Scopes/Perry Preschool, Abecedarian, Chicago Child-Parent Centers

  11. And it adds up:Gains per $1 invested SOURCE: CED, 2006

  12. Access to pre-k varies by family income 72 57 47 Percent of 4 year-olds Source: NCES, Pre:school: First findings, Early Childhood Longitudinal Study, Birth Cohort Follow up, 2007

  13. Access to pre-k also varies by race & ethnicity 62 60 61 60 50 Percent of 4 year-olds Source: NCES, Pre:school: First findings, Early Childhood Longitudinal Study, Birth Cohort Follow up, 2007

  14. School boards and pre-k

  15. School board view:Why pre-k SOURCE: NSBA, school board survey 2006

  16. School board view:Challenges to providing pre-K SOURCE: NSBA, school board survey 2006

  17. School board view:Impediments to starting pre-K SOURCE: NSBA, school board survey 2006, views from districts that do not currently provide pre-k

  18. CPE pre-k initiative • Making pre-kindergarten a public priority • Intensifying efforts in partner states: Kansas, Ohio, Texas. We hope to add Alabama and Kentucky • Reaching out broadly to other states and nationally

  19. Action in the partner states • Kansas – holding broad-based community meetings, working with the governor, expanding pilot projects • Ohio – outreach to members, making P-12 case • Texas – taking lead role in TX early ed coalition, working to expand eligibility

  20. Making pre-K work

  21. Universal vs. Targeted • Arguments for universal: all children benefit – no one is denied access broader base of support for program • Arguments for targeted: high-needs children benefit the most costs less

  22. Mixed delivery vs. Public school pre-k • Arguments for mixed delivery maximize community resources less threatening to private providers • Arguments for public school pre-k less concern about quality control less concern about “backdoor vouchers”

  23. Full-day K vs. Pre-K • Arguments for full-day K schools already have the children easier to find certified teachers easier for working parents • Arguments for pre-K readiness gaps are present at age 5

  24. A federal role

  25. NSBA’s Pre-K Legislative Committee • Advocates for federal pre-k agenda to include more investment in high-quality pre-k • Includes over 300 NA, FRN and CUBE representatives at present

  26. NSBA’s Federal Policy Recommendations • New federal grant program to fund portion of costs to develop and expand voluntary quality preschool programs in local school districts. • Key caveats: • School district participation discretionary • Parent/student participation discretionary • Not at expense of K-12 funding • Doesn’t foster vouchers

  27. NSBA’s Federal Policy Recommendations (cont.) • Programs adopt developmentally appropriate early ed standards aligned with state’s K-12 standards. • Require outside pre-k providers to collaborate with local districts. • Encourage states to upgrade teacher certification / licensure systems to include BA & early ed training

  28. NSBA’s Federal Policy Recommendations (cont.) • Devote resources to districts to develop / implement joint training and professional development programs for early ed instructors. • Tools / incentives to replicate effective models and improve program quality.

  29. State trends in Pre-kAccess AND Quality

  30. Access • 38 states fund pre-k programs • 22% of all 4-yr-olds enrolled in state pre-k – up from 14% in 2002 • 2/3 of children served are in public school settings Source: NIEER, 2006 & 2007

  31. Access to state pre-kFour-year-olds SOURCE: NIEER, 2007, includes special education students

  32. Pre-k funding by state, FY09 Orange: increase Black: decrease Tan: Flat * inc. HeadStart or local only Blue: Inc, expected White: no state pre-k Gray: no budget Map: Pre-K Now, 2008

  33. More state dollars for pre-kdespite pinched budgets *Governors’ proposals. Source: Pre-K Now, Leadership Matters, 2008

  34. NIEER’s 10 quality indicators • Early learning standards • Lead teachers with B.A. • Lead teachers with early ed training • Ass’t teachers with CDA • Min. 15 hrs PD • Max. class size of 20 • Min. staff-child ratio 1:10 • Health support • Min. 1 meal • Site visits Source: National Institute for Early Education Research

  35. States meeting standards • 2 states – AL and NC -- meet all 10 indicators • 8 states – AR, IL, NJ, NM, OK, SC, TN & WA - met 9 quality indicators Source: NIEER, 2007

  36. Nationally… • 22 states required lead teachers to have BA • 33 states required class size ≤ 20 • 34 states required child/staff ratio 10:1 or better Source: NIEER Yearbook 2007

  37. Pre-K newsletter

  38. Visit our websitewww.centerforpubliceducation

  39. questions?

  40. For more information … Center for Public Education www.centerforpubliceducation.org or email me Patte Barth, pbarth@nsba.org

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