Quality Pre-K for All: The Business of Chambers

1. Quality Pre-K for All: The Business of Chambers Institute for a Competitive Workforce/U.S. Chamber of Commerce February 22, 2010 Marci Young The Pew Charitable Trusts * myoung@pewtrusts.org (202) 540-6331

2. Meet Owen Hernandez Owen is a loveable four year old bursting with a drive to learn. Attending a dual language pre-k in Texas was his first school experience.

3. At the beginning of the year, Owen could not write his name and his representational drawings were difficult to identify. During circle time he talked to the teacher as if he was the only child there.  He stood up and explored the classroom.  While walking in a line to the cafeteria, he wandered off into the yard. A grocery store

4. Later, he could use drawings to represent places and things. Pre-k helped improve his English and Spanish and taught him how to learn in a school setting. Post-Assessment: What did you see at the fire station?

5. Who We Are The Pew Charitable Trusts serves the public interest by providing information, advancing policy solutions and supporting civic life. The Pew Center on the States (www.pewcenteronthestates.org) works to advance state policies that serve the public interest. In 2001 Pew launched Advancing Quality Pre-Kindergarten for All and has now invested over $90 million, supporting 30 national organizations and public education campaigns in over half the states.

6. A skilled workforce is essential to generating and sustaining economic growth • Technology and the complex global economic system require the U.S. workforce to acquire new and more advanced skills • Adaptable, creative, highly skilled workers are critical to the successful implementation of all our nation’s major policy priorities Graph courtesy of the Council on Competitiveness. http://www.compete.org/ with attribution to David Autor, Frank Levy and Richard J. Murnane, "The Skill Content of Recent Technical Change: An Empirical Investigation”, Quarterly Journal of Economics, 118, 4 (November 2003) pp. 1279-1334. (2003) data updated to 2002 by David Autor.

7. Principle 2: Young Children A Critical Window: Birth to Five • . Graphs courtesy of the Center on the Developing Child at Harvard University. http://developingchild.harvard.edu

8. Why pre-k? Bottom line: children who start behind too often stay behind Source: Journal of Psychology First Graders Fourth Graders

9. Economic Returns to Early Learning for Disadvantaged Children (In 2002 dollars, 3% discount rate) Cost Benefits B/C • Perry Pre-K $15,386 $262,642 17.1 • Abecedarian $35,864* $130,666 3.6 • Chicago $ 7,384 $ 74,981 10.1 *Marginal cost, net of existing child care costs. Note Abecedarian starts in infancy. Barnett, W. S., & Masse, L. N. (2007). Early childhood program design and economic returns: Comparative benefit-cost analysis of the Abecedarian program and policy implications, Economics of Education Review, 26, 113-125; Belfield, C., Nores, M., Barnett, W.S., & Schweinhart, L.J. (2006). The High/Scope Perry Preschool Program. Journal of Human Resources, 41(1), 162-190; Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26(1), 126-144.

10. High/Scope Perry Preschool: Educational Effects Berrueta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S., & Weikart, D.P. (1984). Changed lives: The effects of the Perry Preschool Program on youths through age 19. Ypsilanti, MI: High/Scope Press.

11. Perry: Economic Effects at 40 Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Educational Research Foundation.

12. Chicago CPC: Academic and Social Benefits at School Exit Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26(1), 126-144

13. Recent Evaluations of State Pre-K • RAND National Study of 4th Graders – 2000 • Michigan School Readiness – 2002 • Oklahoma State Pre-K - 2005 • Louisiana Prekindergarten Program – 2006 • California State Preschool – 2009 • New Jersey Abbott School District – 2009 • New Mexico Pre-K – 2009

14. Source: Pre-K Now What is good pre-k?

16. Legislative Action on Pre-K Budgets Fiscal Year 2010 Source: “Votes Count: Legislative Action on Pre-K Fiscal Year 2010,” Pre-K Now, 2009.

17. Results: Growth of state support for pre-k nationwide Source: “Votes Count: Legislative Action on Pre-K Fiscal Year 2010,” Pre-K Now, 2009.

18. Will more children in pre-k make the U.S. more competitive in the global economy? Source: “Votes Count: Legislative Action on Pre-K Fiscal Year 2009,” Pre-K Now, 2008.

19. Business Support for Pre-K and Early Childhood Chambers of Commerce • Maine Los Angeles • Memphis San Francisco • Nashville Oakland • Greater Richmond, Virginia Houston • Fairfax, Virginia Brownsville, TX • Calhoun County, Alabama Greater Kansas City and Salinas, KS Federal Reserve Banks • Original research from Minneapolis Federal Reserve Bank • CEOs of Atlanta, Richmond, Cleveland, San Francisco • Federal Chairman Ben Bernanke Other Business Leaders • Pennsylvania: PNC Financial Services Group CEO James Rohr • Massachusetts: Strategies for Children campaign business leaders: Mara Aspinall, CEO of Genzyme Genetics; Ronald Sargeant, CEO of Staples; Richard Lord, CEO of Associated Industries of Massachusetts • Louisiana: Louisiana Association of Business and Industry, Louisiana Industrial Development Executives Association

20. Why are these news outletstalking about pre-k?

21. “[O]ne of the most significant expansions in public education in the 90 years since World War I... “As States Tackle Poverty, Preschool Gets High Marks,” Deborah Solomon [A] human capital agenda leads to policies that cut across left and right…It means creating high-quality preschools for children from disorganized single-parent homes... “A Human Capital,” David Brooks One part of the message: An economic asset and educational necessity

22. What Can Chambers Do? • Write an op-ed or letter to the editor • Sponsor a forum to share research on the benefits of pre-k • Encourage other business or service groups (Kiwanis, Rotary) to learn about and advocate for pre-k • Encourage other business peers to get involved • Talk to your mayor, school superintendent, school board members, state legislators, governor, Members of Congress • Participate in public events to support pre-k • Join Pre-K Now and PAES listserve to stay informed about current early education policy • Endorse pre-k as an effective policy goal • Join state or local coalitions for early education, where possible

23. Bottom line… “I firmly believe high-quality early education is a stimulus program.” - US Education Secretary Arne Duncan, April 8, 2009 The concept of education in America is changing… to include the years before kindergarten and to understand early childhood as a key element of America’s economic competitiveness in the world. Chambers of commerce are an important voice in this movement…join us!

24. Contact Information Marci Young Project Director Pre-K Now The Pew Center on the States myoung@pewtrusts.org 202-540-6331 www.preknow.org