State Pre-K Programs: What Do We Know?
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State Pre-K Programs:What Do We Know?
Eileen O’Brien and Chuck Dervarics
Center for Public EducationPre-K project conference
11/28/2006
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Pre-K Growth: How Did We Get Here?
1960: 10 percent of 3- and 4-year-olds in a preschool program
2005: 69 percent in 3- and 4-year-olds in a preschool programState funding: $2.84 billionPer-child funding: $3,551
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Pre-K Effectiveness: Model Programs
High/Scope Perry PreschoolCarolina Abecedarian ProjectChicago Child-Parent Centers
Common traits: All had low child/staff ratios; trained teachers (BA degree); and rigorous evaluation.
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Pre-K Benefits: Gains per $1 investedSource: CED, 2006
$0.00
$2.00
$4.00
$6.00
$8.00
$10.00
$12.00
Abecedarian High/Scope Child-Parent Centers
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What Do State Pre-K Programs Look Like?
40 states have programs (2005)
Half-day programs are most popular, but many localities get choice
27 states have learning standards
Most target at-risk children
More interest in universal pre-k(Georgia, Oklahoma set standard)
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Key Characteristics of State Pre-K Programs
Number of states with these services/requirements
0
5
10
15
20
25
30
35
Healthscreenings
Meals Monitoringvisits
BA forteachers
Continuingeducation
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What Does the Data Show?
Pre-k students scored higher on math and reading than children under parental care (Early Childhood Longitudinal Study).
Five-state study (Michigan, New Jersey, Oklahoma, South Carolina, W. Virginia) show solid gains in math and language skills – up to 85 percent higher for pre-k “graduates” compared with other children.
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Key Characteristics: Five StatesSource: NIEER
StateLength of Day
Child/Staff Ratio
Maximum Class
Size
Michigan Half 8:1 18New Jersey (Abbott)
Full 15:2 15
Oklahoma Varies 10:1 20South Carolina Half 10:1 20W. Virginia Varies 10:1 20
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State Evaluations
Attendance: New York and Texas found gains for pre-k students beyond 5th grade.Standardized tests: Pre-k participants scored higher than others in Texas (3rd grade), New York (6th grade) and Maryland (multiple grades).Retention: Fewer pre-k “graduates” had to repeat a grade in Maryland, Michigan and Florida.
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The Downside?
Few states have had comprehensive evaluations (18 as of 2003)
Possible fadeout over time
Criticism from school choice proponents – do the test scores measure up?
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Teacher Qualifications: A Key Issue
Percent of Teachers with BA DegreesBarnett, NIEER, 2004
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Public ElementarySchool
School-Based Pre-K
Child Care Head Start
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Mixed service delivery
In many states, community-based programs (Head Start, child care) are eligible for pre-k grants.
In five states, nearly half of all children received service in private child care settings.
Challenges: Compensation, quality, teacher training
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Location of Pre-K ProgramsNIEER, 2004
70%
18%
7%5%
Public schools
Child care centers
Head Start centers
Other
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Best Practices: Oklahoma
Voluntary universal programOperates entirely at public schoolsAll teachers must have BA and early childhood certificationHead Start and child care can collaborate to offer parents full-day coverageFunded by general education revenues
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Oklahoma:
Rigorous EvaluationAdditional gains for pre-k children compared to non-participants
0%
10%
20%
30%
40%
50%
60%
Appliedproblemsolving
Spelling Letter-wordidentification
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Best Practices: New Jersey
State Supreme Court created program in high-poverty districtsPre-k program open 6 hours/day with additional child care availableVirtually all teachers have bachelor’s degreesUtilizes schools and community agenciesScholarship help available for teachers to earn BA
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Results: New Jersey
Additional gains for pre-k children compared to non-participants
0%
10%
20%
30%
40%
50%
60%
70%
Basic number concepts Vocabulary Print awareness
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Best Practices: Michigan
Began as pilot program in 1985Enrolls nearly 25,000 children – at least half must be low income; non-poor must have other risk factorsMost funding goes to schools, which can subcontract with othersMust operate at least part dayMaximum class size: 18
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Results: Michigan
Higher pass rates for pre-k “graduates” on 4th grade math and reading tests.Lower retention rates through 2nd grade
8% with pre-k program16% without pre-k program
Higher levels of involvement by parents of former pre-k students
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Lessons Learned
Qualified teachers are essential.Quality pre-k programs can save money due to fewer special education placements and retentions in grade.Quality programs have low child/staff ratios and class sizes.Model programs (High/Scope) can inform states seeking quality programs.Up for debate: Targeted v. universal programs