From October 22 through October 26, Connect for Kids hosted an e-mail discussion about the nationwide growth of publicly-supported pre-kindergarten programs. (To view the discussion please visit the Connect for Kids Pre-k Chat [1] page. If you participated, and even if you didn't, please take a moment and fill out our discussion survey [2] so we can better serve the CFK community.)
Those who joined the discussion spoke with one voice on the importance of quality early educational experiences for young children. But participants also made it clear that any effort to establish or expand pre-k opportunities must be responsive to community needs and values.
Early Education Essential, Expensive
"I think it is imperative that ALL children are offered the best education possible and at an early age," wrote Alisa Graves. "My son will be 5 the end of December and has attended a nation-wide daycare facility since the age of 2 that has an educational program at all age levels. He is currently in the pre-k class and can write his own name without assistance, along with about ten to twelve other words."
Graves said that the chance to benefit from such a strong early-childhood program should be available to every child, not just those labeled "at risk." "I do not think certain communities or families should or should not be offered this. Education is too important to put a price on," she wrote. However, while Graves said she found the cost of her son's program—$106 week—a burden, she wasn't sure if making pre-k available to all should be a state responsibility.
Another working parent, Margie Rossi, noted that the cost of care in the pre-school years is a huge drain on her family's budget. "From the standpoint of a mom that works full time and has two children under the age of 3...universal pre-k makes practical sense and will help me a great deal in the coming years," wrote Rossi. "To move them to a public education-based program would ease a financial burden for us that is very heavy."
Tunie Munson-Benson, director of an early-education program called the Early Bird Project says pre-k programs offer the best hope for helping children from homes with few print materials and little read-aloud time so that they can develop into accomplished readers by third grade. "If we do not provide pre-k options, many will continue to miss out on this developmental stage," wrote Munson-Benson. "Somehow... and soon... we must make print-rich environments and exposure to enriching vocabulary and stories a birthright of EVERY young child."
The California Example
Participants found some lessons in the so-far unsuccessful effort to make universal pre-k a reality in California. Ellen Junn, a member of the state's Pre-K Task Force convened three years ago, says that major stumbling blocks to the creation of a statewide program include cost, facilities and political tensions between the elected superintendent of schools and the governor.
The prevalence of half-day kindergarten in California also poses a problem, Junn said. Half-day programs create child-care dilemmas for working parents, and it is difficult to push for a full-day pre-k when older children are in a half-day program.
"We are disappointed, but still willing to push for pre-k," wrote Junn. "Learning of the results from other states and how they configured their statewide program will be helpful."
According to contributor Kristie Kauerz, program director with the Early Childhood Education Commission of the States, only nine states require districts to offer full-day kindergarten. Only two of those states, Louisiana and West Virginia, mandate that students attend a full-day program. However, Kauerz said that because pre-k is not universally seen as part of the public education mandate, programs can draw on other funding sources. "Many pre-kindergarten programs blend education money with CCDF funds, private dollars, parental fees, etc. This difference may actually make pre-k a more viable policy option in the short term than full-day kindergarten."
Ready or Not?
Susan Perez questioned whether enough is being done for children who may need extra help to make the most of early schooling. "I know the good work that can be done for getting kids ready for school, but what is being done for the kids that even with quality early intervention are not ready to transition into a kindergarten classroom?" asks Perez.
Perez' question brought reference to a recent newspaper report about school officials in Santa Ana, California, seeking approval to institutionalize an extra year of kindergarten for students identified as "at risk" of failing. According to Kristie Kauerz, the proposal is driven in part by political/budgetary considerations. "The district is uncertain about getting ?new' dollars to support a pre-K program. With a second year of kindergarten, however, students can simply be held back or flunk kindergarten. Funding must automatically be provided through regular school allocations," wrote Kauerz.
Contributor Adele Robinson wondered, "How will they assess ?at risk of failing'?will this lead to high-stakes testing of kindergarten students?"
Patricia Mays said that while a second year of kindergarten could be just the thing for some children, others might simply need some tutoring or extra help. And she worried that "creating second year kindergartens that are only for ?at-risk' kids can create a real danger of stigmatizing and discriminating against some students."
Do stories such as this one from Santa Ana mean that policy-makers are ready to give public schools a major role in strengthening early childhood education—but that public support for the necessary funding is lacking? Those who believe universal pre-kindergarten is the way to go might want to borrow some ideas from a series of focus groups held by Peter Hart & Associates in March, 2001 for the I Am Your Child Foundation. The groups were held to assess public attitudes towards universal pre-k and early childhood education. Overall, it seems that despite growing interest in pre-kindergarten, there is no consensus on the appropriate level of state support and state funding.
SURVEY
If you took part in the discussion and even if you didn't—we want to hear from you! Please take a moment and fill out a survey [3] so we can better serve our community.
http://www.connectforkids.org/node/319
Links:
[1] http://www.connectforkids.org/usr_doc/CFKCHAT.htm
[2] http://www.benton.org/cfk/prekSurvey.htm
[3] http://www.benton.org/cfk/prekSurvey.htm