invest in pre-k win valuable prizes patte barth national school boards association march 15, 2013
TRANSCRIPT
Invest in pre-k
Win valuable prizesPatte Barth ♦ National School Boards Association ♦ March 15, 2013
Message to school leaders
Education funding is limited, but we must recognize the proven link between quality pre-kindergarten and narrowing achievement gaps.
Sally HowellAlabama School Boards Association
3
Investing in kids is an investment in the community
• Short term: Good pre-k programs save school dollars related to fewer ELL and special education placements and grade retentions
• Long term: One drop out costs communities about $60,000 in lost tax revenue over a lifetime.
The benefits of pre-k convey to all children
Source: Cannon & Karoly, Who Is Ahead and Who Is Behind? RAND, 2007. Data from Gormley et al, 2005.
White Hispanic Black Native Amer-ican
0
2
0
0.99
0.380000000000001
0.600000000000001
0.760000000000001
1.5
0.740000000000001
0.89
0.720000000000001
0.98
0.52
0.720000000000001
Applied prob-lems
Letter-Word ID
Spelling
Effects of Tulsa Preschool Program on School Readiness by Race & Ethnicity
Effec
t Size
(gai
ns)
4
Access to pre-k varies by race & ethnicity
White Black Hispanic Asian Native American
0
100
53
37 31
55
29
725
19
6
31
center-based Head Start
Perc
ent o
f 4 y
ear-
olds
Source: NCES, Pre:school: First findings, Early Childhood Longitudinal Study, Birth Cohort Follow up, 2007
60 62
50
61 60
5
Texas pre-k program
• Targeted to FRPL eligible, LEP, homeless, foster care and/or active military families
• Launched in 1985-86
• Served over 200,000 3- and 4-year olds in 2008-09
• Meets 4 of 10 NIEER quality indicatorsSOURCE: Andrews, Jargowsky, Kuhne, The Effects of Texas’s Pre-Kindergarten Program on Academic Performance, Calder Institute, November 2012
Effect of participating inTexas pre-k program
• Higher math and reading scores in 3rd grade
• 24 percent lower chance of being retained40 percent lower for LEP students
• 13 percent lower chance of placement in special ed
SOURCE: Andrews, Jargowsky, Kuhne, The Effects of Texas’s Pre-Kindergarten Program on Academic Performance, Calder Insitute, November 2012
ConfiguringPre-K and Kindergarten
• Question: is it better to invest in full-day K or pre-K?
• 3rd graders who had pre-K and full-day K were most likely to have strong reading skills
• 3rd graders with pre-K and half-day K were 18 percent more likely to have strong reading skills than their peers with full-day K alone
SOURCE: Hull, Starting out right: Pre-K and Kindergarten, Center for Public Education, 2011
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Pre-k/k v full-day kIncreased chances by student group
Hispanic students: 24%
Low-income students: 20%
African American students: 17%
ELL students: 25%
SOURCE: Hull, Starting out right: Pre-K and Kindergarten, Center for Public Education, 2011
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ConfiguringPre-K and Kindergarten
• Question: how many hours are best?• One study showed that children with 15-30 hours per
week posted stronger cognitive gains than children with fewer hours
• More than thirty hours per week generally did not have added benefits
• Can vary widely by student population, community needs
SOURCE: Loeb, et al., How much is too much?, Berkeley, CA, 200510
Planning for Pre-K
• Establish a vision• Review the research • Engage the community• Take inventory• Design a program• Ensure quality• Secure funding• Monitor results
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Building PartnershipsPossible SD Role:• Provide financial
support• Provide Certified
Teacher• Share training and
professional development
• Give resources/materials/supplies/equipment
Possible Partner Role:• Provide space• Provide “wrap
around care”• Advertise to
community• Allow access to
children’s developmental screenings
• Share resources
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Policy considerations
• Equitable access• Program quality• Quality workforce• Program
coordination• P-3 alignment
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For more information …
Download more tools and resources to start the pre-k conversation
contact me:Patte [email protected]
www.centerforpubliceducation.org/preK