Transcript
N AT I O N A L I N S T I T U T E F O R EARLY EDUCATION RESEARCH
STATE PRESCHOOL YEARBOOK
The National Institute for Early Education Research Supported by The Pew Charitable Trusts
Design: Sandy Ogilvie Graphic Design
[email protected]
This publication is a product of the National Institute for Early Education Research (NIEER), a unit of the Graduate School of Education, Rutgers University, which supports early childhood education policy by providing objective, nonpartisan information based on research. NIEER is supported by grants from The Pew Charitable Trusts and others. Thanks to Mary Meagher, Pat Ainsworth, Phil Evans, Jeni Burke, and Chris Gilbert for their invaluable help.
THE STATE OF PRESCHOOL 2010
STATE PRESCHOOL YEARBOOK
© 2010 The National Institute for Early Education Research By W. Steven Barnett, Ph.D. Dale J. Epstein, Ph.D. Megan E. Carolan Jen Fitzgerald Debra J. Ackerman, Ph.D. Allison H. Friedman, Ed.M. ISBN 0-9749910-7-4
Executive Summary..........................................................................................................................................4 Enrollment ....................................................................................................................................................7 Quality Standards ........................................................................................................................................8 Resources......................................................................................................................................................9 Evidence of Effectiveness ............................................................................................................................11 What Qualifies as a State Preschool Program? ..............................................................................................19 Roadmap to the State Profile Pages ..............................................................................................................20 Guide to State Profiles ................................................................................................................................25 Glossary of Abbreviations............................................................................................................................26 State Profiles..................................................................................................................................................27 Alabama ....................................................................................................................................................28 Alaska ........................................................................................................................................................30 Arizona........................................................................................................................................................32 Arkansas......................................................................................................................................................34 California ....................................................................................................................................................36 Colorado ....................................................................................................................................................38 Connecticut ................................................................................................................................................40 Delaware ....................................................................................................................................................42 Florida ........................................................................................................................................................44 Georgia ......................................................................................................................................................46 Hawaii ........................................................................................................................................................48 Idaho ..........................................................................................................................................................50 Illinois ........................................................................................................................................................52 Indiana........................................................................................................................................................54 Iowa............................................................................................................................................................56 Kansas ........................................................................................................................................................60 Kentucky ....................................................................................................................................................64 Louisiana ....................................................................................................................................................66 Maine..........................................................................................................................................................72 Maryland ....................................................................................................................................................74 Massachusetts ............................................................................................................................................76 Michigan ....................................................................................................................................................78 Minnesota ..................................................................................................................................................80 Mississippi ..................................................................................................................................................82 Missouri ......................................................................................................................................................84
Montana......................................................................................................................................................86 Nebraska ....................................................................................................................................................88 Nevada ......................................................................................................................................................90 New Hampshire ..........................................................................................................................................92 New Jersey..................................................................................................................................................94 New Mexico ..............................................................................................................................................100 New York ..................................................................................................................................................102 North Carolina ..........................................................................................................................................104 North Dakota ............................................................................................................................................106 Ohio..........................................................................................................................................................108 Oklahoma..................................................................................................................................................110 Oregon......................................................................................................................................................112 Pennsylvania..............................................................................................................................................114 Rhode Island..............................................................................................................................................120 South Carolina ..........................................................................................................................................122 South Dakota ............................................................................................................................................126 Tennessee..................................................................................................................................................128 Texas ........................................................................................................................................................130 Utah ..........................................................................................................................................................132 Vermont ....................................................................................................................................................134 Virginia......................................................................................................................................................138 Washington ..............................................................................................................................................140 West Virginia ............................................................................................................................................142 Wisconsin..................................................................................................................................................144 Wyoming ..................................................................................................................................................148 District of Columbia ..................................................................................................................................150 Methodology................................................................................................................................................154 Appendices Table of Contents ......................................................................................................................157
V I S I T O U R W E B S I T E F O R A C C E S S T O A L L D ATA W W W. N I E E R . O R G
STATE-FUNDED PRE-K IN DECLINE NATIONWIDE
In the 2009-2010 school year the effects of the recession became fully apparent despite federal government aid to the states for education. Total enrollment barely increased over the prior year. Total spending by the states decreased, and per child spending declined in inflation-adjusted dollars. Without the aid from federal economic stimulus, funding per child would have been even lower, approaching its lowest level since 2002 when NIEER began tracking spending. The depth of the decline varies considerably by state. A few states made modest progress. Many held steady. Others faced cutbacks that were sometimes severe. Overall, state cuts to pre-K transformed the recession into a depression for many young children in the 2009-2010 school year. All the news was not bad. Alaska and Rhode Island created new pre-K programs in the 2009-2010 school year. These are the first new states to provide pre-K in many years, though both efforts are modest pilot programs. Nationally, pre-K enrollment was just over 26 percent at age 4 as the total across all states increased by nearly 27,000 children. Yet the bad news outweighed the good. The decline in spending per child comes on top of the previous year’s decline. Many states already failed to provide enough funding to ensure programs could meet minimum quality standards, so this is a serious problem. Rather than raising quality, states are struggling not to lose what they have.
PERCENT OF NATIONAL POPULATION ENROLLED
AVERAGE STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$4,719 $4,608 $4,524 $4,378 $4,188 $4,142
$4 ,0 2 $4 8 ,2 12
14% 3% 2%
16% 3%
17% 3%
17% 3%
20% 3%
22% 4%
24%
25%
26%
$3,952
$3,984
4%
4%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010†
■ 3-year-olds
■ 4-year-olds
WHAT’S NEW?
• Total state funding for pre-K decreased by nearly $30 million and would have fallen by at least an additional $49.3 million if not for funding from the American Recovery and Reinvestment Act (ARRA). This is the first time since NIEER began tracking spending that total spending decreased from the previous year. • State pre-K spending per child decreased by $114 to $4,028 adjusted for inflation even with ARRA funds. This year we add a second estimate of per-child spending, $4,212, which reflects a redefinition of California’s preschool program.† • After adjusting for inflation, state funding per child declined in 19 of 40 states with programs. While three states increased their per-child spending by more than 10 percent, nine states cut per-child spending by more than 10 percent. • Only 17 states could be verified as providing enough funding to meet all 10 benchmarks for quality standards. • Enrollment increased by 26,996 children. Nearly 1.3 million children attended state-funded preschool education, more than 1 million at age 4 alone. • Fourteen states increased the percent of 3- and 4-year-olds enrolled in state pre-K programs by at least one percentage point, while seven states decreased by at least one percentage point in the 2009-2010 school year. • Two states had programs for the first time this year—Alaska and Rhode Island. • Combining general and special education enrollments, 31 percent of 4-year-olds and 8 percent of 3-year-olds are served across the states. • Four states improved on NIEER’s Quality Standards Checklist, while two states lost ground on standards. • Twenty-three of 40 states failed to fully meet NIEER benchmarks for teacher qualifications and 26 failed to meet the benchmark for assistant teacher qualifications.
†
In prior years, California funded child care programs with the same standards as state preschool, but because eligibility was based on parental work status and income NIEER did not count them as preschool. In 2009, California merged these child care programs into state preschool. With this policy change, preschool data from California are no longer consistent with those from previous years. Therefore, we report two figures for spending in the 2009-2010 school year. The first ($4,028) nets out the effect of the California policy change on the national average to produce a figure consistent with prior years. The second ($4,212) calculates a new national average that includes California’s consolidated preschool. Note that because California did not increase enrollment or funding, this higher figure is purely the result of program redefinition.
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NATIONAL ACCESS
Total state program enrollment, all ages ..................1,292,310 States that fund preschool ..........................................40 states Income requirement ............................32 state programs have an income requirement Hours of operation ..............................11 full-day, 12 half-day, 29 determined locally Operating schedule ......................................42 academic year, 10 determined locally Special education enrollment, ages 3 & 4....................425,388 Federal Head Start enrollment, ages 3 & 4 ..................755,0781 Total federal Head Start and ........................................953,095 Early Head Start enrollment, ages 0 to 5
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 26% 11% 86% 3% 7% 4% 3% 60%
■ State Public Pre-K ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimated number of children in special education not enrolled in state-funded pre-K or Head Start. Total enrollment in special education is higher.
State-funded Head Start enrollment, ages 3 & 4 ..........16,9132
NATIONAL QUALITY STANDARDS CHECKLIST SUMMARY
OF THE 52 STATE-FUNDED PRE-K INITIATIVES, NUMBER MEETING BENCHMARKS
POLICY
BENCHMARK
Early learning standards......................................................................Comprehensive ..........................................49 Teacher degree ..................................................................................BA ..............................................................27 Teacher specialized training................................................................Specializing in pre-K ..................................45 Assistant teacher degree....................................................................CDA or equivalent ......................................16 Teacher in-service ..............................................................................At least 15 hours/year ................................44 Maximum class size ............................................................................20 or lower..................................................46 3-year-olds 4-year-olds Staff-child ratio....................................................................................1:10 or better..............................................45 3-year-olds 4-year-olds Screening/referral ..............................................................................Vision, hearing, health; and ........................36 and support services at least 1 support service Meals ..................................................................................................At least 1/day ............................................24 Monitoring..........................................................................................Site visits ....................................................40
NATIONAL RESOURCES
Total state preschool spending ........................$5,442,597,7713 Local match required? ..................................11 state programs require a local match State Head Start spending ..................................$147,553,2674 State spending per child enrolled ..................................$4,2123 All reported spending per child enrolled*......................$4,831
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $4,831 $9,198 $12,404 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF/ARRA Spending
1
The enrollment figure for federal Head Start, ages 3 and 4, is limited to children served in the 50 states and DC, including children served in migrant and American Indian programs. The enrollment figure for total federal Head Start and Early Head Start, ages 0 to 5, includes all children served in any location, including the U.S. territories, and migrant and American Indian programs. These numbers do not include children funded by state match.
2
3
4
This figure includes 15,249 children who attended programs that were considered to be state-funded preschool initiatives. These children are also counted in the state-funded preschool enrollment total. This figure includes federal TANF and ARRA funds directed toward preschool at states’ discretion. Funding for Maine’s program is not included in this figure as the state was unable to provide this information.
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TABLE 1: STATE RANKINGS AND QUALITY CHECKLIST SUMS
STATE
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin Hawaii Idaho Indiana Mississippi Montana New Hampshire North Dakota South Dakota Utah Wyoming
Access for 4-Year-Olds Rank
33 38 34 9 23 21 29 32 2 4 22 10 18 14 13 17 12 28 25 39 35 15 37 16 26 8 19 36 1 30 24 40 11 20 7 5 27 31 3 6 No program No program No program No program No program No program No program No program No program No program
Access for 3-Year-Olds Rank
None Served None Served None Served 7 6 10 9 None Served None Served None Served 1 18 None Served 5 None Served None Served None Served 14 None Served 22 17 4 21 2 None Served 24 None Served 19 None Served 12 13 None Served 15 23 11 3 None Served 16 8 20 No program No program No program No program No program No program No program No program No program No program
Resources Rank Based on State Spending
15 3 40 11 12 36 2 7 34 20 28 31 35 30 14 37 21 24 18 5 32 39 33 1 27 26 13 23 16 4 8 9 38 17 25 22 19 6 10 29 No program No program No program No program No program No program No program No program No program No program
Resources Rank Based on All Reported Spending
21 6 40 8 18 28 2 13 37 23 33 29 38 14 20 27 3 26 22 11 35 39 36 1 32 31 10 25 9 7 16 5 34 17 30 24 15 12 4 19 No program No program No program No program No program No program No program No program No program No program
Quality Standards Checklist Sum (Maximum of 10)
10 10 3 9 4 6 6 8 3 9 9 7.7 7.2 9 8.9 6 9 6 7 9 9 6 7 8.8 8 6 10 2 9 8 5.3 10 6.2 9 4 4 7 9 8 5.1 No program No program No program No program No program No program No program No program No program No program
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(continued)
With the addition of Alaska and Rhode Island, 40 states provided pre-K through 52 programs in the 2009-2010 school year. Complete state rankings for enrollment and resources together with the number of benchmarks met for 10 quality standards are presented by state in Table 1. Results for each of these dimensions (enrollment, quality standards, and resources) are summarized in more detail in the text and tables below.
ENROLLMENT
Pre-K enrollment by state is reported in Tables 2 and 3. State-funded pre-K served 1,292,310 children in the 20092010 school year, the vast majority of them 3- and 4-year-olds and more than 1 million at age 4 alone. With a few exceptions, state-funded pre-K is essentially a program for 4-year-olds. Across the nation, states enrolled 26 percent of their children at age 4 and only 4 percent at age 3. During the 2009-2010 school year, 4-year-old enrollment increased by only 1.9 percent while access for 3-year-olds actually decreased by 3.2 percent. The picture looks somewhat better including special education enrollment, as shown in Table 4, which presents unduplicated numbers and percentages of children enrolled in state pre-K, special education, and Head Start (some children may be served under multiple auspices). Including both state pre-K and special education programs, this brings state enrollment up to 31 percent at age 4 and 8 percent at age 3. Adding in the federal government’s Head Start program provides an even broader perspective on preschool enrollment, which is nearly 40 percent at age 4 and 14 percent at age 3. As can be seen from the tables, the percentage of the population served at 3 and 4 is far from uniform across even those states with pre-K programs. Figure 1 depicts enrollment at age 4. Oklahoma retains its place as first in the nation for enrollment at age 4, while placing in the top 10 for total funding per child and quality standards. More than 75 percent of 4-year-olds in Oklahoma, Florida, and West Virginia are enrolled in public programs (including Head Start). Georgia slipped a notch from third to fourth for enrollment, as it was passed by West Virginia. Ten states still do not fund public pre-K. Noteworthy for changes in enrollment at age 4 from last year are: Ohio, which dropped from 30th to 36th in enrollment (and from 10th to 25th for total funding per child) and Illinois, which dropped from 13th to 22nd for enrollment at age 4. Relatively few states make significant efforts to serve children at age 3—leaders include Illinois, New Jersey, Vermont, Nebraska, Kentucky, and California.
FIGURE 1: PERCENT OF 4-YEAR-OLDS SERVED IN STATE PRE-K
WA MT OR ID WY IA NV UT CA CO NE MO IL KS IN KY SD ND MN WI MI PA OH WV
VT
NH ME
NY
MA RI CT NJ DE
VA NC
MD
0% of 4-year-olds served 1–10% of 4-year-olds served 11–20% of 4-year-olds served 21–30% of 4-year-olds served 31–40% of 4-year-olds served
TN AZ OK NM AR MS TX LA FL AK AL GA SC
41–50% of 4-year-olds served 51–60% of 4-year-olds served 61-71% of 4-year-olds served
HI
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One noteworthy change from last year affecting the enrollment figures is that California consolidated several child care and preschool programs into a single large preschool education program. In prior years the child care programs operated with the same standards as pre-K, but child care eligibility redetermination could have prevented children from completing a full school year. Thus, NIEER did not report this child care spending and enrollment as pre-K. The consolidation includes a rule change so that all children can now remain in the program for a full school year. As a result, all of the consolidated spending and enrollment is now reported in the Yearbook. The increase in children and funding for California over last year thus reflects a positive policy change, but not a net increase in enrollment or spending across all early childhood programs. To accurately reflect this, the 2010 Yearbook reports changes in enrollment and spending taking into account California spending and enrollment in the 2008-2009 school year for all programs now included as preschool.
QUALITY STANDARDS
By the 2009-2010 school year, it is clear that the recession has adversely affected another trend. Over the past decade, states raised quality standards. On this front, little progress was made last year despite the vast disparities remaining across the states and the substantial number with quite limited standards for the educational quality of preschool programs. Although all state programs share the goals of improving children’s learning and development, they vary considerably in the quality standards that all providers of state pre-K must meet. Although quality standards are not rigidly linked to program effectiveness, they facilitate the provision of a quality education. States should set minimum standards for preschool programs that are consistent with the features of programs that have been found to be highly effective. While standards alone do not guarantee quality, preschool programs without high standards are unlikely to uniformly provide all children with a good education. The Yearbook compares each state program’s standards against a checklist of 10 research-based quality standards benchmarks for program features likely to affect the program’s capacity to support children’s optimal learning and development. A list of the benchmarks and a summary of the supporting research can be found beginning on page 22. Figure 2 reports the number of quality standards benchmarks met by state preschool programs from the 2001-2002 school year to the 2009-2010 school year. The two states providing pre-K for the first time this year met all 10 quality standards benchmarks. However, without the impact of these two new programs, there was no change in the number of states meeting four of the benchmarks including those for teacher qualifications and training. Two other benchmarks saw a decline because of the elimination of one of Ohio’s state-funded pre-K programs. A deterioration in support for site visits resulted in fewer states meeting this benchmark. Both of these reflect the effects of cuts, one to programs and the other to infrastructure. Finally, two states improved on policies for screening and referrals, one on the provision of meals, and another on site visits.
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Twenty-five states met seven or more benchmarks in the 2009-2010 program year and most states met at least five benchmarks (see Tables 1 and 5). Alabama, Alaska, North Carolina, Rhode Island, and one Louisiana program (NSECD) met all 10 benchmarks. Twelve other states had at least one program that met nine out of 10 benchmarks—Arkansas, Georgia, Illinois, Kentucky, Louisiana LA4, Maryland, Minnesota, Missouri, New Jersey Abbott, Oklahoma, Tennessee, and Washington. At the other end of the spectrum eight programs met fewer than half of the 10 benchmarks: California, Texas, and Vermont (both EEI and Act 62) met four; Arizona, Florida, and Pennsylvania K4 & SBPK met three; and Ohio ECE met only two benchmarks. As this last group includes some of the nation’s largest states serving many children, the disparity among states is a serious concern. In addition, Texas and Pennsylvania’s K4 programs are the only programs to set no limits on maximum class sizes and staff-child ratios.
Figure 2: Number of State Pre-K Programs Meeting Benchmarks 2002–2010
50 40 30 20 10 0 Teacher has BA Specialized training in EC Assistant has CDA or higher At least 15 hours in-service training Early Learning Standards 20 22 24 26 26 26 25 27 31 30 34 36 36 40 33 34 27 27 14 16 15 16 45 45 37 41 42 44 37 27 46 47 41 49
11 11 11 10 10 11
50 40 31 32 30 20 10 0 35 37 40
43 45
46 35 38 40
43 44 45 30 30 31 32 36 21 23 22 22 23 20 21 24 33 35
38 38 40 40
30 32
23
26 27
Class size 20 or lower
Ratio 1:10 or better
Screening/referral
At least 1 meal
Site visits
■ 2001-2002
n = 42
■ 2002-2003
n = 43
■ 2004-2005
n = 47
■ 2005-2006
n = 48
■ 2006-2007
n = 49
■ 2007-2008
n = 50
■ 2008-2009
n = 51
■ 2009-2010
n = 52
RESOURCES
In the 2009-2010 school year, states spent more than $5.4 billion on pre-K. State spending ranged from less than $1 million in Arizona and Rhode Island to more than $790 million in both California and Texas. Ten states spent nothing on state pre-K. State spending per child averaged $4,028 when calculated to be consistent with prior year figures and $4,212 when calculated to fully include the newly consolidated California child care and preschool programs. The latter figure establishes a new baseline going forward as it now includes California’s full-day child care spending and enrollment that NIEER excluded from “preschool” in prior years. State spending varied from more than $8,000 per child in Alaska, Connecticut, New Jersey, and Oregon, to less than $2,000 per child in Arizona, Maine, Nebraska, and South Carolina. Further details on funding for state pre-K are reported in Tables 6 and 7. State-funded pre-K is not funded only by state government, with many states requiring or depending upon funds from local school districts, including locally directed federal funds to fully pay for pre-K. Thus, for some states funding from all sources is a better indicator of the resources actually available to support pre-K in the states. Unfortunately, not all states can report this figure accurately. As seen in Table 7 these additional funds can make a substantial difference. Total funding from all sources was at least $6.2 billion dollars, and funding per child from all sources was $4,831 (a $58 decrease from last year, adjusting for inflation).
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The 2009-2010 school year was the first tracked by NIEER in which total state funding for pre-K fell from the prior year. State spending per child decreased by $114. The decrease in inflation-adjusted spending per child was on top of another modest decrease the year before. The funding situation for pre-K may get worse even as the economy slowly recovers. Federal funds to help states weather the recession are now gone. In the 2009-2010 school year, three states (California, Florida, and Massachusetts) reported using $49,362,224 from the American Recovery and Reinvestment Act (ARRA) for pre-K. Other states may well have maintained their funding for pre-K because of ARRA funds even if they could not report specific amounts supporting pre-K. Also, state revenues recover more slowly than does the general economy. As states make their FY 2012 budget decisions, states should carefully consider their priorities and what further cuts will do to enrollment and program quality. The decline in pre-K funding is particularly concerning because our estimates suggest that many states do not spend enough to deliver a program that could meet all 10 NIEER benchmarks. These include some of the largest states with the largest programs. Funding levels in some of the states have fallen so low as to bring into question the effectiveness of their programs by any reasonable standard. State per-child spending is almost $700 below its 2001-2002 level. Moreover, the impacts of the recession have exacerbated disparities among the states. Some states have maintained or even increased spending per child enrolled despite the difficult times. Others have made deep cuts.
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EVIDENCE OF EFFECTIVENESS GROWS
The value of state pre-K depends on its educational effectiveness. A growing number of rigorous studies—including one randomized trial—find substantial positive short- and long-term effects of state pre-K on children’s learning, development, and school success. Results from nine such studies in 10 states are summarized below. This evidence adds to the much larger body of evidence on the effects of early childhood education generally.1 As state pre-K programs vary widely in their key features and funding, all states should rigorously evaluate the effectiveness of their pre-K programs on a regular basis. STATE EVALUATION
NIEER used a regression discontinuity design to evaluate the effects of state-funded pre-K programs in five states (MI, OK, NJ, SC, & WV). Programs had positive effects on learning for language, literacy and math. Results varied across states, but all states’ programs had at least some significant impacts. A study of California’s state preschool program by researchers at NIEER and UCLA found that state-funded pre-K in public schools produced large gains in language, literacy, and mathematics at kindergarten entry. An evaluation of the LA4 program using a multi-year design with four cohorts found strong gains in learning for language, literacy, and mathematics. Gains continued through at least kindergarten. The study also found substantial decreases in grade repetition and special education. The HighScope Educational Research Foundation longitudinal study of Michigan’s School Readiness Program found that it increased pass rates on that state’s literacy and mathematics tests, and decreased grade repetition at fourth and eighth grade follow-up. Multiple studies found positive effects on language, literacy, and mathematics learning. A longitudinal follow-up study found that learning gains from the Abbott Pre-K program were sustained through second grade (the most recent follow-up), and grade repetition was reduced. The effects of two years were twice as large as the effects of one year for most outcome measures. Statewide evaluations found positive effects on language, literacy, and mathematics at kindergarten entry across multiple years of the program.
Five-States2
California3
Louisiana4
Michigan5
New Jersey
6
New Mexico7
An evaluation of the More at Four (MAF) pre-K program by researchers at the University of North Carolina8 North Carolina found that MAF increased reading and mathematics achievement in third grade for children from low-income families, the primary group eligible for the program. Georgetown University studies of the pre-K program in Tulsa found positive effects on literacy and mathematics learning and on socio-emotional development for all children. Effects were somewhat larger for the most disadvantaged children, but were substantial for children from every background including children who are not economically disadvantaged. Two studies (one a randomized trial, the other a regression discontinuity study) conducted by Vanderbilt University researchers found substantial positive effects of Tennessee’s preschool program on language, literacy, and mathematics tests after one year of pre-K.
Oklahoma
9
Tennessee10
1
Camilli, G., Vargas, S., Ryan, S., & Barnett, W.S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579-620. Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27(1), 122-154. Available at: http://www.sesp.northwestern.edu/docs/publications/16129652354859671644dba.pdf Barnett, W. S., Howes, C., & Jung, K. (2008). California’s state preschool program: Quality and effects on children’s cognitive abilities at kindergarten entry. New Brunswick, NJ: National Institute for Early Education Research. Ramey, C. T., Landesman Ramsey, S., & Stokes, B. R. (2009). Research evidence about program dosage and student achievement: Effective public prekindergarten programs in Maryland and Louisiana. In R. C. Pianta & C. Howes (Eds.), The Promise of Pre-K (pp. 79-105). Baltimore, MD: Paul H. Brooks Publishing Co. Malofeeva, E., Daniel-Echol, M., & Xiang, Zongping (2007). Findings from the Michigan School Readiness Program 6 to 8 Follow-up Study. Yspsilanti, MI: HighScope Educational Research Foundation. Frede, E., Jung, K., Barnett, W. S., & Figueras, A. (2009). The APPLES Blossom: Abbott Preschool Program Longitudinal Effects Study (APPLES), Preliminary Results through 2nd Grade. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University. Available at: http://nieer.org/pdf/apples_second_grade_results.pdf Hustedt, J. T., Barnett, W. S., Jung, K., & Goetze, L.D. (2009). The New Mexico PreK Evaluation: results from the initial four years of a new state preschool initiative. Final Report. New Brunswick, NJ: National Institute for Early Education Research. Available at: http://nieer.org/pdf/new-mexico-initial-4-years.pdf Peisner-Feinberg, E.S., & Schaaf, J.M. (2010). Long-term effects of the North Carolina More at Four Pre-Kindergarten Program: Children’s reading and math skills at third grade. Chapel Hill: Frank Porter Graham Child Development Institute, University of North Carolina. Gormley, W. T., Jr., Phillips, D., & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320, 1723-1724. Available at: http://nieer.org/resources/research/Gormley062708.pdf. Gormley, W.T., Phillips, D.A., Newmark, K., Perper, K., & Adelstein, S. (2009). Social-emotional effects of early childhood education programs in Tulsa. Working Paper 15. CROCUS, Georgetown University. Lipsey, M., Farran, D., Hofer, K., Bilbrey, C., & Dong, N. (2011). The effects of the Tennessee Voluntary Pre-Kindergarten Program: Initial results. Peabody Research Institute, Vanderbilt University.
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3
4
5
6
7
8
9
10
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TABLE 2: PRE-K ACCESS BY STATE
ACCESS FOR 4-YEAR-OLDS RANK
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 No Program No Program No Program No Program No Program No Program No Program No Program No Program No Program 50 States
STATE
Oklahoma Florida West Virginia Georgia Vermont* Wisconsin* Texas New York Arkansas Iowa South Carolina Maryland Louisiana Kentucky Nebraska New Jersey Maine Kansas North Carolina Tennessee Colorado Illinois California † Pennsylvania* Michigan New Mexico Virginia Massachusetts* Connecticut Oregon Washington Delaware Alabama Arizona Missouri Ohio Nevada Alaska Minnesota* Rhode Island Hawaii Idaho Indiana Mississippi Montana New Hampshire North Dakota South Dakota Utah Wyoming
PERCENT OF CHILDREN ENROLLED IN STATE PREKINDERGARTEN (2009-2010) 3-year-olds Total (3s and 4s) 4-year-olds
70.7% 68.1% 55.3% 54.6% 52.1% 51.5% 46.8% 45.3% 41.1% 38.1% 37.9% 35.2% 32.3% 29.4% 27.4% 27.0% 25.3% 23.9% 23.9% 21.4% 20.4% 19.4% 17.1% 16.9% 16.1% 16.1% 14.3% 14.0% 12.8% 8.3% 7.4% 7.1% 6.2% 4.2% 3.9% 2.4% 2.1% 1.9% 1.4% 1.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 26.2% 0.0% 0.0% 8.6% 0.0% 17.4% 1.1% 5.2% 0.1% 8.6% 1.4% 2.8% 0.0% 0.0% 9.7% 10.6% 18.1% 0.0% 0.0% 0.0% 0.8% 6.1% 18.8% 9.6% 4.6% 0.0% 0.0% 0.0% 3.6% 7.2% 5.0% 1.8% 0.0% 0.0% 0.0% 1.6% 1.1% 1.0% 0.0% 0.9% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 4.1% 35.1% 33.7% 31.7% 27.2% 35.1% 26.1% 25.9% 22.6% 24.8% 19.4% 20.1% 17.5% 17.0% 19.5% 19.0% 22.6% 12.6% 11.8% 11.9% 10.9% 13.2% 19.1% 13.4% 10.7% 8.0% 8.1% 7.1% 8.8% 10.0% 6.6% 4.5% 3.6% 3.1% 2.1% 2.7% 1.8% 1.5% 1.0% 1.2% 0.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 15.1%
NUMBER OF CHILDREN ENROLLED IN STATE PREKINDERGARTEN (2009-2010) 4-year-olds 3-year-olds Total (3s and 4s)
37,356 155,877 11,522 81,177 3,374 36,724 192,594 107,712 16,583 15,032 22,818 26,147 20,348 16,742 7,147 29,960 3,605 9,463 31,197 17,603 14,749 34,149 92,255 24,980 19,781 4,848 14,944 10,657 5,440 4,009 6,411 843 3,870 4,319 3,035 3,535 820 200 1,053 126 0 0 0 0 0 0 0 0 0 0 1,093,005 0 0 1,823 0 1,082 780 21,578 215 3,481 583 1,745 0 0 5,557 2,803 19,875 0 0 0 649 4,448 33,302 52,172 6,816 0 0 0 2,811 3,068 2,451 1,615 0 0 0 1,296 1,666 390 0 679 0 0 0 0 0 0 0 0 0 0 0 170,885 37,356 155,877 13,345 81,177 4,456 37,504 214,172 107,927 20,064 15,615 24,563 26,147 20,348 22,299 9,950 49,835 3,605 9,463 31,197 18,252 19,197 67,451 144,427 31,796 19,781 4,848 14,944 13,468 8,508 6,460 8,026 843 3,870 4,319 4,331 5,201 1,210 200 1,732 126 0 0 0 0 0 0 0 0 0 0 1,263,8901
For details about how these figures were calculated, see the Methodology and Roadmap to the State Profile Pages sections. 1 Nationwide, an additional 28,420 children of other ages were enrolled in state prekindergarten, for a total enrollment of 1,292,310. * At least one program in these states did not break down total enrollment figures into specific numbers of 3- and 4-year-olds served. As a result, the figures in this table are estimates. † In California, the number and percent of 3- and 4-year-olds served reflects a change from prior years in the number of programs included in the California State Preschool Program.
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TABLE 3: CHANGE IN PRESCHOOL ENROLLMENT OVER TIME
STATE ENROLLMENT CHANGES FROM 2001-2002 TO 2009-2010 Change in 3-year-olds Number Percent
Alabama Alaska Arizona Arkansas California † Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts* Michigan Minnesota* Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania* Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont* Virginia Washington West Virginia Wisconsin* Wyoming 50 States † 0 0 0 2,539 NA 3,718 1,533 0 0 0 0 0 19,204 0 72 0 685 0 0 -1,408 -6,621 0 -136 0 -1,250 0 2,679 279 0 7,090 -470 -5,620 0 0 -8,048 0 1,342 6,816 0 1,395 0 -193 1,837 0 713 0 466 55 92 0 44,641 NA NA NA 269.5% NA 509.3% 99.8% NA NA NA NA NA 136.2% NA 14.1% NA 14.1% NA NA -100.0% -70.2% NA -16.7% NA -49.1% NA 2,163.7% 251.4% NA 55.5% -100.0% -96.3% NA NA -82.8% NA 121.0% NA NA 398.6% NA -22.9% 9.3% NA 193.2% NA 40.6% 3.1% 13.4% NA 43.4%
ENROLLMENT CHANGES FROM 2008-2009 TO 2009-2010 Change in 3-year-olds Number Percent
0 0 0 1,136 NA 237 -403 0 0 0 0 0 -3,913 0 88 0 -86 0 0 -903 662 0 -96 0 -202 0 2,047 156 0 914 0 -40 0 0 -6,080 0 175 -157 0 -711 0 -17 2,611 0 -38 0 -411 60 105 0 -4,866 NA NA NA 48.4% NA 5.6% -11.6% NA NA NA NA NA -10.5% NA 17.8% NA -1.5% NA NA -100.0% 30.8% NA -12.4% NA -13.5% NA 270.8% 66.7% NA 4.8% NA -15.7% NA NA -78.5% NA 7.7% -2.3% NA -28.9% NA -2.6% 13.8% NA -3.4% NA -20.3% 3.4% 15.6% NA -3.2%
Change in 4-year-olds Number Percent
3,114 200 42 14,359 NA 6,429 1,023 0 155,877 17,564 0 0 -4,753 0 13,476 7,233 3,925 12,829 2,165 7,773 1,225 -6,696 -217 0 -651 0 6,791 499 0 6,079 4,478 44,213 29,957 0 -10,350 11,477 1,420 22,430 126 7,168 0 15,845 65,011 0 2,754 9,066 1,626 6,437 23,220 0 504,455 411.9% NA 1.0% 645.6% NA 77.3% 23.2% 0.0% NA 27.6% NA NA -12.2% NA 866.1% 324.3% 30.6% 170.6% 150.3% 42.3% 13.0% -25.3% -17.1% NA -17.7% NA 1,906.6% 155.5% NA 25.5% 1,210.3% 69.6% 2,415.9% NA -74.5% 44.3% 54.8% 879.6% NA 45.8% NA 901.3% 51.0% NA 444.2% 154.2% 34.0% 126.6% 171.9% NA 89.7%
Change in 4-year-olds Number Percent
486 200 -1,128 -435 NA 735 759 0 8,115 2,867 0 0 -17,011 0 3,933 1,216 900 628 874 229 2,009 -4,310 -94 0 -35 0 5,267 -58 0 -170 103 5,685 -288 0 -8,388 1,314 117 880 126 408 0 35 11,586 0 -157 359 317 678 2,071 0 19,823 14.4% NA -20.7% -2.6% NA 5.2% 16.2% 0.0% 5.5% 3.7% NA NA -33.3% NA 35.4% 14.7% 5.7% 3.2% 32.0% 0.9% 23.2% -17.9% -8.2% NA -1.1% NA 280.2% -6.6% NA -0.6% 2.2% 5.6% -0.9% NA -70.4% 3.6% 3.0% 3.7% NA 1.8% NA 0.2% 6.4% NA -4.4% 2.5% 5.2% 6.3% 6.0% NA 1.9%
* At least one program in these states did not break down total enrollment figures into specific numbers of 3- and 4-year-olds served. As a result, the figures in this table are estimates. † In prior years, California funded their child care programs with the same standards as state preschool, but because eligibility was based on parental work status and income NIEER did not count them as preschool. In 2009 California merged these child care programs into state preschool. With this policy change, preschool data from California are no longer consistent with those from previous years. As California did not increase enrollment or funding, this program redefinition has no effect on figures in Table 3.
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TABLE 4: 2009-2010 ENROLLMENT OF 3- AND 4-YEAR-OLDS IN STATE PRE-K, PRESCHOOL SPECIAL EDUCATION, AND FEDERAL AND STATE HEAD START
Pre-K + Pre-K Special Education Number Enrolled
1,412 420 3,520 6,184 68,261 7,266 5,232 620 7,511 3,450 658 918 36,327 4,677 2,082 2,493 5,557 2,054 969 3,322 6,359 5,881 3,973 1,767 4,235 320 3,396 1,910 865 24,140 1,657 20,219 4,119 414 7,019 1,436 4,478 14,338 685 3,504 612 2,843 30,219 2,123 1,525 3,751 4,563 1,823 4,201 845 326,153
Pre-K + Pre-K Special Education + Head Start†† 3-year-olds Number Enrolled
6,734 1,299 8,456 9,847 97,168 10,359 7,854 1,299 19,575 14,359 1,465 1,656 50,112 8,671 4,480 4,840 11,541 12,372 1,843 7,725 10,506 16,027 7,342 11,619 9,741 1,817 4,799 3,030 1,368 29,892 4,521 35,460 9,657 1,379 20,293 7,780 6,741 23,403 1,190 8,958 1,895 7,183 58,225 3,370 1,862 7,885 8,231 3,953 9,667 1,324 600,774
STATE
Alabama Alaska* Arizona Arkansas California* § Colorado Connecticut Delaware† Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana* Maine* Maryland Massachusetts Michigan Minnesota† Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York* North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania* † Rhode Island South Carolina* South Dakota Tennessee Texas Utah Vermont Virginia* Washington West Virginia Wisconsin† Wyoming 50 States
3-year-olds Percent of State Population
2.3% 4.0% 3.4% 15.3% 12.6% 10.0% 12.3% 5.2% 3.2% 2.3% 3.8% 3.7% 20.5% 5.2% 5.1% 6.2% 9.7% 3.6% 6.8% 4.4% 8.2% 4.8% 5.5% 4.1% 5.3% 2.6% 12.9% 4.7% 5.5% 22.0% 5.5% 8.4% 3.1% 4.8% 4.8% 2.7% 9.1% 9.6% 5.7% 5.6% 5.3% 3.4% 7.3% 3.9% 24.5% 3.5% 5.1% 8.6% 5.8% 10.7% 7.7%
Number Enrolled
6,006 856 9,658 20,054 115,708 18,803 8,067 1,628 160,002 83,991 850 1,360 40,653 6,089 16,932 13,094 17,275 22,224 4,640 30,352 14,710 26,436 5,999 2,969 8,380 599 7,726 3,224 1,120 35,916 7,240 121,266 35,633 573 11,463 37,356 6,700 33,985 1,119 23,985 921 20,264 199,108 3,180 3,957 19,345 11,121 11,889 39,030 1,269
4-year-olds Percent of State Population
9.7% 8.3% 9.4% 49.7% 21.5% 26.0% 18.9% 13.8% 69.9% 56.5% 5.1% 5.6% 23.0% 7.0% 42.9% 33.1% 30.4% 35.2% 42.4% 40.8% 19.3% 21.5% 8.5% 6.9% 10.7% 5.0% 29.6% 8.1% 7.1% 32.3% 24.0% 51.0% 27.3% 7.1% 7.9% 70.7% 13.8% 23.0% 9.6% 39.8% 8.0% 24.6% 48.4% 6.1% 61.1% 18.5% 12.8% 57.1% 54.8% 16.7% 30.5%
4-year-olds Number Enrolled
14,696 2,037 20,795 24,199 168,949 23,124 11,183 2,181 178,285 93,212 2,424 3,562 57,920 12,942 20,145 16,087 25,691 30,135 6,051 34,361 19,743 44,085 11,061 15,776 15,851 2,624 9,960 4,536 1,812 43,108 11,282 141,413 45,367 1,899 28,813 45,325 10,307 47,284 2,201 29,232 2,815 29,052 233,343 6,650 4,457 25,859 17,665 16,412 44,527 1,976 1,622,414
Percent of State Population
10.8% 12.4% 8.2% 24.5% 17.9% 14.3% 18.4% 10.9% 8.5% 9.6% 8.4% 6.7% 28.5% 9.7% 10.9% 12.0% 20.1% 21.9% 12.4% 10.5% 13.6% 13.0% 10.2% 26.9% 12.5% 14.9% 18.2% 7.4% 8.8% 27.5% 15.1% 14.8% 7.3% 16.1% 13.7% 14.4% 13.7% 15.6% 9.9% 14.5% 16.5% 8.5% 14.0% 6.5% 29.4% 7.5% 9.5% 18.6% 13.4% 16.4% 14.2%
Percent of State Population
23.7% 19.9% 20.2% 60.0% 31.4% 32.0% 26.2% 18.4% 77.8% 62.7% 14.5% 14.7% 32.8% 14.8% 51.1% 40.7% 45.5% 47.8% 42.4% 46.2% 25.9% 35.4% 15.4% 36.8% 20.2% 22.1% 38.2% 11.4% 11.4% 38.8% 37.4% 59.4% 34.8% 23.7% 19.4% 85.8% 21.3% 32.0% 18.9% 48.6% 24.5% 35.3% 56.7% 12.8% 68.8% 24.4% 20.3% 78.4% 62.5% 26.0% 39.8%
1,274,725
* These states serve special education children in their state pre-K programs but were not able to provide an unduplicated count for at least one of their programs. Estimations were used based on the average percent of special education students in state pre-K and enrollment numbers for each program. † These states serve special education children in their state-funded Head Start pre-K programs but were not able to provide an unduplicated count for the Head Start program. Estimations were used based on the percent of children with IEPs as reported by the PIR. †† This figure includes federally funded and state-funded Head Start enrollment. § In California, the number and percent of 3- and 4-year-olds served reflects a change from prior years in the number of programs included in the California State Preschool Program. For details about how these figures were calculated, see the Methodology and the Roadmap to the State Profile Pages sections.
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TABLE 5: 2009-2010 STATE PRE-K QUALITY STANDARDS
Assistant Specialized teacher Comprehensive has CDA early learning Teacher training has BA in pre-K or equiv. standards
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 49 27 ✔ ✔ ✔ ✔ ✔ ✔ ✔ 45 16 ✔ ✔ ✔ ✔ ✔ ✔ 44 ✔ 46 ✔ 45 ✔ 36 ✔ 24 40 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
STATE
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa (Shared Visions) Iowa (SVPP) Kansas (At-Risk) Kansas (Pre-K Pilot) Kentucky Louisiana (8g) Louisiana (LA4) Louisiana (NSECD) Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey (Abbott) New Jersey (ECPA) New Jersey (ELLI) New Mexico New York North Carolina Ohio (ECE) Oklahoma Oregon Pennsylvania (EABG) Pennsylvania (HSSAP)
At least 15 hrs/yr in-service
✔ ✔
Class size 20 or lower
✔ ✔ ✔ ✔
Vision, Staffhearing, child health, and ratio 1:10 one support At least or better service one meal
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Site visits
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Quality Standards Checklist Sum 2009-2010
10 10 3 9 4 6 6 8 3 9 9 6 8 7 8 9 8 9 10 6 9 6 7 9 9 6 7 9 8 8 8 6 10 2 9 8 6 8 3 6 10 6 7 9 4 4 4 7 9 8 5 7
Pennsylvania (K4 & SBPK) Pennsylvania (Pre-K Counts) Rhode Island South Carolina (4K) South Carolina (CDEPP) Tennessee Texas Vermont (Act 62) Vermont (EEI) Virginia Washington West Virginia Wisconsin (4K) Wisconsin (HdSt) Totals
Note: Hawaii, Idaho, Indiana, Mississippi, Montana, New Hampshire, North Dakota, South Dakota, Utah, and Wyoming are not included in this table because they do not fund state prekindergarten initiatives. Check marks in pink show new policy changes effective with the 2009-2010 school year. For more details about quality standards and benchmarks, see the Roadmap to the State Profile Pages sections.
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TABLE 6: PRE-K RESOURCES PER CHILD ENROLLED BY STATE
Change in state per-child spending from 2008-2009 to 2009-2010 Adjusted dollars
$362 $1,145 NA $407 $157 -$79 -$7 $207 NA $251 -$13 $1,725 -$180 -$600 -$595 $389 -$79 $115 $194 -$31 $347 $509 -$3,009 -$2,105 -$108 -$168 $54 -$70 $109 -$398 $24 $168 -$266 $63 -$538 $82 $279 -$188 -$1,662 -$2,135 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 -$114
STATE
New Jersey Connecticut Alaska Oregon Minnesota Washington Delaware Pennsylvania Rhode Island West Virginia Arkansas California* North Carolina Louisiana Alabama Oklahoma Tennessee Michigan Virginia Georgia Maryland Vermont Ohio Massachusetts* Texas New York New Mexico Illinois Wisconsin Kentucky Iowa Missouri Nevada Florida* Kansas Colorado Maine South Carolina Nebraska Arizona Hawaii Idaho Indiana Mississippi Montana New Hampshire North Dakota South Dakota Utah Wyoming 50 States † §
Resources rank based on state spending
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 No Program No Program No Program No Program No Program No Program No Program No Program No Program No Program
State $ per child enrolled in pre-K
$11,578 $9,297 $8,500 $8,435 $7,301 $6,817 $6,795 $5,924 $5,556 $5,521 $5,414 $5,410 $5,239 $4,706 $4,544 $4,477 $4,445 $4,405 $4,221 $4,206 $4,116 $3,980 $3,902 $3,895 $3,686 $3,503 $3,412 $3,371 $3,282 $3,103 $3,092 $3,051 $2,710 $2,514 $2,490 $2,321 $1,787 $1,446 $1,163 $115 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,028/ $4,212
Total state preschool spending in 2009-2010
$576,996,173 $83,301,663 $1,700,000 $54,897,578 $13,682,074 $54,716,348 $5,727,800 $189,808,021 $700,000 $76,617,241 $111,000,000 $796,320,978 $163,451,644 $95,757,442 $17,585,880 $167,245,396 $81,657,785 $87,128,000 $63,078,873 $341,470,922 $107,619,200 $17,790,714 $22,243,792 $52,462,817 $791,378,304 $378,107,213 $16,542,407 $295,267,954 $128,960,062 $69,187,530 $48,634,416 $13,215,441 $3,338,875 $391,819,943 $23,564,928 $45,246,206 $6,443,614 $35,513,846 $11,922,004 $494,687 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,442,597,771
Resources rank based on all reported spending
1 2 6 7 11 12 13 16 5 4 8 18 10 20 21 9 17 22 15 23 3 24 25 26 30 31 32 33 19 14 29 35 36 37 38 28 27 34 39 40 No Program No Program No Program No Program No Program No Program No Program No Program No Program No Program
All reported $ per child enrolled in pre-K
$11,578 $10,441 $8,500 $8,435 $7,301 $6,817 $6,795 $5,924 $9,127 $9,413 $8,388 $5,571 $7,824 $4,804 $4,544 $7,855 $5,688 $4,405 $6,288 $4,212 $9,645 $3,980 $3,902 $3,895 $3,686 $3,503 $3,412 $3,371 $5,038 $6,290 $3,749 $3,051 $2,710 $2,514 $2,490 $3,757 $3,835 $3,244 $2,070 $1,093 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,653/ $4,831
* In the 2009-2010 school year, California, Florida, and Massachusetts reported using funding from the American Recovery and Reinvestment Act (ARRA) for state-funded pre-K. This funding is included in the state funding amounts reported. † In prior years, California funded child care programs with the same standards as state preschool, but because eligibility was based on parental work status and income NIEER did not count them as preschool. In 2009, California merged these child care programs into state preschool. With this policy change, preschool data from California are no longer consistent with those from previous years. Therefore, we report two figures for spending in the 2009-2010 school year. The first ($4,028) nets out the effect of the California policy change on the national average to produce a figure consistent with prior years. The second ($4,212) calculates a new national average that includes California’s consolidated preschool. Note that because California did not increase enrollment or funding, this higher figure is purely the result of program redefinition. § If funding for child care programs in California had been included in the state spending amounts reported for the 2008-2009 school year, spending would have totaled $5,471,882,596 nationwide. If these additional funds had been included for the 2008-2009 school year, there would still be a decrease of approximately $30 million in total state spending across the country. The first figure for per-child spending is calculated without the California increase while the second figure includes this increase. For details about how these figures were calculated, see the Methodology and Roadmap to the State Profile Pages sections.
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TABLE 7: RANKINGS OF ALL REPORTED RESOURCES PER CHILD ENROLLED
Estimate of funding per-child needed to meet NIEER benchmarks †
$8,882* $8,300* $6,980* $6,331* $8,328 $4,274 $4,114 $6,784 $5,583* $7,780 $4,352 $4,907 $4,579 $4,425* $8,800* $6,999* $7,576 $6,362* $4,273 $7,147 $7,222 $5,503* $8,093 $3,849* $4,312 $8,859* $3,759 $4,319 $4,093* $5,697* $6,016* $3,949 $4,647 $4,769* $6,477* $4,479 $4,358* $3,809 $3,808 $4,438* $4,265 $3,625 $3,999 $3,740 $3,331 $4,190 $3,610 $3,424 $4,125 $3,645
Resources rank based on all reported spending
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 No Program No Program No Program No Program No Program No Program No Program No Program No Program No Program
†
State
New Jersey Connecticut Maryland West Virginia Rhode Island Alaska Oregon Arkansas Oklahoma North Carolina Minnesota Washington Delaware Kentucky Virginia Pennsylvania Tennessee California Wisconsin Louisiana Alabama Michigan Georgia Vermont Ohio Massachusetts Maine Colorado Iowa Texas New York New Mexico Illinois South Carolina Missouri Nevada Florida Kansas Nebraska Arizona Hawaii Idaho Indiana Mississippi Montana New Hampshire North Dakota South Dakota Utah Wyoming
All reported $ per child enrolled in pre-K
$11,578 $10,441 $9,645 $9,413 $9,127 $8,500 $8,435 $8,388 $7,853 $7,824 $7,301 $6,817 $6,795 $6,290 $6,288 $5,924 $5,688 $5,571 $5,038 $4,804 $4,544 $4,405 $4,212 $3,980 $3,902 $3,895 $3,835 $3,757 $3,749 $3,686 $3,503 $3,412 $3,371 $3,244 $3,051 $2,710 $2,514 $2,490 $2,070 $1,093 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Is the reported funding sufficient to meet the NIEER benchmarks?
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No Yes No No No No Yes No No Yes No No No No No No No No No No No No No No No No No No No No No No No
Additional per-child funding needed
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,512 $1,075 $1,888 $791 $0 $2,343 $2,678 $1,098 $3,881 $0 $410 $4,964 $0 $562 $344 $2,011 $2,513 $537 $1,276 $1,525 $3,426 $1,769 $1,844 $1,319 $1,738 $3,345 $4,265 $3,625 $3,999 $3,740 $3,331 $4,190 $3,610 $3,424 $4,125 $3,645
Quality benchmark total
8.8 6 9 8 10 10 8 9 9 10 9 9 8 9 7 5.3 9 4 5.1 8.9 10 7 9 4 2 6 6 6 7.7 4 6 8 9 6.2 9 7 3 7.2 6 3 NA NA NA NA NA NA NA NA NA NA
For each state, a full-day, half-day, or weighted estimate of per-child spending was used, and we estimated funding needed to meet the 10 NIEER benchmarks based on the percent of children served in each type of operating schedule. State estimates were constructed from a national estimate adjusted for state cost of education differences. The national estimate was obtained from Gault, B., Mitchell, A., & Williams, E. (2008). Meaningful investments in pre-K: Estimating the per-child costs of quality programs. Washington, DC: Institute for Women’s Policy Research. The state cost index was obtained from: Taylor, L. & Fowler, W. (2006). A comparable wage approach to geographic cost adjustment. Washington DC: IES, U.S. Department of Education. * This state serves preschoolers in full- and half-day programs and therefore a weighted estimate of per-child spending was calculated. For details about how these figures were calculated, see the Methodology and Roadmap to the State Profile Pages sections.
17
18
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WHAT QUALIFIES AS A STATE PRESCHOOL PROGRAM?
NIEER’s State Preschool Yearbook series focuses on state-funded preschool education initiatives meeting the following criteria: • The initiative is funded, controlled, and directed by the state. • The initiative serves children of preschool age, usually 3 and/or 4. Although initiatives in some states serve broader age ranges, programs that serve only infants and toddlers are excluded. • Early childhood education is the primary focus of the initiative. This does not exclude programs that offer parent education but does exclude programs that mainly focus on parent education. Programs that focus on parent work status or programs where child eligibility is tied to work status are also excluded. • The initiative offers a group learning experience to children at least two days per week. • State-funded preschool education initiatives must be distinct from the state’s system for subsidized child care. However, preschool initiatives may be coordinated and integrated with the subsidy system for child care. • The initiative is not primarily designed to serve children with disabilities, but services may be offered to children with disabilities. • State supplements to the federal Head Start program are considered to constitute de facto state preschool programs if they substantially expand the number of children served, and if the state assumes some administrative responsibility for the program. State supplements to fund quality improvements, extended days, or other program enhancements or to fund expanded enrollment only minimally are not considered equivalent to a state preschool program.
While ideally this report would identify all preschool education funding streams at the federal, state, and local levels, there are a number of limitations on the data that make this extremely difficult to do. For example, preschool is only one of several types of education programs toward which local districts can target their Title I funds. Many states do not track how Title I funds are used at the local level and therefore do not know the extent to which they are spent on preschool education. Another challenge involves tracking total state spending for child care, using a variety of available sources, such as CCDF dollars, TANF funds, and any state funding above and beyond the required matches for federal funds. Although some of these child care funds may be used for high-quality, educational, center-based programs for 3- and 4-year-olds that closely resemble programs supported by state-funded preschool education initiatives, it is nearly impossible to determine what proportion of the child care funds are spent this way.
AGE GROUPINGS USED IN THIS REPORT Children considered to be 3 years old during the 2009-2010 school year are those who are eligible to enter kindergarten two years later, during the 2011-2012 school year. Children considered to be 4 years old during the 2009-2010 school year were eligible to enter kindergarten one year later, during the 2010-2011 school year. Children considered to be 5 year olds during the 2009-2010 school year were already eligible for kindergarten at the beginning of the 2009-2010 school year.
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How to interpret data on the individual state profiles
For each state with a prekindergarten initiative, we include one page with a description of the state’s program followed by a page with data on the program’s key features, focusing on access, quality, and resources. The first page for each state begins with two sets of bar graphs. The first shows percentages of the state’s 3-year-olds and 4-year-olds enrolled in the state pre-K program. The second set shows the state’s spending per child enrolled in the state preschool initiative. Both sets of bar graphs depict changes in state preschool over time, from fiscal year 2002 (which corresponds to the 2001-2002 school year) through fiscal year 2010 (which corresponds to the 2009-2010 school year). Most of the data used for comparison purposes come from NIEER’s previous Yearbooks, although spending figures are adjusted for inflation and represent 2010 dollars. In addition, there are some exceptions in cases where states revised data or reported data differently. In such cases, we adjusted data to ensure comparability across program years. For the 2009-2010 school year, the state per-child spending bar graph also includes funding from the American Recovery and Reinvestment Act (ARRA) for three states—California, Florida, and Massachusetts—that received funds and were able to report the amount. Following the bar graphs is a brief narrative providing information on the main features of the state’s initiative(s). This includes details such as the initiative’s history, the types of settings in which state-funded preschool can be offered, and enrollment eligibility criteria. In many cases, the narrative also describes unique or particularly interesting aspects of the state initiatives that may not be highlighted elsewhere in the report, as well as relevant new developments in the 2009-2010 school year and expected changes for the 2010-2011 school year. For the 2009-2010 school year, states were asked about evaluations that were conducted on their pre-K programs. For states that conducted evaluations, it is briefly described in the narrative with more detailed information provided in Appendix A. Some descriptive information in the narratives was originally based on information found in the reports Seeds of Success from the Children’s Defense Fund and Quality Counts 2002 from Education Week. For the 40 states with preschool programs, the bottom of the first page of each state profile presents four numbers showing the state’s ranking on the following measures: • The percentage of the state’s 4-year-old population enrolled in the state’s preschool program (Access Rankings – 4-Year-Olds); • The percentage of the state’s 3-year-old population enrolled in the state’s preschool program (Access Rankings – 3-Year-Olds); • State expenditures per child enrolled in the program (Resources Rankings – State Spending); • All reported expenditures per child enrolled in the program, including local and federal spending as well as state spending (Resources Rankings – All Reported Spending). The All Reported Spending ranking provides a more complete picture of pre-K spending in states using local and federal funding sources than the State Spending ranking alone. However, because states vary in their ability to report spending from these other sources, this ranking is imperfect and sometimes underestimates total spending. Iowa, Kansas, Louisiana, New Jersey, Pennsylvania, South Carolina, Vermont, and Wisconsin each have more than one distinct preschool education initiative, therefore information is presented slightly differently for these states and is explained on their individual profiles. For the 2009-2010 school year, data were included on the Public Charter School Pre-K Program in the District of Columbia. However, this program is profiled separately from the District’s other preschool initiative as it has different standards and requirements. Therefore information is presented similarly to states that have more than one prekindergarten initiative. While its profile contains the same elements of a state profile page, the District of Columbia does not receive any rankings as one district is not comparable to an entire state.
20
State profile pages are also given for the 10 states that did not fund preschool education initiatives in the 20092010 school year. For most of these states, the space for the narrative of the state’s initiative is left blank, and the table of quality standards is omitted for all 10 states. However, these profiles report enrollment data for special education and federally funded Head Start. In addition, data on per-child spending for K–12 education and federal Head Start are included. When applicable, state-funded Head Start spending and enrollment are also provided for no-program states. The following sections provide an overview of information contained in the data tables on the state profile pages and explain why these elements are important. Data in the tables are for the 2009-2010 program year except where noted.
ACCESS
The Access data table begins with total state program enrollment, which is the number of children enrolled at a specific point in time. Following that is the percentage of school districts (or in some cases counties, communities, or parishes) providing state-funded prekindergarten programs. This information shows the extent of the initiative’s geographic coverage. Next, the table shows what, if any, income requirement is used in determining eligibility for the program. Data on the hours of operation (hours per day and days per week) and operating schedule (academic or calendar year) are shown as additional measures of access because working parents may find it difficult to get their children to and from programs that operate only a few hours a day. The amount of time children participate in a preschool program also matters for other reasons, such as influencing the program’s effects on children’s development and learning. The Access data table also shows enrollment of 3- and 4-year-old children in two federally funded programs besides the state prekindergarten initiative: preschool special education and Head Start. The Head Start enrollment total includes children in the American Indian/Alaskan Native and migrant regions. The final item in the table reports how many children ages 3 and 4 are participating in Head Start through state supplemental funds. Two Access pie charts illustrate the percentages of the state’s 3- and 4-year-olds enrolled in the state-funded preschool initiative(s), special education, and Head Start. The remaining children are categorized as enrolled in “Other/None.” These children may be enrolled in another type of private or publicly funded program (e.g., state-subsidized child care) or may not be attending a center-based program at all. For the 2010 Yearbook, we calculated an unduplicated count for special education enrollment in order to more accurately represent the number of children served in the state. The special education percentage in the pie chart represents children who are in special education but not enrolled in Head Start or state preschool programs. The Head Start percentage also includes any children supported by state contributions to the federal Head Start program.
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QUALITY STANDARDS CHECKLIST
State policies in 10 critical areas related to quality are shown in the Quality Standards Checklist table. For each area, states receive a checkmark when their policy meets or exceeds the related benchmark standard. On the right side of the page, a box displays the total number of benchmarks met by the state. The Quality Standards Checklist represents a set of minimum criteria needed to ensure the effectiveness of preschool education programs, especially when serving children at risk for school failure. However, the checklist is not intended as an exhaustive inventory of all the features of a high-quality program, although each of these standards is essential. While meeting all 10 standards does not necessarily guarantee that a program is of high quality, no state’s prekindergarten policies should be considered satisfactory unless all 10 benchmarks are met. The limitations of research are such that judgment inevitably plays a role in setting specific benchmarks based on evidence. Studies find that the potential benefits from strong preschool education programs are such that the monetary investment in pre-K is returned seven to 17 times.1 Therefore, we gave more weight to the risk of losing substantial benefits by setting benefits too low than to the risk of raising costs by setting benchmarks too high. Costs of many preschool programs are currently quite low; thus, benchmarks steer closer to the characteristics of programs demonstrated to produce reasonably large educational benefits for children in randomized trials and the strongest quasi-experimental studies (e.g., High/Scope Perry Preschool and Chicago Child-Parent Centers) and farther from the characteristics of programs found in rigorous studies to have weak effects.2 Of the 10 standards we use to gauge the quality of state-funded preschool programs, four involve teacher credentials and training. State preschool policies are evaluated based on whether programs require teachers to have a bachelor’s degree;3 whether they require teachers to have specialization in preschool education;3 whether they require assistant teachers to have at least a Child Development Associate (CDA) or equivalent credential;4 and whether they require teachers to have at least 15 hours of annual in-service training.5 Teacher qualifications receive this emphasis in our checklist because research shows this area to be crucial in determining program quality. Better education and training for teachers can improve the interaction between children and teachers, which in turn affects children’s learning. Class size and staff-child ratios are also emphasized in the Quality Standards Checklist, with the expectation that states will limit class sizes to 20 children at the most6 and have no more than 10 children per teacher.7 With smaller classes and fewer children per teacher, children have greater opportunities for interaction with adults and can receive more individualized attention, resulting in a higher quality program.
1
Reynolds, A., Temple, J., Robertson, D., & Mann, E. (2002). Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. Education Evaluation and Policy Analysis, 24, 267-303. Belfield, C., Nores, M., Barnett, S., & Schweinhart, L. (2006). The High/Scope Perry Preschool Program: Cost-benefit analysis using data from the age-40 follow-up. Journal of Human Resources, 41(1), 162-190. Temple, J., & Reynolds, A. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26, 126-144. Barnett, W.S., & Belfield, C. (2006). Early childhood development and social mobility. Future of Children, 16(2), 73-98. Based on a review of the evidence, a committee of the National Research Council recommended that preschool teachers have a BA with specialization in early childhood education. Bowman, B.T., Donovan, M.S., & Burns, M.S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Burchinal, M.R., Cryer, D., Clifford, R.M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6, 2-11. Barnett, W.S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. Preschool Policy Matters, 2. New Brunswick, NJ: National Institute for Early Education Research. Whitebook, M., Howes, C., & Phillips, D. (1989). Who cares? Child care teachers and the quality of care in America (Final report on the National Child Care Staffing Study). Oakland, CA: Child Care Employee Project. Preschool classrooms typically are taught by a team of a teacher and an assistant. Research focusing specifically on the qualifications of assistant teachers is rare, but the available evidence points to a relationship between assistant teacher qualifications and teaching quality. There is much evidence on the educational importance of the qualifications of teaching staff generally. Bowman, Donovan, & Burns (2001). Burchinal, Cryer, Clifford, & Howes (2002). Barnett (2003). Whitebook, Howes, & Phillips (1989). The CDA has been recommended to prepare assistant teachers who are beginning a career path to become teachers rather than permanent assistants. Kagan, S.L., & Cohen, N.E. (1997). Not by chance: Creating an early care and education system for America’s children [Abridged report]. New Haven, CT: Bush Center in Child Development and Social Policy, Yale University. Good teachers are actively engaged in their continuing professional development. Bowman, Donovan, & Burns (2001). Frede, E.C. (1998). Preschool program quality in programs for children in poverty. In W.S. Barnett & S.S. Boocock (Eds.). (1998). Early care and education for children in poverty: Promises, programs, and long-term results (pp. 77-98). Albany, NY: SUNY Press. Whitebook, Howes, & Phillips (1989) found that teachers receiving more than 15 hours of training were more appropriate, positive, and engaged with children in their teaching practices. The importance of class size has been demonstrated for both preschool and kindergarten. A class size of 20 children is larger than the class size shown in many programs to produce large gains for disadvantaged children. Barnett, W.S. (1998). Long-term effects on cognitive development and school success. In W.S. Barnett & S.S. Boocock (Eds.). (1998). Early care and education for children in poverty: Promises, programs, and long-term results (pp. 11-44). Albany, NY: SUNY Press. Bowman, Donovan, & Burns (2001). Finn, J.D. (2002). Class-size reduction in grades K-3. In A. Molnar (Ed.). (2002). School reform proposals: The research evidence (pp. 27-48). Greenwich, CT: Information Age Publishing. Frede (1998). NICHD Early Child Care Research Network (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077. National Association for the Education of Young Children (2005). NAEYC early childhood program standards and accreditation criteria. Washington, DC: Author. A large literature establishes linkages between staff-child ratio, program quality, and child outcomes. A ratio of 1:10 is smaller than in programs that have demonstrated large gains for disadvantaged children and is the lowest (fewest number of teachers per child) generally accepted by professional opinion. Barnett (1998). Bowman, Donovan, & Burns (2001). Frede (1998). NICHD Early Child Care Research Network (1999). National Association for the Education of Young Children (2005).
2
3
4
5
6
7
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Early learning standards are also critical to quality8 as they offer programs guidance and ensure that they cover the full range of areas essential to children’s learning and development. States should have comprehensive early learning standards covering all areas identified as fundamental by the National Education Goals Panel9— children’s physical well-being and motor development, social/emotional development, approaches toward learning, language development, and cognition and general knowledge. These standards should be state requirements or actively promoted for use in state-funded preschool education classrooms and should be specifically tailored to the learning of preschool-age children so that it is appropriate for their level of development. The Quality Standards Checklist also addresses the comprehensive services that preschool education programs should be expected to offer. Programs should provide at least one meal;10 vision, hearing, and health screenings and referrals;11 and additional parent involvement opportunities, such as parent conferences, or support services, such as parent education.12 These items are included because children’s overall wellbeing and success in school involves not only their cognitive development but also their physical and social/emotional health. For the 2010 Yearbook, the benchmark for vision, hearing, and health screenings and referrals was modified slightly. State policies that include one of a number of criteria (height/weight/ BMI, blood pressure, immunizations, psychosocial/behavioral, and full physical exam) are given credit as requiring health screenings and referrals, as opposed to the past when states were not asked to report the specific components making up health screening and referrals. It is important to note that the Quality Standards Checklist focuses on state preschool policy requirements rather than actual practice. A state with good policies may have some programs that fail to comply with these policies; conversely, a state with weak policies may have many programs that exceed state minimum standards. While evaluating implementation of standards is outside the scope of this report, the checklist does include an indicator of whether states are taking steps to monitor programs’ implementation of the quality standards. Policies requiring strong state quality standards are essential, but it is also necessary to have a means of ascertaining that individual pre-K programs meet those standards.13 Through the examination of program practices, monitoring helps to enforce the standards and ensure high-quality education in state-funded preschool programs.
8
Current practice too frequently underestimates children’s capabilities to learn during the preschool years. Clear and appropriate expectations for learning and development across all domains are essential to an educationally effective preschool program. Bowman, Donovan, & Burns (2001). Frede (1998). Kendall, J.S. (2003). Setting standards in early childhood education. Educational Leadership, 60(7), 64-68. National Education Goals Panel (1991). The Goal 1 Technical Planning Subgroup report on school readiness. Washington, DC: Author. nutrition contributes to healthy brain development and children’s learning. Shonkoff, J.P., & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. some children, preschool provides the first opportunity to detect vision, hearing, and health problems that may impair a child’s learning and development. This opportunity should not be missed. Meisels, S.J., & Atkins-Burnett, S. (2000). The elements of early childhood assessment. In J.P. Shonkoff & S.J. Meisels (Eds.). (2000). Handbook of early childhood intervention (pp. 231-257). New York: Cambridge University Press.
9
10 Good 11 For
12 Families
are the primary source of support for child development, and the most effective programs have partnered with parents. Bowman, Donovan, & Burns (2001). Frede (1998). of program quality and external accountability for pre-K are essential components of program standards. Bowman, Donovan, & Burns (2001).
13 Monitoring
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RESOURCES
The table in the Resources section provides the following information: total state spending for the state preschool initiative; whether a local match is required; amount of state Head Start spending (if applicable); state spending per child enrolled in the program; and all reported (local, state, and federal) spending per child enrolled in the program. These measures show various views of the resources allocated to prekindergarten, which allows for a more complete picture of a state’s commitment to preschool education. For example, a state’s total spending may appear low, but may prove to be high relative to the number of children enrolled. On the other hand, a state with a high total funding level may have a low per-pupil spending level if it enrolls a large number of children. In some states, local communities contribute substantial additional funds to state preschool. In such cases, the figure that includes all reported spending is the best gauge of the level of available resources, to the extent that information about local and locally allocated federal spending is available. The bar chart in the Resources section compares preschool per-child spending to federal Head Start and K–12 perchild spending. Different colors indicate the different funding sources (local, state, and federal). Separate colors are used to indicate any TANF and/or ARRA funds that a state directs toward its preschool education initiative. While TANF and ARRA funds are federal dollars, it is the state’s decision to devote these funds to preschool education as opposed to other purposes. Data on the amounts of local and federal prekindergarten funds are included in the bar chart when available.
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ACCESS
Total state program enrollment ..........................................................................................Number of children in state pre-K program School districts that offer state program ............................................Percentage of school districts in state where program is offered (may include programs not provided by district itself) Income requirement ................................................................................................................Maximum family income for participants Hours of operation ..............................................................................................Hours per day and days per week programs operate Operating schedule ............................................................................Annual schedule of operation (academic year or calendar year) Special education enrollment ................................................Number of 3- and 4-year-olds served by the Preschool Grants Program of the Individuals with Disabilities Education Act Federally funded Head Start enrollment ................................................................................Number of slots for 3- and 4-year-olds in Head Start funded with federal money State-funded Head Start enrollment ......................................................................................Number of slots for 3- and 4-year-olds in Head Start funded with state money
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
Early learning standards........................................................National Education Goals Panel content areas covered by state learning standards for preschool-age children must be comprehensive Teacher degree ....................................................................................................................Lead teacher must have a BA, at minimum Teacher specialized training ......................................................................Lead teacher must have specialized training in a pre-K area Assistant teacher degree ......................................................................Assistant teacher must have a CDA or equivalent, at minimum Teacher in-service ...........................................................................................Teacher must receive at least 15 hours/year of in-service professional development and training Maximum class size ..........................................................................Maximum number of children per classroom must be 20 or fewer 3-year-olds 4-year-olds Staff-child ratio................................................................................................Lowest acceptable ratio of staff to children in classroom 3-year-olds (e.g., maximum number of students per teacher) must be 1:10 or better 4-year-olds Screening/referral and support services ............................Screenings and referrals for vision, hearing, and health* must be required; at least one additional support service must be provided to families Meals.......................................................................................................................................At least one meal must be required daily Monitoring ...................................................Site visits must be used to demonstrate ongoing adherence to state program standards
RESOURCES
Total state pre-K spending ............................................................................................Total state funds spent on state pre-K program Local match required? ........................................................................Whether state requires local providers to match state monetary contributions to program and amount of any required match State Head Start spending (when applicable) ............................................Total state funds spent to supplement Head Start program State spending per child enrolled ............................................Amount of state funds spent per child participating in pre-K program All reported spending per child enrolled ......................Amount of all reported funds spent per child participating in pre-K program
*
Required health screenings and referrals must include at least one of the following: height/weight/BMI, blood pressure, immunizations, psychosocial/behavioral, or full physical exam.
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GLOSSARY OF ABBREVIATIONS
AA ACF AEPS(i) ARRA ASQ(SE) AYP B– BA BMI BRI BS CACFP CBO CC CCDF CD CDA CEU CLASS COR DIAL DIBELS DOE DRA DSC EC ECE ECERS(-R) ECSE ECHOS Ed.D Ed.S EE ELAS ELL ELLCO ELS EOWPVT Associate of Arts Administration for Children and Families Assessment, Evaluation, and Programming System for Infants and Children (interactive) American Recovery and Reinvestment Act Ages and Stages Questionnaires (Social-Emotional) Adequate Yearly Progress (No Child Left Behind) Denotes that the age range covered by a teaching license begins at birth (e.g., B–4 = birth–grade 4) Bachelor of Arts Body Mass Index Basic Reading Inventory Bachelor of Science Child and Adult Care Food Program Community-Based Organization Child Care Child Care and Development Fund Child Development Child Development Associate credential Continuing Education Unit Classroom Assessment Scoring System HighScope Child Observation Record Developmental Indicators for the Assessment of Learning Dynamic Indicators of Basic Early Literacy Skills Department of Education Developmental Reading Assessment Developing Skills Checklist Early Childhood Early Childhood Education Early Childhood Environment Rating Scale (-Revised) Early Childhood Special Education Early Childhood Observation System Doctor of Education Degree Educational Specialist Degree Elementary Education Early Learning Assessment System English Language Learner Early Language and Literacy Classroom Observation Early Learning Standards Expressive One-Word Picture Vocabulary Test USDA PIR PPVT Pre-K QRIS SMI SpEd TANF T.E.A.C.H. NA NAEYC NCLB NEGP EPSDT ESL EVT FPL FTE FY GED GGG HdSt HSD IDEA IEP IFSP K LEA LELA MA MOE N– Early Periodic Screening, Diagnosis, and Treatment English as a Second Language Expressive Vocabulary Test Federal Poverty Level Full-time Equivalent Fiscal Year General Equivalency Diploma Get It, Got It, Go Head Start High School Diploma Individuals with Disabilities Education Act Individualized Education Plan Individualized Family Service Plan Kindergarten Local Education Agency Language and Emerging Literacy Assessment Master of Arts Maintenance of Effort Denotes that the age range covered by a teaching license begins at nursery (e.g., N–4 = nursery–grade 4) Not Applicable National Association for the Education of Young Children No Child Left Behind National Education Goals Panel
NSBP/NSLP National School Breakfast/Lunch Program NSLP PALS PAT P– National School Lunch Program Phonological Awareness Literacy Screening Phonological Awareness Test Denotes that the age range covered by a teaching license begins at preschool (e.g., P–4 = preschool– grade 4) Program Information Report (Head Start) Peabody Picture Vocabulary Test Prekindergarten Quality Rating and Improvement System State Median Income Special Education Temporary Assistance to Needy Families Teacher Education and Compensation Helps (T.E.A.C.H. Early Childhood® Project) United States Department of Agriculture
26
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,557 $4,574
$5,054
$4,850
$4,529
$4,124
$4,828
$5,139
$4,544
1%
2%
2%
2%
2%
2%
4%
6%
6%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 2000, Alabama began providing state-funded preschool for 4-year-olds through the Alabama PreKindergarten Program, which was later renamed First Class: Alabama’s Voluntary Pre-Kindergarten Program in the 2008-2009 school year. There are no specific eligibility requirements for the program beyond meeting the age criteria and being a resident of the state of Alabama. Nevertheless, enrollment continues to be low because of the limited resources available for the program, although an increase in state funding during the 20072008 school year provided access to pre-K for more children. This increase also resulted in more technical assistance to programs and enabled the state to provide scholarships to teachers working toward completing their degrees. Program sites, which include public schools, private child care centers, Head Start centers, faith-based centers, colleges and universities, community organizations, and military agencies, are determined through a competitive grant process. Grantees must provide a local match of their grant award, which may include parent fees that are based on a sliding scale. The state’s goal is to have at least one classroom per county and as of the 2009-2010 school year, classrooms are offered in all but two counties. Teacher certification standards were revised in the 2005-2006 school year to require new hires to have specialized training in early childhood education, resulting in the program meeting all 10 of the NIEER quality benchmarks. During the 2008-2009 school year, the initiative was evaluated for both process quality and program impact/child outcomes. During the 2009-2010 and 2010-2011 school years, the business community in Alabama has been integral in advocating for preschool education, most notably by recommending funding increases for pre-K to the legislature.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
FIRST CLASS: ALABAMA’S VOLUNTARY PRE-KINDERGARTEN PROGRAM ACCESS
Total state program enrollment ........................................3,870 School districts that offer state program............97% (counties) Income requirement ........................................................None Hours of operation ........................6.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................3,813 Federally funded Head Start enrollment ........................15,599 State-funded Head Start enrollment ......................................0
89% 1% 10%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 6% 16% 2% 76%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards....................................Comprehensive ..........Comprehensive Teacher degree......................................................................BA ..........BA Teacher specialized training ..................Degree in ECE (public) ..........Specializing in pre-K or CD (nonpublic)1 Assistant teacher degree....................................................CDA ..........CDA or equivalent Teacher in-service ..............................................40 clock hours ..........At least 15 hours/year Maximum class size................................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................202 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:102 Screening/referral ......................Vision, hearing, health,dental, ..........Vision, hearing, health; and and support services developmental; and support services3 at least 1 support service Meals ..............................................................Lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$17,585,880 Local match required? ................................................Yes, 25%4 State spending per child enrolled ..................................$4,544 All reported spending per child enrolled*......................$4,544
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $4,544 $7,978 $10,239 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Any preschool teachers with degrees in elementary education must obtain the P–3 add-on or complete additional early childhood coursework within three years or by 2012. Only Head Start programs may have up to 20 children and a ratio of 1:10, other programs have a maximum class size of 18 and ratio of 1:9, which is preferred for all programs.
3
4
Support services include two annual parent conferences or home visits, parenting support or training, parent involvement activities, health services for children, and transition to kindergarten activities. The match may include parent fees based on a sliding scale.
29
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$8,500
0%
0%
0%
0%
0%
0%
0%
0%
2%
$0
$0
$0
$0
$0
$0
$0
$0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
tarting in the 2009-2010 school year, the state began a pilot preschool program. The Alaska Pilot PreKindergarten Project (AP3) is a school-year program serving 4-year-old children through competitive grants awarded to six school districts. The grant recipients operate half-day preschool programs and provide outreach to families choosing to provide in-home care for preschoolers. Funding is awarded to public schools and then they can subcontract with Head Start, private child care, family child care, and faith-based settings to provide services. The majority of the programs operate in blended public school and Head Start programs. Eligibility requirements mirror federal Head Start guidelines. Children are eligible from families at or below 100 percent of the federal poverty level, although programs may take up to 35 percent of children from 100 to 130 percent of the federal poverty level if space is available. AP3 provides for comprehensive services with high-quality standards for teacher education, class sizes, and staff-child ratios. Using data from the 2009-2010 school year, which was the first year of operation, the program will be evaluated for both process quality and program impact/child outcomes. Since the 1980s, Alaska has offered a supplement to any federally recognized Head Start program operating in the state. These funds are intended to improve the program’s quality through school readiness activities and professional development as well as to provide access to additional children and families whenever possible. During the 20092010 school year, state funding through Alaska’s Head Start supplement totaled more than $7.2 million and served approximately 50 children and families in Early Head Start and Head Start settings.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
30
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ALASKA PILOT PREKINDERGARTEN PROGRAM ACCESS
Total state program enrollment ..........................................200 School districts that offer state program ............................11% Income requirement ..................................................100% FPL Hours of operation ............3 to 5 hours/day, 4 or 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................1,097 Federally funded Head Start enrollment ..........................2,205 State-funded Head Start enrollment ....................................532
88% 3% 9%
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 13% 5% 80%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards....................................Comprehensive ..........Comprehensive Teacher degree......................................................................BA3 ..........BA Teacher specialized training ........................ECE endorsement3 ..........Specializing in pre-K Assistant teacher degree ......................................................AA4 ..........CDA or equivalent Teacher in-service ..................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size................................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ....................................Breakfast or lunch and one snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$1,700,000 Local match required? ..........................................................No State Head Start spending ......................................$7,292,600 State spending per child enrolled ..................................$8,500 All reported spending per child enrolled*......................$8,500
K–12***
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** $8,500 $11,197 $11,812 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
All programs are part day and must operate for at least 3 hours per day, but cannot operate for more than 5 hours per day. Programs operate for 4 or 5 days per week, for a minimum of 14 hours per week, though the actual schedule is determined locally. Alaska was not able to break its state-funded Head Start enrollment down by single year of age. As a result, this figure is an estimate based on the percentage of federal Head Start enrollees in Alaska who were 3 or 4 years old.
3
4 5
Teachers must be state certified with a BA in ECE or a related field or specialized training in a related field. Assistant teachers must have an AA in ECE or a similar related field. All programs follow state pre-elementary statutes and regulations. School districts with Head Start programs must follow federal Head Start regulations. Support services include parenting support or training, health services for children, and nutrition information.
31
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$3,142 6% 5% 5% 6% 6% 5% 6% 5%
$3,243
$3,135
$2,781
$2,629
$2,615
$2,399
$2,249 $115
4%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
rizona began funding preschool education programs in 1991, and has used the Arizona Early Childhood Block Grant (ECBG) as a source of funding since 1996. The ECBG also provides funding in support of supplemental services for full-day kindergarten and first through third grade, in addition to funding preschool education. ECBG funds for prekindergarten are distributed to school districts, which can then offer funding to Head Start, faith-based, or private child care centers if parents choose those settings for their children. Regardless of setting, preschool programs receiving ECBG funding are required to be accredited by organizations approved by the state, such as the National Association for the Education of Young Children (NAEYC). In order to be eligible for an ECBGfunded prekindergarten program, children must come from a family with an income at or below 185 percent of the federal poverty level. While teachers in ECBG-funded preschool programs are currently only required to have a high school diploma or GED, all prekindergarten and kindergarten teachers teaching in public schools will be required to have an Arizona Early Childhood Certification or endorsement as of July 1, 2012. The Arizona Early Childhood Certification requires a bachelor’s degree and passing a written assessment of early childhood subject knowledge. To help teachers meet this upcoming requirement, Arizona is working with colleges and universities to offer scholarships and on-site classes. A three-year formal evaluation of ECBG-funded preschool programs was completed in July 2008. This evaluation included a review of financial accounting practices, distribution of grant monies, expenditures, and monitoring of preschool providers. In fiscal year 2010, the ECBG allocation was frozen due to budget constraints and subsequently repealed. Programs received two quarterly payments rather than the allocated four payments per year, significantly reducing the funding. Arizona’s budget for fiscal year 2011 provides no funding for the ECBG program, terminating the program for the 2010-2011 school year. In 2006, Arizona established First Things First (FTF) in an effort to support developmental and health initiatives for young children. In particular, FTF expands and enhances high-quality services for children from birth through age 5 through quality improvement incentives, a statewide quality rating system, T.E.A.C.H. scholarships, home visiting, mental and dental health services, and kith and kin training. In 2009, FTF worked with the Arizona Department of Education to allocate $90 million through state and regional initiatives that provided information and education to families and the early childhood education field.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
32
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ARIZONA EARLY CHILDHOOD BLOCK GRANT – PREKINDERGARTEN COMPONENT ACCESS
Total state program enrollment ........................................4,319 School districts that offer state program ............................15% Income requirement ..................................................185% FPL Hours of operation ......................................Determined locally Operating schedule ..........................................Academic year Special education enrollment ..........................................8,859 Federally funded Head Start enrollment ........................17,624 State-funded Head Start enrollment ......................................0
92% 3% 5%
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 4% 12% 4% 80%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..................................................................HSD2 ..........BA Teacher specialized training..............................................None2 ..........Specializing in pre-K Assistant teacher degree....................................................HSD3 ..........CDA or equivalent Teacher in-service ..............................................12 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:154 Screening/referral................................Health; support services ..........Vision, hearing, health; and and support services determined locally at least 1 support service Meals ..................................Depend on length of program day5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ........................................$494,687 Local match required? ..........................................................No State spending per child enrolled ....................................$115 All reported spending per child enrolled*......................$1,093
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $7,455 8 10 12 $ THOUSANDS 14 16 18 $1,093 $10,251
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Most ECBG programs operate 4 hours per day, 3 to 5 days per week for the academic year. It is recommended that programs operate at least 12 hours per week. Effective July 1, 2012, all pre-K teachers in settings funded by ECBG must hold an Early Childhood Certification, which requires a bachelor’s degree. Since 2005, most programs have hired new staff who have or are eligible for the ECE certification or endorsement. Assistant teachers who work in Title I schools are required by NCLB to have an AA degree.
4
5
The staff-child ratio is based on state licensing requirements, although the Arizona Department of Education recommends a ratio of 1:10. Based on further clarification, this policy does not meet NIEER’s requirement. The state licensing agency requires licensed programs, including all ECBG pre-K programs, to provide meals depending on the length of time and the time of day a child attends. A child present at or before 8 am must be served breakfast; a child present between 11 am and 1 pm must be served lunch; and a child present at or after 5 pm must be served dinner. Children present between 2 and 4 hours must be served at least one snack; if present between 4 and 8 hours, one meal and at least one snack; and if present for 9 or more hours, at least one meal and two snacks.
33
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
41% $3,996 $2,792 $4,571 $5,739 $5,537 $4,744 $5,426 $5,414
44% 28% 21% 18% 18% 12% 11% 11%
$5,100
3%
6%
2%
6%
2%
6%
8%
6%
9%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 1991, the Arkansas Better Chance (ABC) program was established as part of a statewide education reform initiative. While the program was initially funded entirely through a dedicated sales tax, ABC later received additional funding through an excise tax on packaged beer from 2001-2007. In addition, ABC receives some federal funding, although at least 40 percent of the program’s overall funding must consist of local contributions. Over the past few years, state funding for the program has increased steadily, leading to greater access to preschool education. Children from birth to age 5 from low-income families are eligible to receive early childhood services through the Arkansas Better Chance program. Other risk factors, such as being in foster care, developmental delay, family violence, having a parent on active overseas military duty, having a teen parent, low birth weight, low parental education level, or non-English speaking family members can also determine eligibility. Because of its diverse pre-K delivery system, more than half of ABC programs operate through public schools or education cooperatives with the other programs operating through Head Start and private organizations. Pre-K teachers in ABC programs can receive financial support for professional development opportunities, including obtaining college degrees. Act 187 of 2009 requires the availability of a Birth through Prekindergarten Teaching Credential, as an additional professional pathway for preschool teachers in the Arkansas Better Chance program, with a tentative effective date of January 2011. The ABC initiative participated in an evaluation for both process quality and program impact/child outcomes through a study that began sampling children in the 2005-2006 school year and continued through the 2009-2010 year. A second study replicating the first study begins in the 2010-2011 school year. In the 2004-2005 program year, new state funds made possible the launching of the Arkansas Better Chance for School Success (ABCSS) program. To be eligible for ABCSS, 3- and 4-year-old children must come from families whose income is below 200 percent of the FPL. School districts where at least 75 percent of fourth-grade children perform below proficient on state benchmark exams in math and literacy or those classified as being in academic distress or school improvement status were the first to receive funding. However, with the program expanding, eligible children in other districts are now also receiving services. This report profiles ABC and ABCSS together because both programs have similar requirements and standards.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
34
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ARKANSAS BETTER CHANCE/ARKANSAS BETTER CHANCE FOR SCHOOL SUCCESS ACCESS
Total state program enrollment ......................................20,5031 School districts that offer state program ............................96% Income requirement ..........................90% of the children must be at or below 200% FPL Hours of operation............................7 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................8,662 Federally funded Head Start enrollment ..........................9,996 State-funded Head Start enrollment ......................................0
75% 4% 12% 9%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 41% 13% 6% 40%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ......................BA/BS (public); BA/BS per every ..........BA 3 classrooms and AA otherwise (nonpublic)2 Teacher specialized training ............Degree in ECE or CD with ..........Specializing in pre-K P–4 certificate (public); Degree in ECE or CD (nonpublic)2 Assistant teacher degree....................................................CDA ..........CDA or equivalent Teacher in-service ......................60 clock hours (certified staff); ..........At least 15 hours/year 30 clock hours (other staff) Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services3 at least 1 support service Meals ..............................................Breakfast, lunch, and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$111,000,0004,5 Local match required? ......................Yes, 40% of total funding6 State spending per child enrolled ..................................$5,4145 All reported spending per child enrolled*......................$8,388
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $8,388 $7,496 $12,249 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
This figure includes some infants and toddlers. It represents center-based enrollment only and does not include 5,510 children who received homevisiting services during the 2009-2010 program year. As of August 2007, lead teachers in public school settings are required to have a bachelor’s degree in ECE or CD with P–4 certification. In all other settings, one teacher for every three classrooms must have a bachelor’s degree in ECE, child development, or equivalent. This teacher is designated the lead teacher. The second and third classroom teachers must have at least an AA in ECE or child development.
3
4
5 6
Support services include two annual parent conferences or home visits, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. Additional state, TANF, and local funds totaling $9,642,500, not included in this figure, were allocated to a home-based program option. These figures include both state and TANF funds. Programs must provide the 40 percent match in cash or through in-kind services. The funding sources are determined locally.
35
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,410 $4,241 $4,421 $4,410 $3,920 $3,826 $3,831 $3,737 $3,685
9% 2% 2%
9%
11% 5% 5%
11% 5%
10%
11% 5% 5%
12% 5%
13%
17% 10%
2002
2003
2004
2005
2006
2007
2008
2009
2010*
2002
2003
2004
2005
2006
2007
2008
2009
2010*
■ 3-year-olds
■ 4-year-olds
n 1965, California became one of the first states in the nation to make state-funded preschool education available through the State Preschool Program (CSPP). The state later established the Prekindergarten and Family Literacy Program (PKFLP) in the 2007-2008 school year, modeling the initiative after CSPP. PKFLP provided either half- or full-day services with an added literacy component to children who are from families at or below 75 percent of the state median income (SMI), are receiving protective services, or are at risk for abuse, neglect, or family violence. The California State Preschool Program Act was signed into law in 2008, with the purpose of streamlining funding for the state’s multiple preschool programs. As of July 1, 2009, all part-day and full-day programs in CSPP and PKFLP, as well as General Child Care programs that served preschool age children, were consolidated into a newly formed California State Preschool Program. The program provides 3- and 4-year-old children with part- and full-day services through local education agencies, colleges, community action agencies, and private nonprofit agencies. Unless children are receiving protective services or have been referred as at risk of abuse, neglect, or exploitation, families must have an income of 75 percent of the SMI to be eligible for the program. State funding for the current State Preschool Program is provided to school districts, private child care and faithbased centers, and Head Start agencies and other public agencies through a competitive application process. CSPP usually funds part-day programs, but also provides a full-day program and works with other state-funded and federal child care assistance programs to fund extended days for children whose parents who work full time. Eligibility is limited to children ages 3 to 5 from families with an income below 75 percent of the SMI or to children who have experienced or are at risk for abuse, neglect, or exploitation. In 2008, California also developed and published the California Preschool Learning Foundations, a set of early learning standards focusing on social-emotional development, language and literacy, English language development, and mathematics. Although these standards have not yet been implemented, a second volume of the California Preschool Learning Foundations focusing on visual and performing arts and physical development and health will be released in the spring of 2011. The California State Preschool Program uses the Desired Results for Children and Families system, which has been aligned with the Preschool Learning Foundations Volume I, to record children’s development and to plan curriculum and other developmentally appropriate activities. * Due to changes in the California State Preschool Program, funding and enrollment figures for the 2009-2010 school year represent the effects of program consolidation rather than an actual increase over previous years.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
36
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
CALIFORNIA STATE PRESCHOOL PROGRAM ACCESS
Total state program enrollment ....................................147,1851 School districts that offer state program............97% (counties)2 Income requirement ....................................................75% SMI3 Hours of operation ................3 hours/day (part-day), or locally determined (full-day); 5 days/week Operating schedule ....................................Determined locally4 Special education enrollment ........................................43,498 Federally funded Head Start enrollment ........................93,685 State-funded Head Start enrollment ......................................0
82% 2% 6% 10%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 17% 11% 3% 69%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards......Published but not yet implemented5 ..........Comprehensive Teacher degree ..................................................................CDA6 ..........BA Teacher specialized training..............Meets CDA requirements6 ..........Specializing in pre-K Assistant teacher degree....................................................HSD7 ..........CDA or equivalent Teacher in-service ................................105 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ................................................................No limit8 4-year-olds ................................................................No limit8 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:88 4-year-olds ........................................................................1:88 Screening/referral ................................Health, developmental; ..........Vision, hearing, health; and and support services and support services9 at least 1 support service Meals ..................................Depend on length of program day10 ........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$796,320,97811 Local match required? ..........................................................No State spending per child enrolled ..................................$5,41012 All reported spending per child enrolled*......................$5,57112
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $5,571 $10,382 $11,350 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
7
■ Federal Contributions ■ TANF/ARRA Spending
1
2
3
4
5
6
The enrollment figure is a duplicated count as children can be enrolled in multiple programs within the State Preschool Program. The 2009-2010 program year was the first time children served through General Child Care program were counted in this enrollment total. Effective as of the 2009-2010 school year, five preschool programs merged, now serving children in 56 counties for all programs. Children receiving protective services and those who are at risk for abuse, neglect, or exploitation are not subject to the income requirement. Part-day programs typically operate for a school or academic year, 175 days per year. Some programs operate a full calendar year (246 days) and exceptions to the days per year can be granted. The Preschool Learning Foundations that include early learning standards were published in the 2007-2008 school year and will be implemented in 2010-2011 school year once they are aligned with the Desired Results Developmental Profile-Revised (DRDP-R). The Child Development Associate Teacher permit is the minimum requirement for an individual who may function as a lead teacher in the classroom. The permit requires 12 units in ECE or child development and 50 days of work experience in an instructional capacity. It may be renewed one time for a five-year period. A CDA credential issued in California meets temporary alternative qualifications for the Associate Teacher permit. The full Child Development Teacher permit requires a minimum of 40 semester units of education including a minimum of 24 units in ECE or child development, and 175 days of work experience.
8 9
10
11
12
The optional Child Development Assistant Teacher Permit requires 6 credits in ECE or child development. Although there is no limit to class size, programs typically enroll 24 children in the class. Decisions regarding vision and hearing screenings are made at the local level. A physical exam and immunizations are required for program entry, but not mandated by the state. Health and social services referral and follow-up to meet family needs are required. Other support services include two annual parent conferences or home visits, parent education or job training, parent involvement activities, child health services, referral for social services, and transition to kindergarten activities. PKFLP also offers parent support or training and other support services. Licensing laws and regulations require that all part-day (3.5 hour) programs provide at least a snack. Lunch and two snacks are required but breakfast is optional for all full-day (6.5 hour) programs. Contractors must meet the nutritional requirements specified by the federal Child Care Food Program or the National School Lunch Program, and programs must provide breakfast or lunch if specified in the original application for services. As of the 2009-2010 school year, this sum includes all programs served through the California State Preschool Program (CSPP). Approximately $400 million of this total is reallocated from the General Child Care program for 3- and 4-year-olds now served through CSPP. Additionally, ARRA funds represent $7,347,000 of this amount. Per child spending may be higher than the numbers reported here because enrollment is a duplicated count. These figures reflect state spending for preschool programs as well as General Child Care programs as they are now all combined in CSPP.
37
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
14% 1% 1%
14% 2%
11% 1%
11% 2%
14% 3%
15% 4%
16% 6%
20% 6%
20%
$2,134
$2,276
$2,329
$2,312
$2,186
$2,250
$2,160
$2,239
$2,321
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n an effort to reduce school dropout rates, the Colorado Preschool Program (CPP) was established in 1988 to fund preschool services for at-risk 3- and 4-year-old children. To be eligible for participation in the program, 4-year-olds must meet at least one risk factor; 3-year-olds must have at least three. Risk factors include eligibility for free or reduced-price lunch, being in foster care, a family history of abuse or neglect, homelessness, low parental education levels, parental substance abuse, or having a teen parent, as well as locally determined risk factors. From 2005 until 2008, the program was renamed the Colorado Preschool and Kindergarten Program (CPKP) and was allowed to use 15 percent of their slots for full-day kindergarten. In 2008, the kindergarten slots were eliminated and the program was once again the Colorado Preschool Program. As a result of an expansion authorized in 2007 and 2008 and the conversion of kindergarten slots to pre-K slots, the program was able to increase preschool access by 45 percent during the 2008-2009 program year. CPP receives funding through the Colorado school finance formula. Funds are distributed to public schools, though they may subcontract with Head Start, private child care centers, faith-based organizations without religious content, or other community-based or public agencies. Other funding sources, such as federal Head Start money, may be used to supplement CPP services, extend the program day, or provide wrap-around care. Preschool programs that participate in CPP, as well as many that do not, report outcomes on assessment systems identified in Results Matter, the state’s system for collecting and reporting child outcomes from birth to age 5 in early childhood programs as well as information on families. Results Matters is an ongoing evaluation which, among other tasks, explores the performance of children in CPP as compared to those children whose families pay tuition for preschool. Nearly 45,000 children attending a range of early childhood programs in Colorado participated in Results Matter during the 2009-2010 school year. This program has been evaluated for program impact/child outcomes through Results Matter in the 2008-2009 and 2009-2010 school years. Revised Colorado Academic Standards were approved in December 2009 and Colorado is in the process of working with districts to help implement these revisions of the standards to meet the December 2011 deadline. In 2009, the state established the Early Childhood and School Readiness Commission, which is composed of 10 state senators and representatives. The Commission sponsored a number of early education reform bills that were enacted during the 2010 session. Due to budget constraints, the activities of all statutory committees in the state were suspended in 2010, including the Early Childhood and School Readiness Commission. Created in 2010, Colorado’s Early Childhood Leadership Commission is dedicated to ensuring and advancing a comprehensive education system for children from birth to age 8, through alignment and coordination between federally and state-funded services. The commission will use the Early Childhood Colorado Framework as their guide for this coordination.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
38
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
COLORADO PRESCHOOL PROGRAM ACCESS
Total state program enrollment ......................................19,4961 School districts that offer state program ............................95% Income requirement ..................................................185% FPL2 Hours of operation ........................2.5 hours/day, 4 days/week Operating schedule ..............................Academic/School Year Special education enrollment ..........................................6,872 Federally funded Head Start enrollment ..........................8,772 State-funded Head Start enrollment ......................................0
3
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 86% 3% 5% 6% 7% 5% 68%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree..................................CDA or AA in ECE or CD4 ..........BA Teacher specialized training..............Meets CDA requirements ..........Specializing in pre-K or AA in ECE or CD Assistant teacher degree ..................................................None5 ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................16 4-year-olds ..........................................................................16 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:8 4-year-olds ........................................................................1:8 Screening/referral ................................Health, developmental; ..........Vision, hearing, health; and and support services and support services6 at least 1 support service Meals ..................................Depend on length of program day7 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$45,246,2068 Local match required? ..........................................................No State spending per child enrolled ..................................$2,321 All reported spending per child enrolled*......................$3,757
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $3,757 $8,772 $11,573 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF Spending
1
2
3
4
Under the Early Childhood Councils, three school districts have waivers to serve children younger than 3 in CPP. These children are included in the enrollment total. CPP is authorized to fund 20,160 slots, and statute allows CPP to use a maximum of 5 percent of those slots to serve children in a full-day program through two slots. In 2009-2010, CPP used 664 slots to extend the day for children. In some areas of the state where the cost of living is extremely high, district advisory councils have increased the eligibility to 200% or 225% FPL. Programs must operate the equivalent of 2.5 hours per day, 4 days per week or equivalent. Programs may extend hours and days beyond the minimum requirement of 10 hours per week. The program is funded for 5 days per week, with the fifth day funded for home visits, teacher planning time, completion of child assessments, or staff training. Teachers must have coursework in child development, developmentally appropriate practices, understanding parent partnerships, and multicultural education. They also must be supervised by someone with at least a BA in ECE or CD.
6
7
8
Although there is no educational requirement, assistant teachers must meet Colorado Department of Human Services licensing requirements. Support services include one annual parent conference or home visit, education services or job training for parents, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, transition to kindergarten activities, and information about and referral for immunizations. Meals and nutritious snacks must be served at suitable intervals. Children who are in the program for more than 4 hours per day must be offered a meal that meets at least one-third of their daily nutritional needs. This figure does not include a contribution of $28,005,976 from local sources, which are required by the school finance formula.
39
PERCENT OF STATE POPULATION ENROLLED
$9,231
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$9,297 $7,964 $8,056 $8,115 $8,131 $8,470 $7,439 $8,152
9% 3% 3%
10% 2%
13% 2%
15% 3%
14% 4%
16% 4%
16% 8%
11%
13% 7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
ith the goal of improving access to early education programs for 3- and 4-year-olds, Connecticut established the School Readiness Program in 1997. At least 60 percent of children enrolled in the program must have a family income at or below 75 percent of the state median income. The School Readiness Program offers preschool funding for 19 priority districts, although they are not required to participate. In addition, competitive grants are available for towns that are identified as within the 50 lowest wealth ranked towns in the state, or towns with a priority school that are not designated as a priority district. When a community participates in the program, the chief elected official and the district school superintendent establish a School Readiness Council to provide guidance for the program. The School Readiness Program may be offered through public schools, Head Start agencies, and private child care and faith-based centers. The program offers various slot options in order to accommodate working and nonworking families, including full-day, school-day, and part-day slots, which are all available 5 days a week. Full-day slots operate 7 to 10 hours per day for 50 weeks per year. School-day slots are available 6 hours per day while part-day slots operate 2 ½ hours per day, both for 180 days per year. Through the Department of Social Services, Connecticut also funds a program serving children up to age 5. To be eligible to participate in this program for free, children must come from families with household incomes less than 75 percent of the state median income. Families are required to go through a redetermination of fee every six months, and families may have to pay a fee or drop out of the program if income has increased significantly. Due to the redetermination process, this program does not meet the NIEER definition of a state-funded preschool program. Connecticut also dedicated $4,982,838 million in state funds to supplement federal Head Start during the 2009-2010 program year, thereby creating approximately 400 additional slots, providing additional services, extending the program day and year, and supporting other quality enhancements.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
40
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
CONNECTICUT SCHOOL READINESS ACCESS
Total state program enrollment ........................................8,960 School districts that offer state program............37% (counties) Income requirement ................................60% of children must be at or below 75% SMI Hours of operation ......................................Determined locally1 Operating schedule ....................................Determined locally1 Special education enrollment ..........................................5,004 Federally funded Head Start enrollment ..........................6,084 State-funded Head Start enrollment ..................................421
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 13% 8% 82% 4% 7% 7% 5% 74%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................CDA + 12 credits in EC3 ..........BA Teacher specialized training..............Meets CDA requirements ..........Specializing in pre-K Assistant teacher degree ..................................................None ..........CDA or equivalent Teacher in-service ................................................6 clock hours4 ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, dental, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental;5 and support services6 Meals ..................................Depend on length of program day7 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$83,301,663 Local match required? ..........................................................No State Head Start spending ......................................$4,982,838 State spending per child enrolled ..................................$9,297 All reported spending per child enrolled*....................$10,441
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $10,441 $9,536 $16,225 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF Spending
2
3
4
There are three types of slots, including full-day (7-10 hours)/ full-year (50 weeks/ year); school-day (6 hours)/school-year (180 days/year); part-day (2.5 hours)/ school-year (180 to 250 days/year). Extended day provides hours, days, and weeks of a non-School Readiness program to extend the program to meet fullday, full-year requirements). All programs operate 5 days per week. Funding levels vary by the type of slot. This figure is an estimate based on the number of children reported as a state match by ACF and the proportion of 3- and 4-year-olds as reported by the PIR. The majority of public schools with School Readiness classrooms have a certified teacher present for at least 2.5 hours per day. All school readiness staff must complete two 2-hour annual trainings in early childhood education and one 2-or-more-hours annual training in serving children with disabilities. They must also document training in emerging literacy and in diversity in the classroom. Most centers are licensed by the Department of Public Health, which requires annual training in medical administration, First Aid, and nutrition.
6
7
All children must have an annual well-child checkup by their health care provider and health forms are required. Support services include education services or job training for parents, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, transition to kindergarten activities, and family literacy and dual language learners. Programs are required to serve one snack to children who attend fewer than 5 hours per day and one snack plus one meal to children in class for 5 to 8 hours per day. Children attending more than 8 hours per day must be provided one snack and two meals or two snacks and one meal. Either the program or the parent may provide the food.
41
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$6,992 $7,047 $6,809 $7,084 $7,169 $7,412 $7,039 $6,801 $6,795
8%
8%
8%
8%
8%
8%
7%
7%
7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 1994, Delaware’s Early Childhood Assistance Program (ECAP) was established, aiming to expand access to comprehensive early childhood services for 4-year-olds who are income-eligible for Head Start. Ninety percent of children enrolled in ECAP must come from families with an income at or below 100 percent of the federal poverty level and 10 percent of available slots must be allocated for children with disabilities. Due to new mandates in the Head Start Reauthorization Act of 2007, the Early Childhood Assistance Program now allows programs to take up to 35 percent of their funded enrollment from children living in households with incomes at 100 to 130 percent of the federal poverty level and count those children as income-eligible. Modeled after the federal Head Start program, ECAP requires participating programs to follow federal Head Start Performance Standards. ECAP funding is distributed to Head Start agencies, public schools, private and faithbased centers, and for-profit child care programs, with the selection and location of ECAP grantees guided by the Community Needs Assessment data. Due to the state’s financial condition, there have been no increases in funding for ECAP since 2007. In 2003, Delaware instituted a mandatory curriculum framework for state-funded preschool education known as the Delaware Early Learning Foundations, which are aligned with K–12 performance indicators and standards and were revised in 2010. In addition, the state is in the process of implementing a quality rating improvement system (QRIS) for early childhood programs. As the QRIS is not yet available for all programs, a minimum rating for each setting is not currently required. Delaware is also in the process of creating a professional development system for preschool educators that will be aligned with the state’s K–12 professional development system. The state is in the process of piloting Teaching GOLD, a web-based assessment, to monitor the progress of children who are enrolled in the ECAP program. Through the 2008 Child Outcome Study, the ECAP program was evaluated for program impact/child outcomes.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
42
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
DELAWARE EARLY CHILDHOOD ASSISTANCE PROGRAM (ECAP) ACCESS
Total state program enrollment ..........................................843 School districts that offer state program..........100% (counties) Income requirement ................................90% of children must be at or below 100% FPL1 Hours of operation............At least 3.5 hours/day, 5 days/week2 Operating schedule ....................................Determined locally2 Special education enrollment ..........................................1,501 Federally funded Head Start enrollment ..........................1,425 State-funded Head Start enrollment ..................................8433
89% 4% 7%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 7% 5% 6% 82%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..................................................................CDA4 ..........BA Teacher specialized training..............Meets CDA requirements ..........Specializing in pre-K Assistant teacher degree..............................HSD or equivalent4 ..........CDA or equivalent Teacher in-service ..............................................18 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ............................................At least one meal and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$5,727,800 Local match required? ..........................................................No State Head Start spending ......................................$5,727,800 6 State spending per child enrolled ..................................$6,795 All reported spending per child enrolled* ......................$6,795
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $6,795 $9,582 $16,907 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
4
State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at 100 percent or below FPL. If programs choose to operate longer than 3.5 hours per day, they must fund the additional portion themselves. Some programs align with the school year. This number represents ECAP enrollment. All state-funded Head Start enrollment is through ECAP. ECAP follows the Head Start Performance Standards. The Head Start Reauthorization Act of 2007 requires that by 2011 all teachers must have at least an AA; by 2013, 50 percent must have at least a BA. By 2013 all
5
6
assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. Teachers in nonpublic programs must meet Delaware Office of Child Care Licensing requirements of nine college credits in EC, a CDA, or the state-approved courses Training Early Care and Education I and II. Support services include four annual parent conferences or home visits, education services or job training for parents, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, transition to kindergarten activities, and mental health consultation. ECAP is a state-funded Head Start model. All state pre-K spending is therefore directed toward Head Start programs.
43
PERCENT OF STATE POPULATION ENROLLED
67% 57% 47% 61% 68%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$2,477 0% 0% 0% 0% $0 $0 $0 $0
$2,566
$2,590
$2,451
$2,514
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
lorida’s Voluntary Prekindergarten (VPK) Education Program was established as a result of a 2002 state constitutional amendment requiring prekindergarten access for all of the state’s 4-year-old children. In 2005, the program began operating across the state, serving more than 100,000 children. Enrollment increased in the 2009-2010 program year to 155,877. Children may enroll in any participating program where space is available and may attend either a school-year program totaling 540 instructional hours or a summer program totaling 300 instructional hours. The school-year program requires teachers to have a minimum of a Child Development Associate (CDA) or equivalent credential while the summer program requires teachers to hold at least a bachelor’s degree. The VPK program is offered in a variety of settings, including accredited faith-based centers, accredited nonpublic schools, licensed child care centers, licensed family child care homes, and public schools. Regardless of setting, all providers must meet the program’s minimum requirements. The program is administered locally through early learning coalitions, which distribute funds to the VPK programs based on a fixed per-child amount. The VPK program was evaluated for program impact/child outcomes in 2008. A separate initiative, Florida’s School Readiness Program, began in 1999 and expanded in 2001 by incorporating two other state programs, the Prekindergarten Early Intervention Program and the State Migrant Prekindergarten Program. The Early Intervention Program focuses on young children’s health, and the Migrant program serves 3and 4-year-olds whose parents are migratory agricultural or fishing laborers. This report focuses only on the VPK program. Starting in 2010, a change in the law allows a public or private VPK provider that has been on probation for two consecutive years and subsequently failed to meet the minimum rate set by the state Board of Education to apply for a “good cause” exemption and remain eligible to offer the VPK program. Such programs must serve at least twice the statewide percentage of children with disabilities or children identified as limited English proficient, meet local and state health and safety requirements, and submit assessment data documenting children’s learning gains. Ongoing data analysis will be used to determine the impact of the exemption.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
44
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
FLORIDA VOLUNTARY PREKINDERGARTEN PROGRAM ACCESS
Total state program enrollment ....................................155,877 School districts that offer state program..........100% (counties) Income requirement ........................................................None Hours of operation ......................................Determined locally
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 68% 9% 91% 3% 6% 1% 22%
Operating schedule ......540 hours/year (school year program); 300 hours/year (summer program)1 Special education enrollment ........................................19,430 Federally funded Head Start enrollment ........................33,675 State-funded Head Start enrollment ......................................0
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ......................................BA (summer); CDA or ..........BA equivalent (school year)2 Teacher specialized ................EC or EE certification (summer); ..........Specializing in pre-K training Meets CDA requirements (school year)2 Assistant teacher degree ....................................40 clock hours3 ..........CDA or equivalent Teacher in-service ..............................................10 clock hours4 ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..............................12 (summer); 18 (school year)5 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................1:12 (summer); 1:10 (school year)5 Screening/referral........................................Determined locally6 ..........Vision, hearing, health; and and support services at least 1 support service Meals ..................................Depend on length of program day7 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$391,819,9438 Local match required? ..........................................................No State spending per child enrolled ..................................$2,5148 All reported spending per child enrolled*......................$2,514
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $2,514 $9,457 $11,073 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF/ARRA Spending
1
2
3
4
VPK programs may choose to operate a summer program, totaling at least 300 hours of service, or a school-year program, totaling at least 540 hours of service. The operating schedule and hours are determined locally, but the average number of hours per day for a 180-day, 540-hour program is 3 and the average number of hours per day for the 300-hour summer program is 7.5. Teacher qualification requirements are different for the summer and school-year programs. Teachers in the summer programs must have a BA in early childhood, primary or preschool education, family and consumer science, or elementary education. Teachers in the school-year programs are required to have a CDA or equivalent and have completed a Department of Education course on emergent literacy. Assistant teachers do not have to meet any degree requirements, but must complete a 40-hour training for licensed child care providers. Lead teachers with a CDA must complete 10 clock hours per year of professional development. For teachers with a BA and certification, the requirement is 120 clock hours per 5 years.
6
7 8
During a special legislative session in 2009, the Legislature adjusted the staffchild ratio for the summer program from 1:10 to 1:12. The maximum class size is now 12. The staff-child ratio for the school-year program was not changed, with one teacher required for classes of up to 10 students, and a second staff member required in classes of 11 to 18 students. All children participating in programs in licensed child care facilities or public schools must have evidence of vision, hearing, and immunization/general physical health screenings. For public school programs, referrals for further follow-up, as appropriate, are also required. Meals and snacks are required for full-day programs. For the 2009-2010 program year, this funding amount includes $38,017,534 in funds from ARRA.
45
PERCENT OF STATE POPULATION ENROLLED
53% 54% 55% 55% 51% 53% 53% 53% 55%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,124
$5,097
$4,927
$4,749
$4,553
$4,518
$4,402
$4,238
$4,206
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
stablished in 1993, Georgia’s Pre-K program became the nation’s first universal preschool program for 4year-olds in 1995. State lottery revenues provide funding for the program. Georgia’s Pre-K Program is available in a number of settings including public schools, private child care centers, Head Start agencies, faith-based organizations, military facilities, and state colleges and universities. In all settings, programs follow the Bright from the Start Pre-K Operating Guidelines and must base instruction on Georgia’s Pre-K Content Standards. These pre-K standards are aligned with the Georgia Early Learning standards for birth through age 3 as well as the Georgia Performance Standards for kindergarten. The state uses on-site monitoring to ensure these quality standards are followed. The program will also begin using the Classroom Assessment Scoring System (CLASS) in the 2010-2011 school year to further monitor program quality. During the 2006-2007 school year, the state implemented the Georgia Pre-K Child Assessment Program, which is based on the Work Sampling System. Teachers were trained to use this assessment to individualize instruction as well as document children’s progress. This assessment program also allows teachers to provide two progress reports to parents during the year. An online version of the Child Assessment program was piloted in the 20082009 program year and the Georgia Testing ID was assigned to pre-K students for the second year in 2009-2010. Both of these actions are part of a plan to facilitate coordination between pre-K and the K–16 system. In 2008-2009, Georgia changed the program to require a minimum of a CDA for assistant teachers, and starting in the 2010-2011 school year all lead teachers will be required to have a bachelor’s degree. There will be a waiver process to help current teachers transition to the new BA requirement. The program is also revising professional development requirements for pre-K teachers in response to a recent evaluation conducted by the FPG Child Development Institute at UNC Chapel Hill. In the 2009-2010 program year, Georgia celebrated its millionth child participating in the Pre-K Program. In addition, several programs operated in both English and Spanish in the 2009-2010 program year as well as several being operated in English, Mandarin, and/or Spanish in a pilot program. These programs will be expanded for the 20102011 year.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
46
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
GEORGIA’S PRE-K PROGRAM ACCESS
Total state program enrollment ......................................81,177 School districts that offer state program..........100% (counties) Income requirement ........................................................None Hours of operation ........................6.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................8,831 Federally funded Head Start enrollment ........................22,336 State-funded Head Start enrollment ......................................0
90% 2% 8%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 55% 7% 1% 37%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..............................AA or Montessori diploma1 ..........BA Teacher specialized ................Degree and certification in ECE ..........Specializing in pre-K training or meet Montessori requirements1 Assistant teacher degree ..................................................CDA ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental; ..........Vision, hearing, health; and at least 1 support service and support services and support services2 Meals................................................................................Lunch ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$341,470,922 Local match required? ..........................................................No State spending per child enrolled ..................................$4,206 All reported spending per child enrolled*......................$4,212
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $4,212 $8,892 $10,938 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Beginning in the 2010-2011 school year, lead teachers will be required to have a minimum of a BA in ECE in public and nonpublic settings. Blended Pre-K Program/Head Start classrooms are required to have developmental screenings as well. All Georgia’s Pre-K programs are required to ask parents if their child has received his/her developmental health screening and
provide a referral and appropriate follow-up to those children who have not. Children who are eligible for Medicaid or PeachCare, Georgia’s State Children’s Health Insurance Program (SCHIP), are required to have a 4-year-old developmental screening. Support services include two annual parent conferences or home visits, parent involvement activities, nutrition information, transition to kindergarten activities, and other locally determined support services.
47
NO PROGRAM
lthough Hawaii does not have a state-funded preschool initiative which meets the criteria set forth in this report, several initiatives providing early learning services receive funding from the state. The Preschool Open Doors Project began providing subsidy payments to low-income parents in the early 1980s. These payments allowed them to purchase preschool services for their 4-year-olds and, on a case-by-case basis, to 3-year-olds with special needs. Payments are made directly to a service provider, although parents select their child’s provider. Families are eligible if their income is below 85 percent of the state median income. Since children can be deemed ineligible after initially qualifying, as family income is reassessed every 6 months, the Preschool Open Doors Project serves less as a dedicated preschool education program and more as a support for working families. In 2002, Hawaii began supporting construction of preschool facilities at public school sites through the Pre-Plus Program. While seventeen Pre-Plus facilities have been constructed since the program’s inception, there is currently no funding available for further construction. The Pre-Plus Program does not directly fund educational services for children. Another initiative, Junior Kindergarten, launched in 2006-2007, and is an educational program for children. The program is for children who are age eligible for kindergarten, but turn 5 after July 31, which would make them among the youngest children in kindergarten. Kindergarten age-eligible children may also enroll in Junior Kindergarten if school assessments indicate they are not developmentally ready for kindergarten. Child may attend either kindergarten or first grade after completing one year of Junior Kindergarten, depending on individual program practices and a child’s readiness. Hawaii introduced Keiki First Steps, a statewide early learning system, in July 2008. This program provides a variety of early learning opportunities for children from birth until kindergarten entry. An Early Learning Council was also established to develop and administer the early learning system. The council would also establish the Keiki First Steps Grant Program as well as promote the creation of additional early learning facilities. Preschool education is also available to four-year-olds with a disability through Special Education Preschool. This half-day program is meant to improve the school readiness of 4-year-olds who have been diagnosed with disabilities which could negatively impact learning in kindergarten. Additionally, the state Department of Education is currently piloting preschool programs at two elementary schools. These programs do not have an income requirement and eligibility is determined through a lottery. Four-year-olds students would attend a preschool classroom in the same school where they will enroll in kindergarten.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
48
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................1,508 Federally funded Head Start enrollment ..........................2,674 State-funded Head Start enrollment ......................................0
92% 3% 5%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 11% 4% 85%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $0 $9,503 $12,399 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
49
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
50
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................2,278 Federally funded Head Start enrollment ..........................3,131 State-funded Head Start enrollment ..................................1951
93% 4% 3%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 10% 5% 85%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State Head Start spending ......................................$1,500,0002 State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
K–12***
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** $0 $10,300 $9,654 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
Funded enrollment was not available by single year of age. This figure is based on the percentage of 3- and 4-year-olds as reported in the 2009-2010 Head Start PIR.
2
This sum represents TANF funds dedicated to Head Start and Early Head Start.
51
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
22% 8% 8%
24%
21% 11%
26% 12%
23% 14%
27% 18%
31% 20%
29% 21% 19% 19%
$4,261
$3,872
$4,069
$3,630
$3,776
$3,651
$3,494
$3,441
$3,371
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 1985, Illinois responded to calls for statewide education reform with the creation of the Prekindergarten Program for At-Risk Children. Funding for the program has been provided through the state’s Early Childhood Block Grant (ECBG) since 1998. This grant coordinates services for at-risk infants and toddlers, provides parenting training, and supports preschool education programs. The ECBG must use at least 11 percent of its funding to serve children age 3 or younger. The Preschool for All initiative was established in 2006 with the goal of offering access to preschool education for every 3- and 4-year-old in the state. Children from all counties participate in the program, although current funding levels do not provide services for all children whose parents want them to attend. Public schools, Head Start programs, private child care and faith-based centers, and family child care homes are all encouraged to apply for grants to serve children through Preschool for All. At-risk children are the first funding priority during the expansion phase of Preschool for All. Programs locally determine criteria for at-risk status based on needs identified by agencies and districts in their grant proposals. Common risk factors include exposure to drug or alcohol abuse in the family, low parent education levels, poverty, developmental delays, and a history of abuse, neglect, or family violence. Programs that serve families earning up to four times the federal poverty level are the second funding priority. The state hopes to fully fund Preschool for All by the year 2012, which will allow programs to use state dollars to serve children who do not meet at-risk criteria. Once fully implemented, Preschool for All is expected to serve about 190,000 children annually. In a three year evaluation that ended in the 2009-2010 year, the program was evaluated for both process quality and program impact/child outcomes. Beginning in the 2009-2010 program year, Preschool for All programs are required to meet bilingual education requirements. School districts are required to identify preschool English Language Learners (ELL) by administering a home language survey and must follow-up with each student identified as having a language background other than English. For a center with 20 or more preschool ELL students who speak the same language, instruction will be provided in the home language and English as well as English as a Second language (ESL). For a center with 19 or fewer preschool ELL students who speak the same language, a locally determined transitional program of instruction may include ESL and home language support as needed. By July 1, 2014, pre-K teachers must meet applicable requirements for bilingual/ESL.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
52
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ILLINOIS PRESCHOOL FOR ALL ACCESS
Total state program enrollment ......................................87,580 School districts that offer state program..........100% (counties) Income requirement ........................................................None1 Hours of operation............At least 2.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................21,542 Federally funded Head Start enrollment ........................34,721 State-funded Head Start enrollment ......................................0
71% 1% 9% 19%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 19% 11% 3% 67%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ........EC certificate, Birth–grade 3 ..........Specializing in pre-K Assistant teacher degree ......................................................AA ..........CDA or equivalent Teacher in-service ................................120 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services3 Meals ................................................................................Snack4 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$295,267,9545 Local match required? ..........................................................No State spending per child enrolled ..................................$3,371 All reported spending per child enrolled*......................$3,371
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,371 $8,413 $13,092 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
While at risk children from low-income households are the first priority, children from lower middle-income families may be served if state funding allows. Full-day classes are permissible. Most programs operate 2.5 hour sessions, but 13 percent of programs operate 21 to 26 hours per week and are funded fully by the state pre-K grant. Support services include education services or job training for parents, parenting support or training, parent involvement activities, referral to social services, and transition to kindergarten activities. The number of required annual parent conferences or home visits is locally determined.
4
5
Full-day programs must provide lunch and snacks, half-day programs must provide snacks. Additional state funds include $40,894,07 for 0-3 programs and $6,073,276 for infrastructure.
53
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
54
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ........................................10,766 Federally funded Head Start enrollment ........................13,053 State-funded Head Start enrollment ......................................0
90% 4% 6%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 10% 5% 85%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $0 $8,443 $12,112 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
55
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
38%
29% 17% 1% 4% 1% 5% 1% 5% 1% 4% 1% 4% 1% 4% 1% 1% 1%
$4,531
$3,899
$3,698
$3,871
$3,353
$3,259
$3,149
$3,068
$3,092
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
owa currently supports two state-funded pre-K programs, Shared Visions and the Statewide Voluntary Preschool Program (SVPP). Shared Visions was established in 1989 and serves 3-, 4-, and 5-year-olds in part- or full-day programs. Funding is available to faith-based centers, Head Start programs, private agencies, and public schools that apply through a competitive grant process. These programs may also subcontract with other programs in the same types of settings. At least 80 percent of children in the program must be eligible to receive free lunch. Eligibility for up to 20 percent of students in each classroom can be based on other risk factors, including developmental delay, homelessness, low birth weight, having a teen parent, or having a parent who has a substance abuse problem. A sliding payment scale may be applied for children from over-income families depending on the local needs of the grantee. Each grantee in the Shared Visions program may also determine operating schedule. The Shared Visions initiative was flat-funded from 1995 until 2007, which resulted in shortened program days or service cuts for some grantees. To compensate, some grantees increased their use of local funds. Iowa increased funding levels for the program by 2 percent in fiscal year 2008, but the program experienced a 10 percent acrossthe-board cut in the 2009-2010 program year. This program was evaluated for both process quality and program impact/child outcomes in a multiyear study ending in 2008. The state is working to implement a unique identification number for each child in the Shared Visions program, regardless of program auspice. In the spring of 2011, GOLD assessment training will be provided, and programs will eventually be expected to report assessment information to the Department of Education. SVPP was launched in the 2007-2008 program year to provide prekindergarten access to all 4-year-olds in the state. All 4-year-olds who live in Iowa are eligible for SVPP, and they do not have to be a resident of the district in which they attend preschool. Only 4-year-old children are funded through the Preschool Funding Formula, although 3and 5-year-olds may enroll in the program through a combination of local dollars, tuition, and/or funding from other sources. Public schools receive funding directly through SVPP, though they may subcontract with faith-based centers, Head Start agencies, and private child care centers to provide services. Children in the program must be served for a minimum of 10 hours per week. The program was expanded in the 2009-2010 program year to 48 percent of districts in the state, serving more than 13,600 children. The first two pages of this state profile document Iowa’s overall contributions and commitment to state prekindergarten, including state spending and enrollment for both Shared Visions and the Statewide Voluntary Preschool Program. The third page focuses exclusively on the Shared Visions program and the final page presents specific details about the Statewide Voluntary Preschool Program.
56
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
STATE OVERVIEW
Total state program enrollment ......................................15,729 Total state spending ..............................................$48,634,416 State spending per child enrolled ..................................$3,092 All reported spending per child enrolled* ......................$3,749
89% 3% 7% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 38% 10% 3% 49%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
IA PGMS* HDST** K–12*** 0 2 4 6 $3,749 $8,806 $11,196 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
57
IOWA SHARED VISIONS ACCESS
Total state program enrollment ........................................2,063 School districts that offer state program ..............................9%1 Income requirement ................................80% of children must be below 130% FPL Hours of operation ......................................Determined locally2 Operating schedule ....................................Determined locally2 Special education enrollment ..........................................3,625 Federally funded Head Start enrollment ..........................6,604 State-funded Head Start enrollment ......................................0
89% 3% 7% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
3% 35% 10% 3% 49%
■ Shared Visions ■ SVPP ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree............................BA (public); CDA (nonpublic)3 ..........BA Teacher specialized training ......................Birth–grade 3 SpEd, ..........Specializing in pre-K Birth–grade 3, Pre-K–K (public); Meets CDA requirements (nonpublic) Assistant teacher degree ..................................................HSD ..........CDA or equivalent Teacher in-service......................6 credit hours/5 years (public); ..........At least 15 hours/year None (nonpublic)4 Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:8 4-year-olds ........................................................................1:8 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ..............................................................Lunch and snack6 ..........At least 1/day Monitoring ....................................................Other monitoring7 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$7,024,552 Local match required?..............Yes, 20% of total grant amount State spending per child enrolled ..................................$3,405 All reported spending per child enrolled*......................$8,412
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
SHARED VISIONS* HDST** K–12*** 0 2 4 6 $8,412 $8,806 $11,196 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF Spending
1
2
3
4
58
In addition, 13 Shared Visions programs are offered by Head Start grantees and 12 are offered in child care centers. Programs operate an average of 6 hours per day, 4 days per week, and generally operate during the academic year. Teachers in nonpublic settings follow NAEYC standards, which require a minimum of a CDA. Certified teachers employed in school district programs must renew their licenses every five years, including 6 credit hours of training. Head Start grantees must follow federal Head Start requirements of 15 hours of professional development per year. There is no specific requirement for the amount of in-service training for the remaining grantees, although the year-end report indicates all lead teachers have 30 hours of staff development.
6
7
Additional support services include two annual parent conferences, parenting support or training, parent involvement activities, health services for children, information about nutrition, and referral to social services. Applicants for Shared Visions funding are required through their grant applications to address meals and meet the requirements of NAEYC accreditation. The specific meals offered depend on the hours of operation, but are required by NAEYC criteria. All Shared Visions programs receive a site visit by NAEYC once every five years as part of their NAEYC accreditation.
IOWA STATEWIDE VOLUNTARY PRESCHOOL PROGRAM ACCESS
Total state program enrollment ......................................13,666 School districts that offer state program ............................48% Income requirement ........................................................None Hours of operation..............................Part-day, 10 hours/week Operating schedule ..........................................Academic year Special education enrollment ..........................................3,625 Federally funded Head Start enrollment ..........................6,604 State-funded Head Start enrollment ......................................0
89% 3% 7% 1%
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
3% 35% 10% 3% 49%
■ Shared Visions ■ SVPP ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ......................Birth–grade 3 SpEd, ..........Specializing in pre-K Birth–grade 3, Pre-K–K Assistant teacher degree ....................................CDA or Iowa ..........CDA or equivalent Paraeducator Certificate2 Teacher in-service....................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA3 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA3 4-year-olds ......................................................................1:10 Screening/referral......................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services4 at least 1 support service Meals ................................................................................Snack5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring6 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$41,609,864 Local match required? ..........................................................No State spending per child enrolled ..................................$3,045 All reported spending per child enrolled*......................$3,045
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
SVPP* HDST** K–12*** 0 2 4 6 $3,045 $8,806 $11,196 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Programs operate 10 hours per week, at least 3 days per week, with most operating 4 days per week. Some districts blend funding sources and work with collaborative partners to provide at least 12 hours per week. Assistant teachers should have either a CDA or an Iowa Paraeducator certificate. The certificate requires 90 hours of generalized education courses plus 45 hours of ECE specific training. Assistants may be hired with only a high school diploma and must immediately enroll in a CDA program, but there is no timeline to obtain the CDA. Three-year-olds do not receive state funding for the SVPP program but can be served in the program. The maximum class size for 3-year-olds is 18 and the required staff-to-child ratio is 1:9.
4
5
6
Support services include three parent conferences or home visits, as well as parenting support or training, parent involvement activities, health services for children, and referral to social services. Additional meals must be provided if the program is longer than 10 hours per week. Beginning in the 2008-2009 school year, site visits are required once every five years. Programs are visited during their second year of operation and then again every five years.
59
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
15% 6%
15%
15%
15%
16%
16%
21%
24%
$2,779
$2,295
$2,243
$2,203
$2,925
$2,853
$2,945
$3,029
$2,490
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Kansas At-Risk Four-Year-Old Children Preschool Program was established in 1998. The program is located in public schools, though local school districts can subcontract with community-based organizations. Districts receive per-child funding allocations based on the state enrollment counts as of September 20. The program’s funding comes from at-risk dollars from the state general fund. Eligibility is determined by meeting at least one of eight risk factors: eligibility for free lunch, having a single parent, academic or developmental delay based upon validated assessment, having a parent lacking a high school diploma or GED, English Language Learner status, having a teen parent, migrant status, or referral from the Social and Rehabilitative Services agency. Significant changes were made to the program in the 2007-2008 program year. Class size is now limited to 20 children with a staff-to-child ratio of 1:10. Teachers and assistant teachers are also now required to attend at least 15 hours of in-service training each year. Teacher credential requirements were also changed, and a lead teacher must now have an early childhood education-specific licensure while para/assistant teachers are required to have a CDA. Programs were also asked to align their curricula with the Kansas Early Learning Standards. In a study which concludes in the fall of 2010, the program was evaluated for both process quality and program impact/child outcomes. A second program, the Kansas Pre-K Pilot Program, was first offered in the 2006-2007 school year and is funded solely by tobacco dollars. The program was again flat-funded for the 2009-2010 school year, preventing expansion of the program. In the third year of operation, the state transferred its administration to the Kansas State Department of Education, and the program is now offered in 14 out of 105 counties. Half of the students attend classrooms set in community sites while the other 50 percent attend classrooms in public schools. Moreover, half of the children must meet one of the risk factors used for the At-Risk Four-Year-Old program or an additional factor, including having a parent on active military duty, qualifying for reduced-price lunch, or being referred by an early childhood organization. The remaining students must meet eligibility criteria set at the local program’s discretion. This program was evaluated for both process quality and program impact/child outcomes in the 2008-2009 year. Kansas also funds Parents as Teachers, an initiative for children prenatal to age 3 and their families. This program is run through collaboration between the Kansas State Department of Education and local school districts, which includes coordination with other community and district organizations and resources. The state continues to work on developing the Kansas Preschool Program, which would consolidate current programs into a voluntary, highquality preschool education program for all 3-, 4-, and 5-year-olds in the state. The first two pages of this profile address the overall contributions and commitment to prekindergarten by the state of Kansas, including enrollment and spending for both the At-Risk Four-Year-Old Children Preschool Program and the Pre-K Pilot Program. The third page focuses solely on the At-Risk program while the last page discusses the Pre-K Pilot program.
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
STATE OVERVIEW
Total state program enrollment ........................................9,463 Total state spending ..............................................$23,564,928 State spending per child enrolled ..................................$2,490 All reported spending per child enrolled* ....................$2,490
88% 5% 7%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 24% 9% 8% 59%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
KS PGMS* HDST** K–12*** 0 2 4 6 $2,490 $8,792 $11,529 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
61
KANSAS AT-RISK FOUR-YEAR-OLD CHILDREN PRESCHOOL PROGRAM ACCESS
Total state program enrollment ........................................7,963 School districts that offer state program ............................63% Income requirement ..................................................130% FPL1 Hours of operation ....................3 hours/day, 4 or 5 days/week2 Operating schedule ..........................................Academic year Special education enrollment ..........................................6,124 Federally funded Head Start enrollment ..........................6,609 State-funded Head Start enrollment ......................................0
88% 5% 7%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 4% 9% 8% 59%
■ At-Risk ■ KSPP ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA3 ..........BA Teacher specialized ..........Certification in EE, ECE, ECE SpEd, ..........Specializing in pre-K training EC Unified (B–K, B–3rd grade), or EE with ECE endorsement3 Assistant teacher degree ..................................................CDA ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and at least 1 support service and support services and support services4 Meals ................................................................................Snack ..........At least 1/day Monitoring ....................................................Other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$18,564,928 Local match required? ............................................................No State spending per child enrolled ..................................$2,331 All reported spending per child enrolled* ......................$2,331
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
KS A-R* HDST** K–12*** 0 2 4 6 $2,331 $8,792 $11,529 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
62
Eligibility for free lunch is one of eight risk factors used to determine eligibility for this program. Every child must have at least one risk factor. Programs must provide 465 hours per year of education, but the actual schedule is determined locally. Most programs are approximately 3 hours per day, 5 days a week.
3 4
Teachers must have a current license. An early childhood license is recommended. Support services include two annual parent conferences or home visits, parent involvement activities, referral to social services, and transition to kindergarten activities.
KANSAS PRE-K PILOT PROGRAM ACCESS
Total state program enrollment ........................................1,500 School districts that offer state program............13% (counties) Income requirement ..................................................185% FPL1 Hours of operation ....................3 hours/day, 4 or 5 days/week2 Operating schedule ..........................................Academic year Special education enrollment ..........................................6,124 Federally funded Head Start enrollment ..........................6,609 State-funded Head Start enrollment ......................................0
88% 5% 7%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 4% 9% 8% 59%
■ At-Risk ■ KSPP ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA3 ..........BA Teacher specialized ..........Certification in EE, ECE, ECE SpEd, ..........Specializing in pre-K training EC Unified (B–K, B–3rd grade), or EE with ECE endorsement (public); None (nonpublic)3 Assistant teacher degree ..................................................CDA ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services4 Meals ................................................................................Snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$5,000,000 Local match required? ............................................................No State spending per child enrolled ..................................$3,333 All reported spending per child enrolled* ......................$3,333
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
KSPP* HDST** K–12*** 0 2 4 6 $3,333 $8,792 $11,529 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
3
■ Federal Contributions ■ TANF Spending
1
2
Fifty percent of children must meet one of the risk factors, which include eligibility for free or reduced-price lunch. Priority for enrollment includes low parent education, non-English speaking family, teen parent, parent on active military duty, single parent families, referrals of at-risk 4-year-olds from early childhood programs, developmentally or academically delayed based on assessments, Social and Rehabilitation Services referral, or early childhood referral. Eligibility for the other fifty percent of children is based on the local program’s discretion. Programs must provide 465 hours per year of education, but the actual schedule is determined locally. Most programs are approximately 3 hours per day, 5 days a week.
4
Lead teachers in nonpublic settings must have an AA in early childhood education or closely related field and have a plan on file to get a BA within five years of becoming a state pre-K site. Lead teachers in public settings must have a BA. Teachers in nonpublic settings are encouraged to have one of the above licensures, but are not required. Support services include parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. The number of parent conferences is determined locally.
63
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
24% 9%
28% 11%
27% 11%
30%
29% 11%
29% 11%
28%
28%
29%
$3,604
$3,311
$3,818 $2,869 $2,929 $2,746
$3,623
$3,500
$3,103
11%
10%
10%
10%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Kentucky Preschool Program was launched in 1990 in response to the Kentucky Education Reform Act. The program is available to 4-year-olds from low-income families as well as 3- and 4-year-olds with disabilities. In the 2006-2007 school year, the number of children eligible for the program increased when the income eligibility requirement was raised from 130 percent of the federal poverty line (FPL) to 150 percent of FPL. Children who do not meet these eligibility requirements may participate based on space availability, though they are funded by district money or tuition rather than state dollars. The Kentucky Preschool Program distributes money to local school districts according to a funding formula. School districts may subcontract with private child care centers, Head Start programs, and special education providers to offer preschool services. The Kentucky Department of Education began identifying Classrooms of Excellence, or high-quality state-funded preschool education classrooms, during the 2006-2007 school year. To meet the qualifications as a Classroom of Excellence, preschool teachers must hold certification in early childhood and undergo a rigorous application process, which includes implementation of early childhood standards, intensive self-study, and regional or national accreditation. Kentucky also participates in the Strong Start initiative, which was established by the Prichard Committee for Academic Excellence in the 2008-2009 school year. Strong Start seeks to establish private/public partnerships in order to increase access to high-quality preschool programs for 3- and 4-year-olds from families whose incomes are up to 200 percent of FPL. In addition, Kentucky is implementing a statewide Kentucky Student Intervention, which includes preschool and is Kentucky’s version of Response to Intervention. Under the Kentucky Student Intervention, programs must implement instruction by qualified personnel with research-based interventions. A 27-member Task Force on Early Childhood Development and Education was established by the governor in February 2009. The task force seeks to increase collaboration among child care providers, define school readiness, and raise quality in early learning settings. Kentucky also implemented the first stage of the Preschool Program Review (P2R) monitoring process through pilots in seven districts in the 2009-2010 school year. The process includes an ECERS-R for every classroom and an online survey, as well as site-visit teams that examine documentation, observe classrooms, and interview teachers, administrators, and parents. The P2R pilot will continue in the 20102011 school year with the goal of establishing assessors in each district who can use ECERS-R with valid inter-rater reliability to help districts improve their teaching and learning processes.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
64
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
KENTUCKY PRESCHOOL PROGRAM ACCESS
Total state program enrollment ......................................22,2991 School districts that offer state program ..........................100% Income requirement ..................................................150% FPL Hours of operation ........................2.5 hours/day, + meal time, 4 or 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................10,7942 Federally funded Head Start enrollment ........................14,933 State-funded Head Start enrollment ......................................0
80% 10% 10%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
30% 16% 54%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
All special education students are included in state pre-K enrollment.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA3 ..........BA Teacher specialized training......Interdisciplinary ECE - Birth to K ..........Specializing in pre-K Assistant teacher degree ....................................................HSD ..........CDA or equivalent Teacher in-service ..............................................28 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services4 Meals ............................................................Breakfast or lunch ..........At least 1/day Monitoring ..............................Site visits and other monitoring5 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$69,187,530 Local match required? ..........................................................No State spending per child enrolled ..................................$3,103 All reported spending per child enrolled*......................$6,290
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $6,290 $8,326 $10,582 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
This total includes a supplemental count of 1,295 3-year-olds who received special education services after reaching their third birthday later than December 1. Because the state pre-K program is interrelated with the state special education program, it is not possible to provide a unique special education enrollment count for Kentucky. The estimates for special education enrollment include some children also counted in the totals for state pre-K. Teachers hired as lead teachers before 2004-2005 can hold a CDA or AA in child development. These teachers are allowed to remain in their current positions but may not transfer to other districts.
4
5
Support services include two annual parent conferences or home visits, parenting support or training, health services for parents and children, information about nutrition, referral to social services, and transition to kindergarten activities. In the 2009-2010 school year, Kentucky began a mandatory process that will initially provide site visits to seven pilot sites. By 2011-2012, 20 percent of programs statewide will be visited each year.
65
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,701 $5,556 $5,523 $5,738 $5,646 $6,096 $5,306 $4,706
30% 21% 12% 22% 20% 22% 24%
32%
32%
$5,228
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
ouisiana operates three state-funded preschool initiatives. Louisiana began providing preschool education services in 1988 through the Model Early Childhood Program but matching annual appropriations for this program ended in 1993. Some local school districts then began using the 8(g) Student Enhancement Block Grant Program to offer preschool programs to at-risk 4-year-olds. By the 2009-2010 school year, nearly all districts in the state were offering preschool education programs using 8(g) Student Enhancement Block Grants. The program is available to children who are at risk of being “insufficiently ready for the regular school program,” with priority being given to children from low-income families. As part of the LA8(g) Annual Report, this program was evaluated for both process quality and program impact/child outcomes. The state established the Cecil J. Picard LA4 Early Childhood Program (formerly LA4 and Starting Points) in 2001. This program is available in almost all school districts in Louisiana, as well as in 15 charter schools. In addition to providing 6 hours of regular instruction per day, the program also offers up to 4 hours of before- and after-school care. Eligibility is granted to 4-year-olds who qualify for free or reduced-price lunch, though children from families with higher incomes also may also attend using local funds or tuition. The LA4 program was subject to budget cuts both before and during the 2009-2010 program year, which resulted in a reduced per-pupil allocation from the previous year. Due to recent reorganization at the Department of Education, a greater emphasis will be placed on literacy instruction and kindergarten readiness. During the 2008-2009 school year, the initiative was evaluated for both process quality and program impact/child outcomes. The Nonpublic Schools Early Childhood Development Program (NSECD) also was established in 2001 with the goal of providing tuition reimbursement to families with incomes below 200 percent of the federal poverty level that send their 4-year-olds to qualifying preschools. Programs must be state-approved, privately run preschools that provide at least 6 hours of regular instruction per day and up to 4 hours of before-and after-school care. This program was evaluated for both process quality and program impact/child outcomes, including as part of the Comprehensive Five-Year Longitudinal Study. In 2008, the state mandated voluntary preschool access for all 4-year-olds regardless of income by the 2013-2014 program year. The Department of Education began coordinating with the Department of Social Services during the 2008-2009 program year to create a professional development plan which would permit cross-agency technical assistance and training. As of the 2009-2010 program year, school districts are required to allocate at least 10 percent of new funding to providing programs in diverse delivery settings. In addition, Louisiana school districts used more than $30 million in Title I funding to support preschool services for more than 7,300 students in the 2009-2010 program year beyond those served in the LA4, LA(8)g, and NSCED programs. The Department of Education is currently drafting guidelines for an LA3 program. To document the contributions Louisiana makes to prekindergarten, we first present summary information reflecting the state’s overall commitment through enrollment and state spending for all three programs. We then present specific details about the 8(g) program, the Cecil J. Picard LA4 Early Childhood program, and the NSECD program.
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
STATE OVERVIEW
Total state program enrollment ......................................20,348 Total state spending ..............................................$95,757,442 State spending per child enrolled ..................................$4,706 All reported spending per child enrolled* ....................$4,804
78% 1% 21%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 32% 14% 2% 52%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
LA PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $4,804 $8,054 $12,560 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
67
LOUISIANA 8(g) STUDENT ENHANCEMENT BLOCK GRANT PROGRAM ACCESS
Total state program enrollment ........................................3,178 School districts that offer state program ............................97% Income requirement ........................................................None1 Hours of operation............................6 hours/day, 5 days/week2 Operating schedule ..........................................Academic year Special education enrollment ..........................................5,209 Federally funded Head Start enrollment ........................20,528 State-funded Head Start enrollment ......................................0 ■ 8(g) ■ LA4 ■ NSECD ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 5% 25% 78% 1% 21% 2% 14% 2% 52%
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ................Certification in Nursery, ..........Specializing in pre-K Pre-K–3, Early Intervention, Noncategorical preschool handicapped Assistant teacher degree ..................................................HSD3 ..........CDA or equivalent Teacher in-service ................................150 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................Health, developmental screening;4 ..........Vision, hearing, health; and and support services and support services5 at least 1 support service Meals ..............................................Breakfast, lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$13,679,635 Local match required? ..........................................................No State spending per child enrolled ..................................$4,304 All reported spending per child enrolled*......................$4,304
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
LA 8(g)* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $4,304 $8,054 $12,560 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
The state does not set specific income eligibility criteria but stipulates that priority be given to children from low-income families. Programs must offer at least 63,720 minutes of instructional time per year. Most districts operate 5 days/week. Teacher assistants must also have extended experiences assuming responsibility and care of children younger than age 5, possess oral and written communication skills, and meet other district requirements for employment.
4
5
68
Developmental screening is conducted to determine which children are potentially eligible and to plan an appropriate program. Vision, hearing, dental, and general physical health screenings are determined at the local level. The 8(g) program follows the referral process and policies established by the state Board of Elementary and Secondary Education. Support services include education or support services for parents, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. The number of required annual parent conferences or home visits is determined locally.
CECIL J. PICARD LA4 EARLY CHILDHOOD PROGRAM ACCESS
Total state program enrollment ......................................15,8561 School districts that offer state program ............................92% Income requirement ..................................................185% FPL Hours of operation............................6 hours/day, 5 days/week2 Operating schedule ..........................................Academic year Special education enrollment ..........................................5,209 Federally funded Head Start enrollment ........................20,528 State-funded Head Start enrollment ......................................0 ■ 8(g) ■ LA4 ■ NSECD ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 5% 25% 78% 1% 21% 2% 14% 2% 52%
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized................Certification in Nursery, Pre-K–3, ..........Specializing in pre-K training Early Intervention, or Noncategorical Preschool Handicapped3 Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ..............................................18 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services4 Meals ..............................................................Lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$74,577,8075 Local match required? ..........................................................No State spending per child enrolled ..................................$4,7035 All reported spending per child enrolled*......................$4,830
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
LA4* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $4,830 $8,054 $12,560 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
The state-funded enrollment total does not include 513 tuition-paying students from families with incomes above the income requirement, or 1,927 children funded through other sources who attend LA4 classes. Schools may also offer 4 hours of before- and after-school enrichment programs. A total of 1,241 children attended these full-day programs in the 2009-2010 program year. Teachers may also qualify with an Elementary certification while working toward an approved early childhood certification for a maximum of 3 years.
4
5
Dental and mental health screening and referral are determined locally. Support services include two parent conferences, education services or job training for parents, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, transition to kindergarten activities, GED and literacy training for parents, and housing/utility referrals. This spending allocation also includes funds for the before- and after-school enrichment program. This amount includes $28,050,000 in TANF funds.
69
LOUISIANA NON-PUBLIC SCHOOLS EARLY CHILDHOOD DEVELOPMENT PROGRAM (NSECD) ACCESS
Total state program enrollment ........................................1,314 School districts that offer state program ..........100% (parishes) Income requirement ..................................................200% FPL Hours of operation..........................10 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................5,209 Federally funded Head Start enrollment ........................20,528 State-funded Head Start enrollment ......................................0 ■ 8(g) ■ LA4 ■ NSECD ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 5% 25% 78% 1% 21% 2% 14% 2% 52%
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ..................Certification in Pre-K–3, Pre-K, ..........Specializing in pre-K training Early Intervention, N, Noncategorical Preschool Handicapped1 Assistant teacher degree ..................................................CDA2 ..........CDA or equivalent Teacher in-service ..............................................18 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and at least 1 support service and support services and support services3 Meals ..............................................Breakfast, lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$7,500,0004 Local match required? ..........................................................No State spending per child enrolled ..................................$5,7085 All reported spending per child enrolled*......................$5,708
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
NSECD* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $5,708 $8,054 $12,560 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
70
Incumbent or new NSECD teachers must be certified in early childhood or working toward certification; those not already certified must have passed the Praxis I and taken all prerequisites to enroll in a Pre-K–3 or Early Interventionist alternate certification program. They must continually be enrolled and complete certification within three years of their hire date in order to continue as an NSECD teacher. Teachers who begin with an Elementary Education certificate must become an Early Childhood certified teacher by either taking the Praxis II or completing 12 hours of coursework within three years of their hire date. Incumbent assistant teachers must be enrolled in a CDA program and maintain enrollment until completion of the program.
3
4
5
Support services include two parent conferences, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, transition to kindergarten activities, and developmental and social/emotional support services. Other support services are determined locally, as are developmental and dental screening and referrals. This funding total consists of federal TANF funds that the state has chosen to direct toward prekindergarten. There are no additional state funds. This figure is based on the state's use of federal TANF funds.
71
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
25% 10% 11% 12% 14% 16% 16% 18% 19% $2,104 $2,499 $2,482 $2,432 $2,053 $2,063 $1,747 $1,508 $1,787
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
aine established its Two-Year Kindergarten initiative in 1983 with the goal of supporting public preschool education by allocating resources to local districts through the school funding formula. Since 2007, statefunded programs for 4-year-olds have been separately defined as the Public Preschool Program initiative. School districts are not required to participate in the Public Preschool Program, but districts that choose to offer preschool education must receive approval from the state Department of Education. This approval process includes incorporating local providers in the program. To be eligible for the full per-pupil subsidy, districts must provide a minimum of 10 hours per week of programming. An additional “weighted” subsidy is also available through the state to supplement the regular per-pupil allocation for pre-K through second grade. During the 2009-2010 school year, 40 percent of Maine’s schools that enroll children in the early primary grades also chose to provide preschool education programs. The majority of public preschool programs are set in public schools, though districts may collaborate with Head Start and/or contract with family child care homes or private child care centers to provide services. As space has become available, and in an effort to minimize transitions for children and families, many programs that were originally housed in community settings have moved to public school settings. Access to the Public Preschool Program increased in the 2009-2010 program year due to increased use of Title I funds and the use of ARRA funds to help with start-up costs. Additionally, the program continues to use the Public Pre-K Collaboration Coach model to facilitate community partnerships between public schools, Head Start, and child care programs in order to form a diverse delivery system. In addition to providing funds for the Public Preschool Program, Maine also supplements the federal Head Start program, serving more than 200 additional children in the 2009-2010 school year.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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MAINE PUBLIC PRESCHOOL PROGRAM ACCESS
Total state program enrollment ........................................3,605 School districts that offer ........................................40% (public state program elementary schools) Income requirement ........................................................None Hours of operation ......................................Determined locally1 Operating schedule ..........................................Academic year1 Special education enrollment ..........................................2,376 Federally funded Head Start enrollment ..........................2,701 State-funded Head Start enrollment ..................................218
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 25% 12% 88% 5% 7% 5% 58%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ..............EC birth–5 endorsement ..........Specializing in pre-K Assistant teacher degree ................Ed Tech II (60 credit hours) ..........CDA or equivalent Teacher in-service....................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ................................................................No limit Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:15 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services3 Meals ................................................................................None4 ..........At least 1/day Monitoring ....................................................Other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$6,443,6145 Local match required? ........Yes, tied to school funding formula State Head Start spending ..................................Not reported6 State spending per child enrolled ..................................$1,787 All reported spending per child enrolled*......................$3,835
K–12***
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** $3,835 $11,215 $15,520 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Programs must operate a minimum of 10 hours per week to receive a per-pupil subsidy through the school funding formula. Some districts provide a full school day, 5-day program; some provide a part-day program and operate four half days with the fifth day used for home visits and teacher planning and some offer the program within a longer child care day. This figure is an estimate based on the number of children reported as a state match by ACF and the proportion of 3- and 4-year-olds as reported by the PIR. Maine requires immunizations for all students. Due to an expanded definition of health screenings, this now meets the quality standard. A minimum of one annual parent conference or home visit is required. Programs are required to provide some comprehensive services, but specific services are determined locally.
4
5
6
While not required, most programs offer a snack and others offer breakfast and/or lunch. Programs that partner with Head Start must follow Head Start requirements for meals. In addition to Public Preschool Program funding, a total of $24,369,798 in weighted funds were available for pre-K through grade 2, including a state share of $12,657,193. It is not possible to estimate the amount used to serve 4-yearolds. Maine also reported the use of ARRA funds, though they were unable to report the amount as use was determined locally. The most recent funding data obtained from Maine Head Start State Collaboration Office are $3,937,668 for the 2007-2008 school year.
73
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
25%
26%
29%
31%
31%
34%
37%
35%
35% $3,207 $2,240 $2,324 $2,372 $2,254 $2,046 $3,906 $3,769 $4,116
2%
2%
1%
1%
1%
1%
1%
1%
0%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
aryland’s Extended Elementary Education Program (EEEP) began as a pilot preschool program in 1980, and originally served at-risk 4-year-olds in Baltimore City and Prince George’s County. The program eventually expanded throughout the state and by 2002 was serving 25 percent of all 4-year-olds. A 2002 school finance reform law mandated that local boards of education expand preschool access to all economically disadvantaged 4-year-olds by the 2007-2008 program year. To this end, the state significantly increased funding to school districts and revised preschool regulations to help meet the kindergarten readiness needs of low-income, special education, and English language learner students. Recent efforts to improve monitoring of prekindergarten programs have increased the enrollment of income-eligible students in the program. Maryland’s school finance reform law also restructured preschool funding. School districts had previously received dedicated EEEP funds from the state to supplement the general education funds of local school systems. However, as of the 2007-2008 program year, preschool education programs were funded with state aid and local education dollars under the terms of the Bridge to Excellence in Public Schools Act. The cost estimates of K–12 education state aid now include costs for a prekindergarten mandate, which requires local school systems to provide access to pre-K for “disadvantaged four year-olds.” Increased state aid for K–12 provides funds for these prekindergarten services. A report from the Maryland Task Force on Universal Preschool Education in 2007 recommended expanding access to preschool to all 4-year-olds and some 3-year-olds in the state regardless of family income. While some of the recommendations from the report are being implemented, the state’s budgetary constraints have stalled the major funding needed for a voluntary, universal preschool program. A completed business plan for providing universal preschool for 4-year-olds was submitted to the governor in December 2009. Maryland also has created 24 early learning centers of excellence in addition to funding EEEP. The Judy Center Partnerships are located in high-risk school districts and collaborate with selected schools that have early care and education centers for children birth to age 5. The program seeks to provide continuous and enhanced learning opportunities to young children, and nearly 12,000 children are served in Judy Center Partnerships. Additionally, Maryland provides supplemental funds to the federal Head Start program in order to expand enrollment and support extended-day services and quality improvements. However, due to a significant decrease in funding, programs were limited in the 2009-2010 school year to providing extended-day/year services only and no new slots or quality improvements were funded by the state. In the 2009-2010 program year, the state dedicated $1.8 million in supplemental funds, thereby allowing for 2,232 children ages 3 to 5 to receive extended-day or extended-year services through Head Start.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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MARYLAND PREKINDERGARTEN PROGRAM ACCESS
Total state program enrollment ......................................26,1471 School districts that offer state program ..........................100% Income requirement ..................................................185% FPL Hours of operation..........................2.5 hours/day (part-day) or 6.5 hours/day (full-day); 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................7,527 Federally funded Head Start enrollment ..........................9,539 State-funded Head Start enrollment ......................................0
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 35% 6% 89% 4% 7% 5% 54%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ............................N–3 certification ..........Specializing in pre-K Assistant teacher degree....................................................HSD3 ..........CDA or equivalent Teacher in-service....................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA4 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA4 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and and support services and support services5 at least 1 support service Meals ................................................................At least 1 meal6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$107,619,2007 Local match required? ..........................................................No State Head Start spending ......................................$1,800,000 State spending per child enrolled ..................................$4,116 All reported spending per child enrolled*......................$9,645
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $9,645 $9,288 $16,043 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
4
The enrollment total includes 4-year-olds participating in the Judy Center Partnerships. Due to decreased funding, programs were limited in the 2009-2010 school year to providing extended-day and year, and no new slots or quality improvements were funded by the state. The state provided extended-day/year services for 2,232 children ages 3 to 5. Paraprofessionals in Title I schools must also meet one of three requirements: two years of college, AA degree, or qualifying score on the Para Pro assessment. By policy, 3-year-olds are not eligible for state pre-K, but state child care regulations require a maximum class size of 20 and a staff to child ratio of 1:10 for 3- and 4-year-olds.
5
6
7
Developmental and dental screenings are locally determined. Vision and health screening and referral are the responsibility of the school health services program in conjunction with the health department under Title I, which applies to all children enrolled. In pre-K, a certificate is required proving that a blood test for lead has been done. Support services include two annual parent conferences or home visits, parenting support or training, parent involvement activities (as specified by NCLB), health services for children, transition to kindergarten activities, and other locally determined services. Children in full-day programs are offered breakfast and lunch. In half-day programs, children are offered either breakfast or lunch. The mandate to provide services also requires local spending as necessary to serve enrolled children.
75
PERCENT OF STATE POPULATION ENROLLED
$6,646
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,470 $5,933 $5,905 $4,144 $4,045 $2,956 $6,000 $3,895
12% 12% 11% 10%
8% 9%
7% 8%
9% 10% 9% 10% 10%11% 3%
11% 4%
14%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
assachusetts established its Department of Early Education and Care (EEC) in 2005 to improve affordability, access, and quality of preschool education services. Concurrently, the state launched the Universal Pre-kindergarten (UPK) initiative. UPK accepts children ages 2 years, 9 months until they reach the locally determined kindergarten eligibility age. The UPK initiative awards grants to Head Start programs, public schools, family child care, private child care, and faith-based centers that promote school readiness and positive outcomes for students. UPK is available in 97 towns, and programs must operate or provide access to full-day, full-year services, as well as follow specific standards for child assessments. Programs must also use the Guidelines for Preschool Learning Experiences and the Early Childhood Program Standards. All children may enroll in participating UPK programs regardless of income, though programs must serve or be willing to serve children from families with income levels at or below 85 percent of the state median income (SMI). The UPK initiative receives funding from two streams. The majority is child subsidy money, with a UPK add-on amount from the state to improve program quality. In its first year, the state distributed an additional $1 million in planning grants to help programs meet eligibility to receive UPK funding. In FY 2008, the state increased UPK spending from $4.7 million to $7.1 million to expand services to additional children. Funding was increased again in FY 2009, to $10.8 million, in order to target at-risk communities. In addition to this state funding, UPK received roughly $44.8 million in CCDF subsidy funds in the 2008-2009 program year. However, in the 2009-2010 program year there was a $2.9 million cut, reducing UPK grants by 37 percent. This program was evaluated for process quality during the 2008-2009 and 2009-2010 school years. Starting in the 2010-2011 program year, UPK will require grantees to participate in its Quality Rating and Improvement System (QRIS) and grantees will be asked to submit child-level information to build a longitudinal data system within the Massachusetts state education agencies. Another initiative, Grant 391, was established in 1985 to fund typically developing preschool children to match the number of students with disabilities served in inclusion classrooms. Program grantees are located in public schools in 96 districts, and any child without disabilities is eligible. The Massachusetts School Improvement Act of 1985 established the Community Partnerships for Children (CPC, also called Preschool Direct and Preschool Scholarships), which coordinates planning and delivery of services offered by all early education and care programs within a funded community. The initiative has served 3- and 4year-olds with working parents since 1996, and continues to coordinate and expand services based on community resources and needs. Beginning in November 2008, the CPC program dissolved, although their programs still provide care to private paying families and families under the subsidy system. As a result of this change in program structure, CPC no longer fits NIEER’s definition for a state-funded prekindergarten initiative. In addition to the above programs, Massachusetts provides supplemental funding for the federal Head Start program. In the 2009-2010 program year, the state provided $7.5 million to enhance teacher salaries as well as other quality improvements, and to serve an additional 304 Head Start children. This profile focuses on UPK and Grant 391, which are reported together because both programs have similar requirements and standards.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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MASSACHUSETTS UNIVERSAL PRE-KINDERGARTEN (UPK) AND GRANT 391 PROGRAM ACCESS
Total state program enrollment ......................................13,468 School districts that offer ..............................28% (towns, UPK) state program 32% (Grant 391) Income requirement ............85% SMI (UPK); None (Grant 391)1 Hours of operation ......................................Determined locally2 Operating schedule ....................................Determined locally2 Special education enrollment ..........................................9,876 Federally funded Head Start enrollment ........................10,167 State-funded Head Start enrollment ..................................264
3
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 14% 86% 4% 6% 4% 8% 4% 74%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..........................BA (public); None (nonpublic)4 ..........BA Teacher specialized ..............EC teachers of students with and ..........Specializing in pre-K training without disabilities, Pre-K–2 (public); 3 credits (nonpublic)4 Assistant teacher degree ........HSD (public); None (nonpublic)5 ..........CDA or equivalent Teacher in-service ....................................20 clock hours (UPK); ..........At least 15 hours/year 150 clock hours/5 yrs (Grant 391) Maximum class size ..............................................................................20 or lower 3-year-olds ......................................20 (UPK); 15 (Grant 391) 4-year-olds ......................................20 (UPK); 15 (Grant 391) Staff-child ratio ......................................................................................1:10 or better 3-year-olds ..................................1:10 (UPK); 1:7 (Grant 391) 4-year-olds ..................................1:10 (UPK); 1:7 (Grant 391) Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and and support services and support services6 at least 1 support service Meals ..................................Depend on length of program day7 ..........At least 1/day Monitoring ..............................Site visits and other monitoring8 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$52,462,8179 Local match required? ..........................................................No State Head Start spending ......................................$7,500,000 State spending per child enrolled ..................................$3,895 All reported spending per child enrolled*......................$3,895
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $3,895 $10,499 $15,678 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF/CCDF/ARRA Spending
2
3
4
In the UPK program, any child may enroll, yet programs are selected to receive UPK funding based on program and child characteristics. The income requirement is for children receiving subsidy money. Hours vary by type of program and setting and are determined locally. UPK grantees are required to offer or provide access to full-day and full-year services. For Grant 391, grantees follow the public school calendar which is determined locally. Massachusetts was not able to break its state-funded Head Start enrollment down by single year of age. As a result, this figure is an estimate based on the percentage of federal Head Start enrollrees in Massachusetts who were 3 or 4 years old. All teachers must have an Early Childhood Certification. Public school teachers must have a pre-K to grade 2 certification. Nonpublic school teachers must be certified by the Department of Early Education and Care. Teachers must either be 21 years old or have a high school diploma, and must complete a 3-credit college course in child growth and development.
6
7
8
9
Assistant teachers in nonpublic settings must complete a 3-credit child development course and be at least 18 years old. A CDA may be substituted for these requirements. Programs are not required to provide these services directly. However, all LEAs are required to provide screenings and referrals under “child find” and screenings and referrals are available to all children in non LEAs through services in the public schools. Required support services include two annual parent conferences or home visits. Additional support services are determined locally. Programs operating fewer than 4 hours per day must provide snacks, and programs operating between 4 and 9 hours must provide a regularly scheduled meal in addition to a snack. Programs operating more than 9 hours must provide two meals and two snacks. UPK conducts site visits approximately once a year and all sites are visited. Grant 391 programs are all visited within a six-year cycle. This figure includes $31,564,596 in TANF/CCDF funds as well as $3,997,690 in ARRA funds. Total spending, including federal and local funding, for UPK was $39,564,596 and $12,898,221 for Grant 391.
77
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$4,413 $4,407 $4,419 $4,100 $4,504 $4,580 $4,382 $4,290 $4,405
19%
19%
19%
19%
16%
17%
18%
19%
16%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Michigan School Readiness Program (MSRP), established in 1985, offers preschool education to at-risk 4year-olds. Since the 2008-2009 program year, MSRP is known as the Great Start Readiness Program (GSRP), and is directly aligned with the state’s early childhood initiative, Project Great Start. At least 75 percent of the children enrolled in the program must come from families with an income below 300 percent of the federal poverty line (FPL), which was increased in the 2008-2009 program year from 250 percent FPL. Eligibility is also based on meeting other risk factors for educational disadvantage. In the 2009-2010 year, the Michigan State Board of Education adopted revised risk factors that updated and collapsed many of the previous risk factors into eight categories, with the goal of streamlining the enrollment process and targeting the most at-risk children and families. A prioritization process was adopted along with the revised risk factors, allowing extremely low family income to automatically qualify a child/family. Priority is then given to children from families with low income plus two risk factors, followed by children from families with low income plus one risk factor. In addition, children from families with incomes above 300 percent FPL must have at least two risk factors to be eligible for GSRP. GSRP funding for each district is determined based on the level of need in each district and using a school funding formula. Funding is given directly to public school districts for preschool education programming, though the funds may also be used in part for parent education and involvement programs. Public school districts may also subcontract with other local providers to offer GSRP. Competitive preschool education grants are also available to other preschool providers, including Head Start agencies, private child care centers, and social service and mental health agencies. In recent years, there has been an increase in the number of children served in full-day GSRP programs and GSRP/ Head Start blended programs instead of half-day programs. This increase has led to a decrease in the total number of children that could have been served had they been enrolled in half-day programs given the level of funding. However, access is an issue when programs are half-day and many at-risk children would not be able to attend at all if programs were only half-day. For the 2009-2010 program year, the state cut 50 percent of the GSRP competitive funding stream and allowed districts to repurpose the GSRP funding formula to offset reductions in their K–12 per-pupil funding. These changes resulted in about 2,647 slots being repurposed in whole or in part. Since 2004, a number of studies have measured both process quality and program impact/child outcomes in this program. As part of the state’s efforts to integrate Michigan’s system of early childhood education and related family services, the Early Childhood Investment Corporation (ECIC) was established in 2005. ECIC aims to promote a statewide, high-quality early education system by establishing guidelines and standards for early childhood development activities. Recent proposals throughout the state have sought to increase funding for state preschool programs in order to provide funds to programs that serve children prenatally through age 3. Increasing funding would allow the state to link the pre-K reimbursement rate to that of K–12, so that pre-K funding would increase along with K–12 funding.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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MICHIGAN GREAT START READINESS PROGRAM ACCESS
Total state program enrollment ......................................19,7811 School districts that offer state program ............................82% Income requirement ................................50% of children must be below 300% FPL Hours of operation..............................2.5 hours/day (half-day), 6-7 hours/day (full-day), 4 days/week Operating schedule............................................30 weeks/year Special education enrollment ........................................13,639 Federally funded Head Start enrollment ........................31,796 State-funded Head Start enrollment ......................................0 ■ Pre-K
†
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 16% 16% 87% 4% 9% 3% 65%
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA2 ..........BA Teacher specialized ..........EE certification + ECE endorsement ..........Specializing in pre-K training (public); EE certification + ECE endorsement or CDA, or BA in CD (nonpublic)2 Assistant teacher degree ............................CDA or equivalent3 ..........CDA or equivalent Teacher ....................6 semester credit hours/5 years (certified ..........At least 15 hours/year in-service staff); 12 clock hours/year (other staff)4 Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................18 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................................................................1:85 Screening/referral ................................Vision, hearing, health, ..........Vision, hearing, health; and and support services developmental; and support services6 at least 1 support service Meals ................................................................................Snack7 ..........At least 1/day Monitoring ....................................................Other monitoring8 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$87,128,000 Local match required? ..........................................................Yes State spending per child enrolled ..................................$4,405 All reported spending per child enrolled*......................$4,405
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
9
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $4,405 $8,286 $12,493 14 16 18
■ State Contributions ■ Local Contributions
6
■ Federal Contributions ■ TANF Spending
1
2
3
4
5
This is the number of children planned to be served rather than the number of slots. Some children were served in full-day programs that use two half-day slots, but they are only counted once in the enrollment. Teachers whose training is incomplete may be considered “out of compliance” but must be enrolled in a training program and reach compliance within four years, completing at least two courses per year. An associate degree in early childhood education/child development or equivalent training approved by the State Board of Education is also permissible. If a suitable candidate cannot be hired, an assistant teacher may start “out of compliance” but must have completed one course in child development and have a plan to complete the requirements within two years. All classroom staff must have 12 clock hours of professional development per year, not including CPR, first aid, and blood pathogen training. Certified teachers need at least 6 semester credit hours of professional development (or an equivalent number of State Board Continuing Education Units) per 5 years to renew their certificates. A qualified teacher and associate teacher must be present in classes of 9-16 children. If more than 16 children are in a class, a third adult must be present.
7
8
9
Programs must assure that children have health screenings, including vision and hearing, but they do not have to provide the screening. Screenings are often provided in the program by the local health department. Programs are required to make referrals; dental screenings and referrals are determined locally. Support services include four parent conferences or home visits, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. Part-day programs must provide at least a snack. They are encouraged to offer a meal and to extend the day to at least 3 hours if they do so. Full-day programs must provide one meal and two snacks or two meals and one snack. The state oversight agency’s monitoring plan includes site visits to programs, but the visits are not written into state policy requirements. Site visits for competitive grantee agencies occur once during each 3-year funding cycle. Site visits for school district programs are more limited, though the plan includes monitoring every three years for them as well. There is not a monetary local match, but occupancy costs must be part of the match because GSRP does not allow funding to cover facilities costs.
79
PERCENT OF STATE POPULATION ENROLLED
$8,237
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$7,912 $7,701 $6,657 $6,595 $6,041 $6,514 $7,144 $7,301
1% 2% 1% 2%
1% 2%
1% 2%
1% 2%
1% 2%
1% 2%
1% 2%
1% 1%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
innesota provides state funding to both Early Head Start and Head Start in order to increase access to these programs for children from birth to age 5. Any agency which receives federal Head Start funding is eligible for the state’s additional funding. Agencies may collaborate with private child care centers, public schools, and family child care homes, but all providers who receive state funds must follow the federal Head Start Performance Standards. Additionally, all program staff members receive technical assistance and training on the state’s early learning standards, Early Childhood Indicators of Progress. Minnesota allows their Head Start programs the flexibility to allocate funds to either Early Head Start or Head Start. In recent years, programs have allocated more funds to Early Head Start programs as a means for reaching families while their children are younger. As a consequence, total enrollment in Minnesota Head Start has decreased over time. For the first time, the state was able to provide spending for Head Start programs only and not include funds allocated to Early Head Start for the 2009-2010 school year as well as for previous years. The School Readiness Program, a second initiative supported by the state, provides services through school districts, community-based organizations, and subcontracted charter schools. This program aims to promote kindergarten readiness through several approaches, including preschool education programs, home visits, and services for children with disabilities, though individual school districts determine which services to offer. Programs must provide researchbased program content, encourage parent involvement, coordinate with other local programs, and ensure that children receive appropriate screenings and referrals. However, since program enrollment and funding data for center-based preschool education services are not tracked at the state level, the School Readiness Program is not the focus of data in this profile. Statutory changes in the 2008-2009 school year affected the operation of state-funded pre-K in Minnesota. The first change allowed programs that propose to provide Early Head Start (EHS) services to use a per-child rate up to the federal EHS average within the state, even if the program does not receive federal funding for EHS. Another change exempts some programs from strict enrollment requirements if they have been approved to serve a highrisk population, such as the homeless.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
80
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
MINNESOTA HEAD START ACCESS
Total state program enrollment ........................................1,874 School districts that offer state program..........100% (counties) Income requirement ..................90% of children must be at or below 100% FPL or receiving TANF1 Hours of operation............At least 3.5 hours/day, 4 days/week2 Operating schedule ..............................At least 32 weeks/year2 Special education enrollment ..........................................8,520 Federally funded Head Start enrollment ..........................9,867 State-funded Head Start enrollment ................................1,732
90% 4% 5% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 1% 8% 6% 85%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree............................BA (public); CDA (nonpublic)3 ..........BA Teacher specialized ........License or certification in EC (public); ..........Specializing in pre-K training Meets CDA requirements (nonpublic) Assistant teacher degree ........................Meet child care regs.4 ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................17 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:17 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ....................................................Lunch and/or breakfast6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$13,682,0747 Local match required? ..........................................................No State Head Start spending ....................................$13,682,0747 State spending per child enrolled ..................................$7,301 All reported spending per child enrolled*......................$7,301
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $7,301 $8,941 $14,525 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
2
3
4
State pre-K children must meet the federal Head Start income guidelines. Effective December 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at 100 percent or below FPL. Schedules are determined locally but must be in compliance with federal Head Start regulations. Programs must operate at least 3.5 hours per day, 4 days per week, and 32 weeks per year. The Head Start reauthorization that went into effect in December 2007 requires that by 2011 all lead teachers must have at least an AA degree and by 2013 at least 50 percent must have at least a BA related to teaching preschool children. Currently, about 80 percent in Minnesota Head Start programs have at least an AA and 60 percent have at least a BA in ECE or a related field. In a public school, teacher union rules require that teachers have at least a bachelor’s degree. Assistant teachers in settings subject to child care regulations must work under the supervision of a teacher, be at least 18 years old, and meet one of nine
5
6
7
combined credential, educational, and experience requirements, such as a high school diploma, 12 quarter units in early childhood or a related field, and 2,080 hours of experience. Federal Head Start requires that by 2013 all assistant teachers have a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. Programs are also required to provide screenings and referrals for nutrition issues. Support services include two annual parent conferences or home visits, education services or job training for parents, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, and transition to kindergarten activities. Federal Head Start Performance Standards require half-day programs to provide children with at least one-third of their daily nutritional needs (breakfast or lunch), and full-day programs to provide two meals or two-thirds of their daily nutritional needs. All spending through this initiative is directed toward Head Start programs.
81
NO PROGRAM
ississippi does not have a state-funded pre-K program, but in late 2008 it launched Mississippi Building Blocks (MBB), a four-year program designed to provide effective support to existing child care centers. The aim is to improve school readiness skills for children in licensed child care centers throughout the state, including centers who currently serve families with children that qualify for CCDF or TANF funding. Mississippi Building Blocks also aims to increase the number of child care centers in the Mississippi Child Care Quality Step Systems program (MCCQSS). The state allocated $3 million in fiscal year 2009 to expand the voluntary pilot MCCQSS program statewide and to increase Resource and Referral (R&R) funding. In addition, in an effort to help existing licensed child care centers, families, and children, MBB provides business advice to center directors, materials for classrooms, parenting classes for participating families, and teacher mentoring. In 2010, Mississippi established a special commission made up of business leaders and education experts to study the Mississippi Building Blocks program as a basis for establishing a statewide model. Results of the first year of the study have been released and several policy recommendations have emerged from the findings. A second year of the study using the same research design is currently underway.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
82
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................4,736 Federally funded Head Start enrollment ........................25,548 State-funded Head Start enrollment ......................................0
73% 1% 26%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 34% 3% 63%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $0 $7,026 $8,601 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
83
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$3,314
$2,930
$2,636
$2,745
$3,013
$2,792
$2,857
$2,883
$3,051
3% 5% 2% 4%
2% 4%
2% 4%
2% 4%
2% 4%
2% 4%
2% 4%
2% 4%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Missouri Preschool Project (MPP) has served 3- and 4-year-olds in the state since 1998, with programs situated in public schools, nonprofits agencies, and private child care centers. MPP is supported by state gaming revenues and funding is distributed through the Early Childhood Development Education and Care Fund. While priority is given to programs serving children from low-income families and those with special needs, all MPP funds are awarded through a competitive grant process. Programs use sliding payment scales, which use criteria including free or reduced-priced lunch eligibility. However, the goal is to eventually provide access to all families regardless of income. Teachers hired after July 1, 2005, are required to have a bachelor’s degree as well as a specialization in early childhood. New grantees also must meet this teacher education requirement in order to receive state funding. As of the 2008-2009 school year, assistant teachers in both public and nonpublic settings are required to have a Child Development Associate credential, as well as experience working in a program with young children and their families. Before this, assistant teachers were required to have a high school vocational certificate in early childhood care and education, as well as a high school diploma or GED. The 2009-2010 school year was the first year in which MPP programs were required to collaborate with Parents as Teachers programs, which provide parent education and periodic developmental screening and are available in all school districts in the state. Other new requirements for the 2009-2010 school year include providing annual nutrition, health, and developmental screenings to all MPP enrollees. In addition, a minimum of two parent-teacher conferences per year are now required. This program was evaluated for both process quality and program impact/child outcomes in 2000 and 2001.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
84
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
MISSOURI PRESCHOOL PROJECT ACCESS
Total state program enrollment ........................................4,331 School districts that offer state program ............................31% Income requirement ........................................................None1 Hours of operation ................................3 hours/day (half-day), 6.5 hours/day (full-day); 5 days/week2 Operating schedule ..........................................Academic year2 Special education enrollment ..........................................8,886 Federally funded Head Start enrollment ........................15,046 State-funded Head Start enrollment ......................................0
87% 3% 8% 2%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 4% 11% 5% 80%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized................EC or ECSE Birth–3 certification, ..........Specializing in pre-K training or 4-year CD degree Assistant teacher degree ..................................................CDA ..........CDA or equivalent Teacher in-service ..............................................22 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services3 Meals ..................................Depend on length of program day4 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$13,215,441 Local match required? ..........................................................No State spending per child enrolled ..................................$3,051 All reported spending per child enrolled*......................$3,051
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $3,051 $8,583 $10,440 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Eligibility is determined by age, with all other eligibility requirements determined locally. Programs are funded through a competitive process and receive extra points for serving children with special needs or from low-income families. Programs are required to operate full-day for 12 months per year, with the exception of government entities and public school districts, who can choose to provide a half-day program and operate for fewer than 12 months but no less than an academic year.
3
4
These screenings were required for the first time in the 2009-2010 academic year. Support services include two parent conferences or home-visits as well as parent involvement and transition to kindergarten activities. Programs operating for 3 hours are required to provide a snack. School- or fullday programs are required to provide one meal and two snacks or two meals and one snack.
85
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
86
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment..............................................919 Federally funded Head Start enrollment ..........................3,947 State-funded Head Start enrollment ......................................0
85% 1% 14%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 19% 3% 78%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $0 $9,663 $9,932 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
87
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
27% 11%
$3,729 $2,545 $1,990 $2,392 $2,842 $2,498 $2,892 $2,825 $1,163
1% 2% 1% 3%
2% 4%
1% 3%
2% 4%
2% 4%
2%
6%
3%
7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Nebraska Early Childhood Education Grant Program began as a pilot program in 1992, and expanded in 2001. The program provides educational services primarily to at-risk 3- and 4-year-olds. At least 70 percent of grant funding received by each participating preschool program must be used to serve children with one of the following four risk factors: eligibility for free or reduced-price lunch, having teen parents or parents who have not completed high school, living in a home in which English is not the primary language, or being born prematurely or with a low birth weight. A goal of the program is to integrate children of diverse economic and social characteristics. Public schools and educational service units receive state funding directly and partner with human service agencies, child care centers, or Head Start agencies to provide services. In their first year, grantees may use up to half of their grant amount for start-up costs. Each year, grantees receive funding for up to half the cost of a classroom and are required to match 100 percent of the continuing operating cost of the classroom using local and/or federal sources. Through an annual process, this initiative is evaluated on both process quality and program impact/child outcomes. In 2005, Nebraska moved to include 4-year-olds in the school district state-aid formula. School districts must be approved for three consecutive years before being eligible to include the 4-year-olds they serve in the state aid formula. This has resulted in a large increase in the number of children being served in state-funded prekindergarten programs. The 2009-2010 school year was the first time students in programs receiving state aid were included in the enrollment count; many programs began receiving state aid in the 2009-2010 year. Requirements included in state statute ensure that programs receiving state aid use the same types and levels of matching funding from federal and local sources as are used by the Nebraska Early Childhood Education Grant programs. However, the state does not track federal or local spending for programs that receive state aid.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
88
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
NEBRASKA EARLY CHILDHOOD EDUCATION PROGRAM – AGES 3 TO 5 ACCESS
Total state program enrollment ......................................10,248 School districts that offer state program ............................65% Income requirement ..................................................185% FPL1 Hours of operation ......................................Determined locally Operating schedule ..........................................Academic year Special education enrollment ..........................................2,949 Federally funded Head Start enrollment ..........................4,416 State-funded Head Start enrollment ......................................0
82% 1% 6% 11%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 27% 10% 1% 62%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ............Certification and EC endorsement3 ..........Specializing in pre-K training Assistant teacher degree....................12 semester hours in CD ..........CDA or equivalent or ECE or equivalent Teacher in-service ..............................................12 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and and support services support services only4 at least 1 support service Meals ................................................................................Snack ..........At least 1/day Monitoring ....................................................Other monitoring5 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$11,922,004 Local match required? ..............................................Yes, 100% State spending per child enrolled ..................................$1,163 All reported spending per child enrolled*......................$2,070
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
6
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $2,070 $9,964 $11,222 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2 3
Seventy percent of each program’s funding must be used to serve children having at least one of four risk factors, only one of which is family income. The other risk factors are non-English speaking family members, teen parent, parents who have not completed high school, or low birth weight or premature birth. Most programs operate part-day, 3.5 to 4 hours per day, 4 or 5 days per week. Certification types include ECE Birth–grade 3, EC Special Education Birth–grade 3, Preschool Disabilities Birth–K, ECE Unified Birth–grade 3.
4
5
6
Support services include two home visits, parent conferences, parent involvement activities, transition to kindergarten activities, and other locally determined services. Starting in 2009, sites were no longer guaranteed site visits. Based on further clarification, this does not meet NIEER’s requirement for monitoring. There is a required 100 percent match of grant funds, although it is not required to come from a local source. The state does not track matching funds from local and federal sources for programs that receive state aid so these funds are not reflected in all reported spending.
89
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$4,913 $4,062 $3,823 $3,370 $3,568 $3,651 $3,242 $2,976 $2,710
0% 1% 1% 2%
1% 2%
1% 2%
1% 2%
0% 2%
1% 2%
1% 2%
1% 2%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
evada started its state-funded pre-K program in 2001. Originally called the Early Childhood Education Comprehensive Plan, but since renamed the Nevada State PreKindergarten Education Program, this program provides funds to establish new preschool programs and expand existing ones. Both school districts and community organizations are eligible to be grantees. The program offers preschool access to 3-, 4-, and 5-year-olds using eligibility criteria based on each program’s assessment of local community needs. Four- and 5-year-olds who will be eligible for kindergarten the following year receive first priority, though children also may be eligible if they are English Language Learners, are from low-income families, or if they have an IEP. Funding levels for grantees are determined based on needs expressed in individual grant applications. Program funding stayed the same from the 2008-2009 to 2009-2010 school years. However, through increased collaboration and blended funding streams, programs were able to serve 109 additional children. Rather than relying on explicit program policies, the state establishes program quality through the requirements of the competitive grant application process. Through two types of evaluation, annual and longitudinal, this program has been evaluated for both process quality and program impact/child outcomes. The program has implemented a statewide pilot project to assess the learning gains of children identified as Limited English Proficient (who represent 48.5 percent of enrollment). The project uses the Pre-LAS, a measure of oral language proficiency and pre-literacy skills. Additionally, the state conducts a longitudinal evaluation each year, with the first cohort of students now in Grade 6.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
NEVADA STATE PREKINDERGARTEN EDUCATION PROGRAM ACCESS
Total state program enrollment ........................................1,232 School districts that offer state program............59% (counties) Income requirement ........................................................None1 Hours of operation ......................................Determined locally Operating schedule ..........................................Academic year Special education enrollment ..........................................4,045 Federally funded Head Start enrollment ..........................2,909 State-funded Head Start enrollment ......................................0
93% 3% 3% 1%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 4% 5% 89%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA3 ..........BA Teacher specialized training....................ECE license - Birth–K, ..........Specializing in pre-K Birth–Grade 2, or ECSE3 Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service....................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................16 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:8 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and at least 1 support service and support services and support services4 Meals ................................................................................None5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$3,338,875 Local match required? ..........................................................No State spending per child enrolled ..................................$2,710 All reported spending per child enrolled*......................$2,710
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $2,710 $11,589 $10,206 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Although there is no income requirement, programs prioritize children who are English Language Learners or who are from low-income families, among other locally determined enrollment priorities. Programs are required to operate a minimum of 10 hours per week. Specific operating schedules are determined locally, but programs generally operate 2-4 hours per day, 4 days per week. If teachers began with the program prior to 2002, they were grandfathered in. Positions deemed “difficult to fill” with the appropriate certification may develop a professional development plan that the hired teacher would follow if they do not currently have an approved certification. All new hires must be credentialed teachers, and most Classroom on Wheels classrooms now have a credentialed teacher.
4
5
Screening and referral requirements are decided at the local level. Some districts use developmental screenings. Support services include parenting support or training, parent involvement activities, referral to social services, and other locally determined support services. Meals are not required, but all programs provide snack and some provide lunch based on the school’s ability to support meals.
91
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
92
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................1,985 Federally funded Head Start enrollment ..........................1,414 State-funded Head Start enrollment ......................................0
91% 5% 4%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 5% 6% 89%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State Head Start spending ........................................$312,7301 State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
K–12***
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** $0 $10,734 $13,642 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
New Hampshire’s state Head Start funds are used for teacher salary enhancement.
93
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$11,649 $9,910 $11,233 $11,334 $11,283 $11,533 $11,385 $11,217 $11,578
20% 11%
24% 15%
26% 15%
26% 15%
25% 15%
25% 15%
26% 16%
27% 17%
27% 18%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
s the result of a 1998 New Jersey Supreme Court decision, the largest and most intensive of New Jersey’s three state-funded preschool programs (formerly known as the Abbott Preschool Program) serves 35 school districts. The state Department of Education (DOE) funds the districts to provide the program to all 3- and 4year-olds who wish to enroll. They may contract with private child care centers or Head Start programs that meet state standards to provide services. Additionally, the Department of Human Services (DHS) funds Abbott districts to offer extended-day and extended-year services. Since the 2007-2008 school year, these child care subsidy funds have been available to only families with incomes up to 300 percent of the federal poverty level. This program was evaluated on an annual basis from 2005 until the present for program impact/child outcomes. In addition, the program was evaluated in the 2008-2009 school year for process quality. A second state-funded preschool initiative serves 96 other districts in which 20 to 40 percent of children qualify for free or reduced-price lunch. These were formerly known as the Non-Abbott Early Childhood Program Aid (ECPA) districts, and they also may contract with Head Start or private providers to offer services. A third program (formerly known as The Early Launch to Learning Initiative) was established in 2004. All non-Abbott districts could apply for funds to increase enrollment, extend program hours, or improve program quality. Funding levels were determined by the length of program day and number of low-income 4-year-olds. Beginning in 2009-2010 school year, districts across all three programs received funding based on the School Funding Reform Act of 2008. The Act’s funding formula generated a total budget amount for each district, within which districts built their respective 2009-2010 budgets. As outlined in the School Funding Reform Act, New Jersey plans to expand full-day preschool for at-risk 3- and 4-year-olds in all school districts, with the goal of providing preschool for an additional 30,000 children by fall of 2013. However, flat-funding prevented most districts from expanding their programs in the 2009-2010 school year. In order to present the contributions New Jersey makes to preschool education throughout its three separate initiatives, we first present summary information reflecting the state’s overall commitment to preschool. Enrollment and state spending for the former Abbott, ECPA, and ELLI initiatives are taken into account. Next, we present specific details about each initiative. The third page of this profile focuses exclusively on the former Abbott program; the fourth page focuses exclusively on the former ECPA program; and the final page focuses exclusively on the former ELLI program.
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
STATE OVERVIEW
Total state program enrollment ......................................49,835 Total state spending ............................................$576,996,173 State spending per child enrolled ................................$11,578 All reported spending per child enrolled* ..................$11,578
72% 4% 6% 18%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 27% 7% 5% 61%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
NJ PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $11,578 $10,504 $17,500 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted. State per-child spending in New Jersey appears to be higher for state prekindergarten programs than for K–12 education, but in fact this is not the case in the districts that offer state pre-K. More than 80 percent of state prekindergarten enrollment is in Abbott districts, which also have a K–12 state aid payment that is nearly 3 times the statewide average per child. In other words, state spending per child is also much higher for K–12 in the Abbott districts.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
95
NEW JERSEY FORMER ABBOTT AND EXPANSION DISTRICTS ACCESS
Total state program enrollment ......................................41,786 School districts that offer state program ..............................6% Income requirement ........................................................None1 Hours of operation............................6 hours/day, 5 days/week Special education enrollment ........................................10,221 Federally funded Head Start enrollment ........................13,827 State-funded Head Start enrollment ......................................0
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 72% 4% 6% 18% 6% 1% 7% 5% 61%
Operating schedule ..........................................Academic year2
■ Abbott ■ ECPA ■ Head Start ■ Special Ed †
■ ELLI ■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ................P–3, Nursery School Certificate, ..........Specializing in pre-K training N–8 with 2 years preschool teaching experience (public and nonpublic)3 Assistant teacher degree ..................................................HSD4 ..........CDA or equivalent Teacher in-service ................................100 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................15 4-year-olds ..........................................................................15 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:15 4-year-olds ......................................................................2:15 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ..............................................Breakfast, lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$537,315,873 Local match required? ..........................................................No State spending per child enrolled ................................$12,859 All reported spending per child enrolled*....................$12,859
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
Abbott* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $12,859 $10,504 $17,500 6 18
■ State Contributions ■ Local Contributions
4
■ Federal Contributions ■ TANF Spending
1
2
3
96
Only districts where at least 40 percent of children qualify for free or reducedprice lunch receive funding through this initiative. All 3- and 4-year-old children within those districts are eligible to participate. Providers are only required by the Department of Education to provide a 6-hour educational program for the 180 -day academic year. Providers can choose to operate a before- and after-care program and/or a full-year (245-day) program. If they chose to do so, all children meeting income requirements are paid for through the Department for Children and Families. In the 2009-2010 program year, about 74 percent of Abbott children were enrolled in wrap-around care that extended program hours. Teachers with an Elementary School certificate (N–8) may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4-year-olds under the certificate or demonstrate content knowledge in line with a district’s established documentation requirements.
5
6
Assistant teachers in public schools supported by Title I funding must meet the education/degree requirements specified in NCLB. Support services include parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. State per-child spending in New Jersey appears to be higher for state prekindergarten programs than for K–12 education, but in fact this is not the case in the districts that offer state pre-K. More than 80 percent of state prekindergarten enrollment is in Abbott districts, which also have a K–12 state aid payment that is nearly 3 times the statewide average per child. In other words, state spending per child is also much higher for K–12 in the Abbott districts.
NEW JERSEY FORMER EARLY CHILDHOOD PROGRAM AID DISTRICTS ACCESS
Total state program enrollment ........................................7,487 School districts that offer state program ............................16% Income requirement ........................................................None1 Hours of operation......At least 2.75 hours/day (part-day), or at least 6 hours/day (full-day), 5 days/week2 Operating schedule ..........................................Academic year Special education enrollment ........................................10,221 Federally funded Head Start enrollment ........................13,827 State-funded Head Start enrollment ......................................0 STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 72% 4% 6% 18% 6% 1% 7% 5% 61%
■ Abbott ■ ECPA ■ Head Start ■ Special Ed †
■ ELLI ■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ................P–3, Nursery School Certificate, ..........Specializing in pre-K training N–8 with 2 years preschool teaching experience (public and nonpublic)3 Assistant teacher degree ..................................................HSD4 ..........CDA or equivalent Teacher in-service ................................100 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................18 4-year-olds ..........................................................................18 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:18 4-year-olds ......................................................................2:18 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ..................................Depend on length of program day6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$37,400,0007 Local match required? ..........................................................No State spending per child enrolled ..................................$4,995 All reported spending per child enrolled*......................$4,995
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
ECPA* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $4,995 $10,504 $17,500 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Only districts where 20 to 40 percent of children qualify for free or reducedprice lunch receive funding through this initiative. All 3- and 4-year-old children within those districts are eligible to participate. However, the program is only open to 3-year-olds once the district has offered full-day kindergarten to all age-eligible children, and either half- or full-day preschool to all 4-year-olds. Half-day programs must be at least 2.75 hours per day; full-day programs must be at least 6 hours per day. Length of program day varies by districts. In some cases, both half- and full-day programs are offered. Half-day programs are most common.
3
4
5
6 7
Teachers with an Elementary School certificate (N–8) may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4-year-olds under the certificate or demonstrate content knowledge in line with a district’s established documentation requirements. Assistant teachers in public schools supported by Title I funding must meet the education/degree requirements specified in NCLB. Support services include education services or job training for parents, parent involvement activities, and transition to kindergarten activities. Meals are required in full-day programs. This figure is an estimate of state funds directed to services for preschool-age children.
97
NEW JERSEY FORMER EARLY LAUNCH TO LEARNING INITIATIVE DISTRICTS ACCESS
Total state program enrollment ..........................................562 School districts that offer state program ..............................4% Income requirement ..................................................185% FPL1 Hours of operation ..........2.75 hours/day (part-day), or at least 6 hours/day (full-day), 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................10,221 Federally funded Head Start enrollment ........................13,827 State-funded Head Start enrollment ......................................0 STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 20% 72% 4% 6% 18% 6% 1% 7% 5% 61%
■ Abbott ■ ECPA ■ Head Start ■ Special Ed †
■ ELLI ■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ................P–3, Nursery School Certificate, ..........Specializing in pre-K training N–8 with 2 years preschool teaching experience (public and nonpublic)2 Assistant teacher degree ..................................................HSD3 ..........CDA or equivalent Teacher in-service ................................100 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services4 Meals ..................................Depend on length of program day5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$2,280,300 Local match required? ..........................................................Yes State spending per child enrolled ..................................$4,057 All reported spending per child enrolled*......................$4,057
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
6
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $4,057 $10,504 $17,500 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1 2
3
98
Districts may enroll other students in unusual circumstances. Teachers with an Elementary School certificate (N–8) may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4-year-olds under the certificate or demonstrate content knowledge in line with a district’s established documentation requirements. Assistant teachers in public schools supported by Title I funding must meet the education/degree requirements specified in NCLB.
4
5 6
Support services include parent involvement activities and transition to kindergarten activities. Full-day programs are required to offer breakfast, lunch, and snack. Classrooms must include general and special education students funded through other sources.
99
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$3,512 7% 1% 1% 1% 1% 1% 1% 9% 0% 13% 0% 17% 0% 16% $1,640 $1,951
$3,137
$2,598
$3,270
$3,166
$3,359
$3,412
2% 1% 1% 1%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n the 2005-2006 school year, the state launched its preschool education initiative, New Mexico PreK, which offers center-based early childhood services for 4-year-olds. Although there is no specific income requirement to be eligible for the program, two-thirds of enrolled children at each program site must live in the attendance zone of a Title I elementary school. Approximately half of the enrolled children are served in public schools with the other half served in nonpublic settings, such as community and municipal child care centers, faith-based centers, family child care homes, Head Start programs, and universities. Over the last five years, on an annual basis, this initiative has been evaluated for both process quality and program impact/child outcomes using child outcome data as well as classroom observation data. Funding for the New Mexico PreK program is allocated on a competitive basis with priority given to programs in areas where schools have the highest percentages of children failing to meet No Child Left Behind’s adequate yearly progress in math and reading. Half-day preschool slots are funded based on half of the funding level for kindergarten slots. However, New Mexico PreK will unlikely be able to offer new additional programs in the 20102011 school year as no additional funds were provided. A second preschool initiative, the Child Development Program, is funded by the state to provide family support services, home visits, and early childhood education to at-risk children from birth to age 3 who do not qualify for other eligibility-based programs. However, individual programs may limit eligibility to risk factors based on locally determined needs, such as having a teen parent, homelessness, or poverty. Funding for the Child Development Program has been cut over the past few years, resulting in a decreasing number of preschool-age children being served through the initiative. Beginning with the 2007-2008 school year, the Child Development Program no longer serves any of the state’s 4-year-olds and serves fewer than 1 percent of 3-year-olds. Therefore, NIEER no longer considers the program’s primary focus to be providing center-based preschool education for 3- and 4-year-olds, and thus it is not profiled in this report. In addition to the two state-funded initiatives described above, New Mexico also allocated $800,000 in state funds during the 2009-2010 program year to provide additional slots in federal Head Start programs and extend the day to allow families that were TANF-eligible to work and/or go to school. However, in January 2010, a reduction in state spending immediately resulted in a termination of funding for the Head Start state supplement.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
NEW MEXICO PREK ACCESS
Total state program enrollment ........................................4,848 School districts that offer state program ............................49% Income requirement ........................................................None1 Hours of operation ......................................Determined locally Operating schedule ..........................................Academic year Special education enrollment ..........................................4,049 Federally funded Head Start enrollment ..........................7,685 State-funded Head Start enrollment ....................................36
85% 4% 11%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 16% 15% 6% 63%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..................................................................HSD3 ..........BA Teacher specialized training ................................See footnotes3 ..........Specializing in pre-K Assistant teacher degree....................................................HSD3 ..........CDA or equivalent Teacher in-service ..............................................45 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services4 Meals ............................................................At least one meal ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$16,542,4075 Local match required? ..........................................................No State Head Start spending ........................................$800,0006 State spending per child enrolled ..................................$3,412 All reported spending per child enrolled*......................$3,412
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,412 $9,664 $13,644 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Priority is given to children who will attend Title I schools with the highest percentages of children failing to meet NCLB AYP in reading and math. Schedules are determined locally but the majority of programs operate 2.5-3 hours daily for 5 days per week. Programs must provide 450 hours of classroom instruction plus 90 hours of parent/family activities each year. Lead teachers are required to have a BA degree and licensure in Early Childhood Education birth–grade 3 within five years of being hired. Assistant teachers in both public and nonpublic settings are expected to have an AA in early childhood education within five years of being hired. All teachers, regardless of degree type, begin receiving specialized training immediately.
4
5
6
Support services include four annual parent conferences or home visits, parent education or job training, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. Additional funds not counted in these figures are $2,456,819 for training, technical assistance, and professional development and $488,687 for program evaluation. This sum represents TANF funds dedicated to Head Start. Funding represents the allocated amount for the program. However, the program was only funded for September 2009-December 2009, after which the supplement was eliminated by a legislative action designed to curb state spending.
101
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
45% $4,987 $4,462 $4,415 $4,321 $4,021 $3,796 $4,090
25%
30%
30%
35% 29% 29%
39%
43%
$3,672
$3,503
2%
1%
1%
0%
0%
0%
0%
0%
0%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Universal Prekindergarten (UPK) program, which started in 1998, aims to offer preschool education to all 4-year-olds in the state of New York. New York’s Experimental Prekindergarten (EPK) Program, which later became the Targeted Prekindergarten Program (TPK), started in 1966. During the 2007-2008 school year, TPK was incorporated into UPK; funding increased by 50 percent and every district in the state became eligible for UPK funding. While UPK is meant to be universal, funding has not been sufficient to achieve this goal. In 2009-2010, about 45 percent of the state’s 4-year-olds were enrolled in the program. UPK slots are filled through district-operated lotteries. The UPK Program was flat-funded for the 2009-2010 program year, and only districts that had previously offered the program were eligible for funding. Districts must subcontract at least 10 percent of their funding to communitybased organizations (CBOs), including Head Start programs, child care centers, nonpublic nursery schools, and preschool special education providers. Since 2004, programs in nonpublic settings have been required to meet the same teacher certification requirements as those in public settings, which is a BA if hired prior to 1978 and a MA if hired after 1978. However, certain CBOs can be exempt as long as uncertified teachers receive on-site supervision by certified staff and have a plan in place to be certified within five years or by 2013. Effective July 1, 2010, all newly hired teachers in nonpublic settings must have a bachelor’s degree in early childhood education or a related field. New hires must also have a written plan to earn a New York state (NYS) teaching license or certificate valid for services in the childhood grades within five years. Until all UPK teachers in nonpublic settings possess a NYS teaching license or certificate, the agencies operating such programs must employ an onsite education director who has a NYS teaching license or certificate valid for services in the early childhood or childhood grades. The New York state Board of Regents adopted the Prekindergarten Learning Standards in January 2011. The goal of these standards is to support high-quality early childhood education for children before entry to kindergarten. Administrators and educators seek to align the Prekindergarten Learning Standards with the K–12 education system. In 2009-2010, the UPK program collected data on screenings, progress monitoring, and outcome assessment, which will become an annual data collection effort.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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NEW YORK UNIVERSAL PREKINDERGARTEN ACCESS
Total state program enrollment ....................................107,927 School districts that offer state program ............................67%1 Income requirement ........................................................None Hours of operation ............................2.5 hours/day (part-day), 5 hours/day (full-day), 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................44,725 Federally funded Head Start enrollment ........................43,863 State-funded Head Start enrollment ......................................0
85% 7% 8%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 45% 10% 4% 41%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ............................Not comprehensive ..........Comprehensive Teacher degree ................BA prior to 1978, MA after (public); ..........BA AA or CDA (nonpublic)2 Teacher specialized....................Certification in Birth–Grade 2, ..........Specializing in pre-K training Students with Disabilities Birth–Grade 2, N–6, or Pre-K–6 (public); AA in ECE or meets CDA requirements (nonpublic)3 Assistant teacher ......................HSD + 9 credits in EC + Level I ..........CDA or equivalent degree certification (public); HSD (nonpublic)4 Teacher in-service ................................175 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................................................................1:9 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ..................................Depend on length of program day6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$378,107,213 Local match required? ..........................................................No State spending per child enrolled ..................................$3,503 All reported spending per child enrolled*......................$3,503
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18 $3,503 $10,979 $18,939 20
■ State Contributions ■ Local Contributions
4
■ Federal Contributions ■ TANF Spending
1
2
3
The UPK program is not required of any district. It had been made available to all 677 districts in the past, but for the 2009-2010 school year, the UPK Program was flat funded, meaning only districts who had previously had a program would be offered an allocation. All 452 districts that had previously done so operated a program in 2009-2010. Since 2004, programs in nonpublic settings have been required to meet the same certification requirements as those in public settings. However, an amendment allowed certain community-based organizations to be exempt from this requirement until at least 2013, as long as uncertified teachers receive on-site supervision by certified teachers. These teachers must have a plan to become certified within five years or by 2013. Effective July 1, 2010, newly hired teachers in nonpublic settings must have a BA in ECE or a related field. Teachers in community-based organizations are currently exempt from certification if they have on-site supervision by a certified teacher.
5
6
The Level I Teaching Assistant Certificate is the entry level certificate for teacher assistants. It permits the holder to provide direct instructional services to students under the general supervision of a licensed or certified teacher. Assistant teachers employed by nonpublic schools must meet the standards of the licensing or registering agency. A social and emotional assessment and referral are also required. Support services include parent education or job training, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, and transition to kindergarten activities. State regulations require that support services be provided to the maximum extent practicable. The number of required annual parent conferences or home visits is determined locally. Programs meeting for 3 hours or fewer must provide a snack. Programs meeting more than 3 hours must provide a meal and snack.
103
PERCENT OF STATE POPULATION ENROLLED
$7,218
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$6,423 $4,986 $4,943 $4,456 $5,179 $5,243 $5,420 $5,239
22% 6% 9% 10% 12% 15%
25%
24%
1%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
orth Carolina created the More at Four Pre-Kindergarten Program in 2001 to provide an educational experience during the year prior to kindergarten entry, targeting at-risk 4-year-old children from low-income families who have not been served in any other formal program. Children are defined as “at risk” if they come from families with incomes at or below 75 percent of the state median income or have another risk factor, such as educational or developmental delay, an identified disability, a chronic health condition, or limited English proficiency. Children whose parents are active duty military personnel are automatically eligible for the program. More at Four prekindergarten classrooms are available statewide in public schools, Head Start programs, and private licensed child care centers, though nonpublic settings are eligible for state funding only if they earn high-quality ratings under the state child care licensing system. Nonpublic settings must meet the same program standards, set by the North Carolina State Board of Education, as public schools. This includes requiring lead teachers to have a bachelor’s degree and a birth–kindergarten license. Nonpublic settings receiving state funding have a four-year timeframe to meet the teacher licensure standard, allowing these teachers the opportunity to work towards licensure. Funding for More at Four is provided through state general funds and revenue from the state lottery, which allowed for rapid program expansion for several years until 2009-2010. For the 2009-2010 school year, funding appropriations were reduced by approximately $5 million. More at Four classrooms have been required to follow early learning standards adopted by the State Board of Education since the 2005-2006 school year. In the 2008-2009 school year, an online orientation to the state standards was piloted and was available in the 2009-2010 school year. In addition, the State Board of Education approved a list of prekindergarten curricula that were aligned with these early learning standards for the 2009-2010 school year. Beginning in the 2009-2010 school year, the North Carolina Department of Public Instruction established the Office of Early Learning to focus on the pre-K through grade 3 continuum of learning and development and its impact on high school graduation. The More at Four program has been evaluated for both process quality and program impact/child outcomes through an ongoing annual process.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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NORTH CAROLINA MORE AT FOUR PRE-KINDERGARTEN PROGRAM ACCESS
Total state program enrollment ......................................31,197 School districts that offer state program..........100% (counties) Income requirement ..........................80% of children must be at or below 75% SMI Hours of operation ....................6-6.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................10,323 Federally funded Head Start enrollment ........................17,787 State-funded Head Start enrollment ......................................0
93% 2% 5%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 24% 9% 2% 65%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA1 ..........BA Teacher specialized training ..............................Birth–K license1 ..........Specializing in pre-K Assistant teacher ................CDA or meets NCLB requirements ..........CDA or equivalent degree (public), CDA (nonpublic)2 Teacher in-service............................................15 CEUs/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................18 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................................................................1:9 Screening/referral ......................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services3 Meals ................................Lunch and either breakfast or snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$163,451,644 Local match required?......................Yes, amount not specified State spending per child enrolled ..................................$5,239 All reported spending per child enrolled*......................$7,824
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $7,824 $9,580 $9,180 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
All lead teachers in a More at Four classroom are required to hold a bachelor's degree in early childhood education or a related field and a North Carolina Birth–Kindergarten Licensure. Teachers in non-public settings must have a minimum of an associate degree and work to obtain a bachelor’s degree and Birth–Kindergarten license within four years of the program being recognized as a More at Four program. In some circumstances, exceptions to this timeline may be granted if the provider appears to be working in good faith to reach this level of credential.
2
3
NCLB generally requires assistant teachers to have a 2-year degree. More at Four requires that assistant teachers who meet NCLB requirements but do not hold a CDA have 6 semester hours of EC coursework or two years experience in an early childhood classroom. An associate degree is highly encouraged for assistant teachers in nonpublic settings. Support services include parent involvement activities and transition to pre-K and kindergarten activities. Programs must also provide information on medical homes and health insurance. Parent conferences and home visits are strongly recommended but are not required.
105
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
106
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ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment..............................................987 Federally funded Head Start enrollment ..........................2,637 State-funded Head Start enrollment ......................................0
84% 3% 13%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 19% 5% 76%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $0 $10,008 $10,486 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
107
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$7,704 $6,906 $6,017 $5,663 $3,902 $2,685 $2,763 $7,522 $6,911
6%
9%
6%
10% 4%
9% 2%
5%
10% 1% 4% 1% 3% 3%
5%
8% 1% 2%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Ohio Public School Preschool Program (PSP) was established in 1990 after four years as a successful pilot program. Now known as the Early Childhood Education (ECE) program, the program serves 3- and 4-yearold children from families with incomes up to 200 percent of the federal poverty level (FPL). A sliding fee scale is applied for families above 100 percent of FPL, and families above 200 percent of FPL may enroll their children with support from district funds or through parent tuition. While ECE funds are distributed directly to public schools, these schools may subcontract with Head Start programs, faith-based centers, and private child care centers. Funding for the ECE program increased in the 2008-2009 fiscal biennium, in turn increasing the number of districts receiving funding from 112 to 205 and supporting 7,173 children. Budget cuts for the 2009-2010 school year resulted in a reduction of ECE funding. To help account for this cut, the Ohio Department of Education elected to reduce the per-child amount so as not to eliminate as many children from preschool services. Nevertheless, the overall number of children funded by the state still decreased to 5,700 in the 2009-2010 program year. However, in the 2009-2010 school year, programs enrolled an additional 3,667 children from families with incomes up to 200 percent of FPL by charging tuition or using local or Title I funds. Due to budget cuts for the 2009-2010 school year, site visits are no longer required for monitoring and program quality. Annual visits are conducted for basic health and safety compliance indicators, and these visits also include the monitoring of quality in many cases, although it is not required. In addition, programs must engage in a continuous improvement process by developing a program plan and rating themselves on a set of compliance and performance indicators of program quality. Programs annually report the results of this process through a program monitoring tool, IMPACT (Integrated Monitoring Process and Continuous Improvement Tool). The Ohio Department of Education reviews the results and provides feedback to individual programs annually. This program was evaluated for process quality during fiscal years 2008 and 2009. This evaluation method using ELLCO will continue through the 2010-2011 school year, with the information used to identify the best use of state resources for teacher support. In prior years, this report also profiled the Early Learning Initiative (ELI) program, which used funding from Temporary Assistance for Needy Families (TANF) to mirror the educational and comprehensive services of the ECE program while providing full-day, full-year programs to working families. This program served children from families with incomes up to 200 percent of FPL. However, funding for the ELI program was eliminated entirely from the state budget for the 2009-2010 and 2010-2011 program years and therefore ELI is not profiled in this report.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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OHIO EARLY CHILDHOOD EDUCATION ACCESS
Total state program enrollment ........................................5,7001 School districts that offer state program ............................33% Income requirement ..................................................200% FPL Hours of operation ......................................Determined locally Operating schedule ..........................................Academic year Special education enrollment ........................................14,000 Federally funded Head Start enrollment ........................33,906 State-funded Head Start enrollment ......................................0
85% 3% 10% 1% 1%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 2% 13% 4% 79%
■ ECE ■ Locally funded § ■ Head Start ■ Special Ed † ■ Other/None
§These
are children served in ECE programs through local and federal funds.
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ............................Not comprehensive ..........Comprehensive Teacher degree ........................................................AA in ECE3 ..........BA Teacher specialized................................See footnotes (public);4 ..........Specializing in pre-K training AA in ECE (nonpublic) Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ..................................20 clock hours/2 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................24 4-year-olds ..........................................................................28 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:12 4-year-olds ......................................................................1:14 Screening/referral......................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ..................................Depend on length of program day6 ..........At least 1/day Monitoring ....................................................Other monitoring7 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$22,243,792 Local match required? ..........................................................No State spending per child enrolled ..................................$3,902 All reported spending per child enrolled*......................$3,902
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $3,902 $7,962 $9,528 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
4
■ Federal Contributions ■ TANF Spending
1
2
3
Ohio funded 5,700 children with a per-child allocation of $4,000. Programs could also choose to enroll additional children by charging tuition or using local or Title I funds but exact funding amounts are unknown. Total enrollment in the ECE program, including children funded entirely by non-state sources, was 9,367. Enrollment breakdowns are estimated figures based on the funded enrollment of 5,700 children only and not the total enrollment. ECE funds 3 to 3.5 hours of services daily, and most programs operate 4 days per week. However, many districts use local or other funding sources to offer a full-day program. The fifth day is used to provide home visits and parent conferences. The current minimum requirement in public school settings is a Prekindergarten Associate License, which requires at least an associate degree. However, many school districts already require that lead teachers have a bachelor’s degree in ECE. For all types of settings, the Ohio Revised Code specifies a timeline by which a percentage of teachers must attain certain degree levels. By July 1, 2009, all teachers in programs that began in fiscal year 2006 were required to have an AA or higher in ECE. By July 1, 2011, all teachers in programs that began in fiscal year 2007 or later will be required to have an AA or higher in ECE.
5
6
7
For teachers in public school settings with bachelor’s degrees, acceptable licenses include the following: Pre-K–3, Pre-K Teacher, Intervention Specialist, Early Childhood Intervention Specialist (P–3), or K–3 or K–8 certificate/license plus 4 courses in ECE or child development from an accredited college or university. The minimum requirement in a public school setting is the Prekindergarten Associate License which requires an AA in ECE. Teachers in nonpublic settings are required to have at least an AA in ECE. Screening and referrals for hemoglobin and lead are also required. Support services include two annual parent conferences or home visits, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. Programs are required to provide breakfast, lunch, or snack depending on hours of attendance. Due to budget cuts for the 2009-2010 school year, site visits are no longer required for monitoring and program quality. Annual visits are conducted for basic health and safety compliance indicators, and these visits also include the monitoring of quality in many cases, although it is not required. In addition, programs must engage in a continuous improvement process by developing a program plan and rating themselves on a set of compliance and performance indicators of program quality.
109
PERCENT OF STATE POPULATION ENROLLED
64% 68% 70% 68% 71% 71% 71%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
56%
59%
$3,343
$3,156
$3,575
$4,097
$3,851
$3,773
$4,109
$4,088
$4,477
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
klahoma established the Early Childhood Four-Year-Old Program as a pilot preschool education program in 1980 with the goal of eventually serving all 4-year-olds in the state. The program received statewide funding in 1990, though it was limited to 4-year-olds eligible for the federal Head Start program. Districts could, however, choose to provide the program to additional 4-year-olds through local funds or tuition. In 1998, Oklahoma began offering free, voluntary access to preschool programs for all 4-year-olds, becoming the second state in the nation to do so. Enrollment in the Early Childhood Four-Year-Old Program has steadily increased over the years, and the program is currently offered in 98 percent of school districts. Since the 2003-2004 program year, Oklahoma has ranked first in the nation for serving the highest percentage of 4-year-olds in its state-funded preschool program. The state does not provide specific funds for 3-year-olds, though some Oklahoma school districts have taken the initiative to offer classroom programs for these younger students. Using funding sources such as Title I, special education, Head Start, and general funds, 2,325 3-year-olds were served in pre-K classrooms during the 2009-2010 school year. Funding for the Early Childhood Four-Year-Old Program is provided directly to public school districts through the state’s school finance formula. Districts are reimbursed at the per-pupil rate with specific funding amounts or weights determined by the length of the program day and the age of the child. Districts may subcontract with other classroom providers by placing public school teachers into child care centers, community-based programs, and Head Start programs. Children served in these collaboration programs are still considered public school enrollees and receive the same services as children in public school settings. During the 2009-2010 program year, more than 5,500 students were served through collaboration programs. The Early Childhood Four-Year-Old Program has been evaluated for program impact/child outcomes through multi-year studies since 2004. In addition, Oklahoma launched the Pilot Early Childhood Program in the 2006-2007 school year. The rules and regulations for this program were established by the Oklahoma State Board of Education, though funding comes from both public and private dollars. The program is available year-round to at-risk children from birth through age 3. Enrollment is expanded each year, and the program served 611 3-year-olds in the 2009-2010 school year. The Early Childhood Expansion Project also serves children from birth through age 3 and, beginning in the 20112012 school year, public and private funds will be used to create 22 new classrooms with slots for approximately 300 children. Oklahoma also supplements the federal Head Start program with funds for extended-day and additional services. The state provided $2,452,533 in state funds to the program in fiscal year 2010.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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OKLAHOMA EARLY CHILDHOOD FOUR-YEAR-OLD PROGRAM ACCESS
Total state program enrollment ......................................37,356 School districts that offer state program ............................98% Income requirement ........................................................None Hours of operation ..................2.5 hours/day (half-day) and/or 6 hours/day (full-day); 5 days/week1 Operating schedule ..........................................Academic year Special education enrollment ..........................................3,921 Federally funded Head Start enrollment ........................15,179 State-funded Head Start enrollment ......................................0
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 71% 15% 86% 1% 13% 14%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..............................................................BA/BS ..........BA Teacher specialized training ............EC certification for birth–3 ..........Specializing in pre-K Assistant teacher degree ........Must meet NCLB requirements3 ..........CDA or equivalent Teacher in-service ..................................75 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and at least 1 support service and support services and support services4 Meals ................................................................At least 1 meal5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$167,245,3966 Local match required? ..........................................................No State Head Start spending ......................................$2,452,5332 State spending per child enrolled ..................................$4,477 All reported spending per child enrolled*......................$7,855
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $7,855 $8,145 $8,865 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2 3
Providers may choose from three program options: a half-day program with 2.5 instructional hours daily, a full-day program with 6 instructional hours daily, or a combination of both options. Districts can choose to offer a longer day, but will not receive additional state funds through the state aid formula. All programs operate 5 days per week. State Head Start funds are used to provide extended-day and additional services. Assistant teachers must meet federal requirements to be highly qualified under NCLB. They must have an AA, or 48 credit hours of college coursework, or pass one of two state-approved tests that do not have specific educational requirements. One test is the Oklahoma General Education Test (an exam required for pre-K–12 public school teachers) and the other is a national test for para-professional status.
4
5
6
Support services include two parent conferences or home visits annually, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities. Programs must also offer or make referrals for other services including mental health services (counselors), health services (school nurse), and all other typical public school program services (such as early intervention, transition programs, or literacy coaches). At least one meal is provided through the Federal Child Nutrition Program. This federal program does not provide snacks for students, so snacks are determined locally. This is an estimate of total state spending as the state did not report actual spending.
111
PERCENT OF STATE POPULATION ENROLLED
$10,277
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$9,820 $8,698 $9,286 $9,082 $8,631 $8,637 $8,435
$8,028
2%
6%
3%
6%
3% 5%
3% 5%
3% 5%
3% 5%
4%
7%
5%
8%
5%
8%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 1987, the Oregon Head Start Prekindergarten program was established to provide comprehensive education and child development services to 3- and 4-year-olds from low-income families. A formal Memorandum of Understanding between the Oregon Department of Education and the Region X Office of Head Start established a state/federal partnership to support a collaborative federal Head Start and state prekindergarten system. In the 2009-2010 school year, the program served more than 6,000 students. Funding for the Oregon Head Start Prekindergarten program is available to a number of organizations. All Head Start grantees in Oregon receive joint funding from state and federal sources to expand enrollment. Non-sectarian organizations can also receive program funding in the form of competitive grants. Funding is also available to programs in public schools, private agencies, faith-based organizations, government agencies, and colleges and universities that do not receive federal Head Start funding. However, all programs are held to the federal Head Start Performance Standards and must meet monitoring requirements. While significant enrollment expansion has occurred in recent years, the program has suffered from recent budget reductions. In 2008-2009, the last half of the budget biennium, a budget reduction of 1.1 percent was taken. During the 2009-2011 biennium, all state agencies were required to take a 9 percent reduction, which affected both state pre-K and Early Head Start programs.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
OREGON HEAD START PREKINDERGARTEN ACCESS
Total state program enrollment ........................................6,508 School districts that offer state program..........100% (counties) Income requirement ............................80% or 90% must be at or below 100% FPL1 Hours of operation ......................................Determined locally2 Operating schedule ..........................................Academic year Special education enrollment ..........................................5,687 Federally funded Head Start enrollment ..........................6,877 State-funded Head Start enrollment ................................6,406
3
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 8% 9% 86% 4% 5% 5% 4% 79%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
BENCHMARK
DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree............................BA (public), CDA (nonpublic)4 ..........BA Teacher specialized ..............License + 15 ECE credits (public); ..........Specializing in pre-K training Meets CDA requirement (nonpublic)4 Assistant teacher degree ......................................HSD or GED4 ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................17 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:17 4-year-olds ......................................................................1:10 Screening/referral......................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ................................Lunch and either breakfast or snack6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$54,897,5787 Local match required? ..........................................................No State Head Start spending ....................................$54,897,5787 State spending per child enrolled ..................................$8,435 All reported spending per child enrolled*......................$8,435
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $8,435 $11,524 $11,445 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
4
If a grantee has both federal Head Start and state pre-K funding, 90 percent of children must meet the income requirement. If a grantee only has state pre-K funding, 80 percent of children must meet the income requirement. In addition, effective December 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at 100 percent or below FPL. Programs must be offered for at least 3.5 hours per day. Most programs operate 3 or 4 days per week plus required home visits. All programs must operate a minimum of 32 weeks per year. This number represents enrollment in the Oregon Head Start Prekindergarten program. All state-funded Head Start enrollment is through this program. In public settings teachers must also have an ECE endorsement in pre-K–grades 3-9. In nonpublic school settings, half of grantee teachers must have at least an AA or higher degree in ECE or a related degree with a minimum of 15 ECE college credits. The Head Start Reauthorization Act of 2007 requires that by
5
6
7
2011 all lead teachers have at least an AA; by 2013, 50 percent must have at least a BA. By 2013, all assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA or BA within two years. Support services include four annual parent conferences or home visits, parent education or job training, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, transition to kindergarten activities, mental health services, and community partnerships. Programs are required to offer meals and snacks that provide at least one-third of the child’s daily nutritional needs. In addition to lunches for all children, morning programs offer breakfast to all children, and afternoon programs offer snacks to all children. This figure represents the state contribution to the Oregon Head Start Prekindergarten program, which is a state-funded Head Start model. All state pre-K spending is therefore directed toward Head Start programs.
113
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,650 $3,477 $4,106 $4,502 $5,717 $5,924
0% 2% 0% 2%
0% 2%
1%
5%
2%
6%
2%
7%
11% 5% 5%
16% 5%
17%
data not available data not available data not available
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
hile Pennsylvania did not have a state-funded prekindergarten program considered such under state law until 2004, districts could choose to provide preschool education services through Pennsylvania’s Kindergarten for Four-Year-Olds (K4) program as well as provide preschool to 4-year-olds through the School Based Pre-K program (SBPK). Districts that choose to offer the K4 program are required to follow Pennsylvania’s kindergarten regulations, while districts offering SBPK are required to follow the state’s preschool regulations. Fouryear-old children enrolled in K4 are included in the districts’ daily membership counts for public school attendance and are partially funded through the state’s basic instructional subsidy formula. For the 2009-2010 school year, the School Based Pre-K program is profiled along with the K4 program. In the 2004-2005 school year, the state began a prekindergarten option through the Education Accountability Block Grant (EABG) in an effort to offer high-quality preschool education programs to provide strong foundations of learning to support children’s academic success. Children are eligible for this program two years before meeting the locally determined kindergarten eligibility age, although districts can choose additional requirements such as low-income status or a lack of academic readiness. Districts determine how to allocate funds, which can be used for a number of early childhood options, including providing full-day kindergarten, reducing class size in kindergarten through third grade, prekindergarten, or other options that promote academic success. Pennsylvania established the Head Start Supplemental Assistance Program (HSSAP), its third state-funded preschool initiative, in the 2004-2005 program year with an initial investment of $15 million. Since the program’s inception, state funding and enrollment in the program have increased. State funds are used to provide extended-day services for federally funded Head Start children or create additional Head Start slots. Federal Head Start grantees may participate in this state-funded program as well as child care partners who receive a minimum of STAR 3 level in the Keystone STARS quality initiative program. Programs in all settings are required to follow the federal Head Start Performance Standards. Starting in the 2009-2010 school year, programs began to enter program, staff, and child data into a web-based reporting system known as the Early Learning Network (ELN) as a step toward comprehensive reporting and to guide future program enhancements. A fourth state-funded prekindergarten initiative, the Pennsylvania Pre-K Counts Program, was established in the 2007-2008 school year. Children are eligible for this program two years before their locally determined kindergarten eligibility cutoff, although districts can establish additional risk factors based on local need. Pre-K Counts funding is allocated to grantees through a competitive award system. Head Start programs and public school districts are eligible to apply, as are licensed nursery schools or child care centers that hold a STAR 3 or 4 credential in Keystone STARS. The first two pages of this state profile present information on Pennsylvania’s overall commitment and contribution to state-funded preschool education, including state spending and enrollment for the four Pennsylvania’s preschool programs. The third page focuses exclusively on EABG, the fourth page describes K4, the fifth page provides specific details about HSSAP, and the last page highlights the Pre-K Counts program.
114
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
STATE OVERVIEW
Total state program enrollment ......................................32,0431 Total state spending ............................................$189,808,021 State Head Start spending ....................................$38,645,052 State spending per child enrolled ..................................$5,924 All reported spending per child enrolled*......................$5,924
84% 4% 7% 5%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 17% 11% 4% 68%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
PA PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $5,924 $9,180 $15,144 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
1
The state did not break EABG enrollment into a specific number of 3- or 4-year-olds. As a result, age breakdowns used in the Access pie chart were estimated, using the proportions of enrollees who were ages 3 or 4 in state programs that served 3-year-olds and provided age breakdowns for 2009-2010.
115
PENNSYLVANIA EDUCATION ACCOUNTABILITY BLOCK GRANT ACCESS
Total state program enrollment ........................................3,3091 School districts that offer state program ..............................6% Income requirement ........................................................None2 Hours of operation ......................................Determined locally3 Operating schedule ....................................Determined locally3 Special education enrollment ........................................19,867 Federally funded Head Start enrollment ........................27,364 State-funded Head Start enrollment ................................5,1084
84%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 2% 8% 5% 11% 4% 68%
4%
7% 3% 1% 1%
■ EAGB ■ HSSAP ■ K4 ■ Pre-K Counts ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................BA and ECE certification (public); ..........BA AA in ECE (community partners)5 Teacher specialized......Certification in ECE: PK–4, N–3 (public); ..........Specializing in pre-K training AA in ECE (community partners)5 Assistant teacher degree ........Must meet NCLB requirements6 ..........CDA or equivalent Teacher in-service ................................180 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral............................................................Health ..........Vision, hearing, health; and and support services at least 1 support service Meals ................................................................................None ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$15,041,345 Local match required? ............................................................No State Head Start spending ....................................$38,645,052 State spending per child enrolled ..................................$4,546 All reported spending per child enrolled*......................$4,546
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
EABG* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $4,546 $9,180 $15,144 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2 3
4
116
The state could not break EABG enrollment into a specific number of 3- or 4-year-olds. As a result, age breakdowns used in the Access pie chart were estimated, using the proportions of enrollees who were ages 3 or 4 in state programs that served 3-year-olds and provided age breakdowns for 2009-2010. Eligibility requirements are locally determined. Most programs operate 2.5 hours or 5 hours per day, 5 days per week, 180 days per year. All state-funded Head Start enrollment is through HSSAP, but the state could not break the enrollment figure into specific numbers of 3- and 4-year-olds. As a result, age breakdowns used in the Access pie charts were estimated using proportions of federal Head Start enrollees in each age category.
5
6
Teachers working in programs in community settings that operated before December 2006 have until December 2012 to obtain a BA and ECE certification. Teachers working in programs in community settings that were contracted after December 2006 must obtain a BA and ECE certification within five years of the program beginning to serve students. PK–4 is the new certification requirement being phased in for teachers in public settings and will take full effect in January 2012. Prior to then, N–3 certifications also apply. Beginning with the 2009-2010 school year, all assistant teachers are required to meet NCLB requirements. This requires completing at least two years of postsecondary study, possessing an AA or higher, or passing a rigorous state or local assessment of knowledge of and ability to assist in instruction.
PENNSYLVANIA KINDERGARTEN FOR FOUR-YEAR-OLDS AND SCHOOL BASED PRE-K ACCESS
Total state program enrollment ......................................11,516 School districts that offer state program ............................19% Income requirement ......None (K4); Determined locally (SBPK) Hours of operation..........................2.5 hours/day (part-day) or 5 hours/day (full-day); 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................19,867 Federally funded Head Start enrollment ........................27,364 State-funded Head Start enrollment ................................5,1081
84%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 2% 8% 5% 11% 4% 68%
4%
7% 3% 1% 1%
■ EAGB ■ HSSAP ■ K4 ■ Pre-K Counts ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ......................EE or ECE certification (K4); ..........Specializing in pre-K training ECE certification (SBPK) Assistant teacher ....................Meet NCLB requirements (SBPK); ..........CDA or equivalent degree None (K4)2 Teacher in-service ................................180 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ........................................No limit (K4); 20 (SBPK)3 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds......................................No limit (K4); 1:10 (SBPK)3 Screening/referral............................................................Health ..........Vision, hearing, health; and and support services at least 1 support service Meals ................................................................................None ..........At least 1/day Monitoring ........................................................................None ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$51,463,1774 Local match required? ..........................................................No State Head Start spending ....................................$38,645,052 State spending per child enrolled ..................................$4,4694 All reported spending per child enrolled*......................$4,469
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
4
SPENDING PER CHILD ENROLLED
K4* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $4,469 $9,180 $15,144 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
All state-funded Head Start enrollment is through HSSAP, but the state could not break the enrollment figure into specific numbers of 3- and 4-year-olds. As a result, age breakdowns used in the Access pie charts were estimated using proportions of federal Head Start enrollees in each age category. Beginning in the 2009-2010 school year, all assistant teachers in School Based Pre-K are required to meet the highly qualified requirements of NCLB.
3
4
The K4 program follows kindergarten requirements, which do not limit class size or staff-to-child ratio. Based on this clarification it does not meet NIEER’s requirement. However, most programs have 20 children and a 1:10 staff-childratio. School Based Pre-K follows the PA School Board regulations, which require a maximum class size of 20 and a staff-to-child ratio of 1:10. The state funding and per-child spending amounts are estimations based on calculations using the state’s average K–12 per-child expenditure.
117
PENNSYLVANIA HEAD START SUPPLEMENTAL ASSISTANCE PROGRAM ACCESS
Total state program enrollment ........................................5,355 School districts that offer state program..................75% (Head Start grantees) Income requirement ................................90% of children must be at or below 100% FPL1 Hours of operation ......................................Determined locally2 Operating schedule ....................................Determined locally2 Special education enrollment ........................................19,867 Federally funded Head Start enrollment ........................27,364 State-funded Head Start enrollment ................................5,1083
84%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 2% 8% 5% 11% 4% 68%
4%
7% 3% 1% 1%
■ EAGB ■ HSSAP ■ K4 ■ Pre-K Counts ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..................................................................CDA4 ..........BA Teacher specialized training..............Meets CDA requirements4 ..........Specializing in pre-K Assistant teacher degree....................................................HSD4 ..........CDA or equivalent Teacher in-service................................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................17 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:17 4-year-olds ......................................................................2:17 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and at least 1 support service and support services developmental; and support services5 Meals ................................Lunch and either breakfast or snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$38,645,0526 Local match required? ..........................................................No State Head Start spending ....................................$38,645,0526 State spending per child enrolled ..................................$7,217 All reported spending per child enrolled*......................$7,217
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
HSSAP* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $7,217 $9,180 $15,144 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
118
State pre-K children must meet the federal Head Start income guidelines. Effective December 2007, 35 percent of the enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. The operating schedule is determined locally, but the minimum follows federal Head Start requirements of 3.5 hours per day, 4 days per week, and 128 days per year. All state-funded Head Start enrollment is through HSSAP, but the state could not break the enrollment figure into specific numbers of 3- and 4-year-olds. As a result, age breakdowns used in the Access pie charts were estimated using proportions of federal Head Start enrollees in each age category.
4
5
6
The Head Start Reauthorization Act of 2007 requires that by 2011 all lead teachers must have at least an AA;, by 2013, 50 percent must have at least a BA. If teachers are employed by a school district, ECE certification is required. Federal Head Start requires that by 2013 all assistant teachers have a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. Support services include two annual parent conferences or home visits and comprehensive services as required by federal Head Start Performance Standards including parent education or job training, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, and transition to kindergarten activities. All spending through this initiative is directed toward Head Start programs.
PENNSYLVANIA PRE-K COUNTS ACCESS
Total state program enrollment ......................................11,863 School districts that offer state program............81% (counties) Income requirement ..................................................300% FPL1 Hours of operation ........2.5 instructional hours/day (part-day), 5 instructional hours/day (full-day), 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................19,867 Federally funded Head Start enrollment ........................27,364 State-funded Head Start enrollment ................................5,1082
84%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 2% 2% 8% 5% 11% 4% 68%
4%
7% 3% 1% 1%
■ EAGB ■ HSSAP ■ K4 ■ Pre-K Counts ■ Head Start ■ Special Ed † ■ Other/None
† This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ......................BA in ECE (public); AA in ECE or ..........BA ECE cert. and/or 18 credits (nonpublic)2 Teacher specialized..........ECE cert. (public); AA in ECE or ECE ..........Specializing in pre-K training cert. and/or 18 credits in ECE (nonpublic)3 Assistant teacher degree ............Must meet NCLB requirements4 ..........CDA or equivalent Teacher in-service ................................180 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and at least 1 support service and support services and support services5 Meals ................................................................................Snack6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$84,658,447 Local match required? ..........................................................No State Head Start spending ....................................$38,645,052 State spending per child enrolled ..................................$7,136 All reported spending per child enrolled*......................$7,136
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
PRE-K COUNTS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 $7,136 $9,180 $15,144 16 18
■ State Contributions ■ Local Contributions
4
■ Federal Contributions ■ TANF Spending
2
3
Income is only one of the possible risk factors used to determine eligibility. Other risk factors are determined locally and could include low parental education level or other economic, language, and/or cultural disadvantages that put children at risk for school failure. All state-funded Head Start enrollment is through HSSAP, but the state could not break the enrollment figure into specific numbers of 3- and 4-year-olds. As a result, age breakdowns used in the Access pie charts were estimated using proportions of federal Head Start enrollees in each age category. Teachers in child care and Head Start are required to have at least an AA in early childhood education. Teachers in nursery schools are required to have ECE certification or 18 credits in ECE. Beginning in December 2011, all lead teachers will be required to have a BA and ECE certification.
5
6
Beginning with the 2009-2010 school year, all assistant teachers are required to meet NCLB requirements. This requires completing at least two years of postsecondary education, possessing an AA or higher, or passing a rigorous state or local assessment of knowledge of and ability to assist in instruction. Vision, hearing, health, dental, and developmental screenings and referrals are determined locally. Support services required of all programs include parent involvement activities and transition to kindergarten activities. Half-day programs are required to provide a snack. Full-day programs are required to provide a snack and one meal.
119
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,556
0% 0% 0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 1%
NA
NA
NA
NA
NA
NA
NA
NA
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
hode Island launched a prekindergarten pilot initiative, Rhode Island Prekindergarten Demonstration Project, in the fall of 2009. The program is available to 4-year-old children in four of the state’s most urban communities and was in seven sites as of September 2009. The state allocated $700,000 to support four of seven demonstration classrooms, with local school districts funding the other three classrooms through federal Title I dollars appropriated under the American Recovery and Reinvestment Act. Across these seven classrooms, a total of 126 preschool education slots were available to 4-year-olds during the 2009-2010 school year. For the Rhode Island Prekindergarten Demonstration Project, preschool teachers are required to hold a bachelor’s degree with early childhood specialization, and the Rhode Island Department of Education provides them with training and technical assistance on an ongoing basis at all seven locations. All children in districts offering the program who are 4 years old by September 1 are eligible and enrollment is determined by a lottery system. Public schools, Head Start, and private child care programs are eligible to receive funding directly and are permitted to subcontract with one another. The Prekindergarten Demonstration Project is included in the funding formula and is expected to grow into a statewide prekindergarten initiative. Through an ongoing process, starting in the 20092010 school year, this program is evaluated for both process quality and program impact/child outcomes. The state also has offered several initiatives over the years with goals of expanding access to early childhood education. One of these early childhood initiatives, The Comprehensive Child Care Services Program (CCCSP), was launched in 2001 to provide comprehensive services to 3- and 4-year-olds in child care settings. However, CCCSP was eliminated in an effort to close the state budget deficit for fiscal year 2009. Through another initiative, Rhode Island provides supplemental state funding to the federal Head Start program. During the 2007-2008 school year, $2.97 million in state funds were used to fund an additional 400 slots in Head Start. However, the initiative experienced significant cutbacks in fiscal year 2009. As a result, only a total of 156 children were served during the 2009-2010 school year, using $800,000 in state funds and an additional $200,000 in TANF funds directed toward the state Head Start supplement.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
120
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RHODE ISLAND PREKINDERGARTEN DEMONSTRATION PROJECT ACCESS
Total state program enrollment ..........................................1261 School districts that offer state program ......8% (communities) Income requirement ........................................................None Hours of operation............................6 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................1,682 Federally funded Head Start enrollment ..........................1,776 State-funded Head Start enrollment ..................................1562
90% 5% 5%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 1% 11% 7% 81%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This number represents children in special education who are not enrolled in Head Start, but includes children who are enrolled in state-funded pre-K.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized ................EC certification (pre-K–grade 2) ..........Specializing in pre-K training Assistant teacher degree ......HSD + 12 college credits of ECE ..........CDA or equivalent Teacher in-service ..............................................20 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................18 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................................................................1:9 Screening/referral ........Vision, hearing, health, developmental, ..........Vision, hearing, health; and at least 1 support service and support services speech/language; and support services3 Meals ..............................................................Lunch and snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ........................................$700,000 Local match required? ..........................................................No State Head Start spending ......................................$1,000,0004 State spending per child enrolled ..................................$5,556 All reported spending per child enrolled*......................$9,127
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $9,127 $10,685 $16,000 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
This is the total enrollment which is made up of 76 children being served with state funds only and 50 children being served with Title I funds only. Rhode Island was not able to break its state-funded Head Start enrollment down by single year of age. As a result, this figure is an estimate based on the percentage of federal Head Start enrollrees in Rhode Island who were 3 or 4 years old.
3
4
Each program is required to collaborate with its local Child Outreach program, which conducts screenings and referrals. Other support services include two parent conferences, parent involvement activities, and transition to kindergarten activities. This sum also represents $200,000 in TANF funds dedicated to Head Start.
121
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
38%
29%
32%
33%
38% 30% 31%
35%
38%
$2,029 1% 2% 1% 1% 4% 1% 4% 4% 3%
$1,737
$1,717
$1,673
$1,243
$1,759
$1,780
$1,634
$1,446
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Half-Day Child Development Program was established by the South Carolina Education Improvement Act in 1984. The program, known as 4K, seeks to improve school readiness through half-day preschool education programs for at-risk 4-year-olds. While each district in the state is required to have at least one 4K classroom, each district can determine its own eligibility requirements according to local need and based on a list of state-specified risk factors, including child history of foster care, homelessness, low family income, low parent education level, or teen parent. School districts receive 4K funding based on the number of kindergarteners eligible for free or reduced-price lunch in their districts. Most children are served in public school settings, though districts are permitted to partner with Head Start programs to offer preschool education. Approximately 15 percent of programs use funds from other sources to provide full-day preschool services. The state’s second early education initiative, the Child Development Education Pilot Program (CDEPP), was created in 2006. As a result of the court decision in Abbeville County School District v. South Carolina, full-day preschool was required to be provided in the counties named in the lawsuit if those counties decided to offer 4K program. Availability for the full-day program is extended to children who are eligible for free or reduced-price lunch or Medicaid. Public school programs participating in CDEPP must be approved by the state Department of Education, while private child care centers must be approved by the Office of First Steps. Starting in the 2009-2010 program year, students with a documented developmental delay are also eligible for CDEPP. This program has been evaluated for both process quality and program impact/child outcomes in the 2009-2010 school year. First Steps to School Readiness, a third initiative, helps provide additional services for preschool-age children. The First Steps County Partnerships distribute funds at the local level to provide a number of services for children and their families, including parenting courses, nurse-family partnership programs, and home visiting. In some communities, these funds can be used in collaboration with 4K or CDEPP funding to extend preschool services to a full-day or provide additional slots. The first two pages of this state profile document South Carolina’s overall contributions and commitment to statefunded preschool education, including state spending and enrollment for both the Half-Day Child Development Program and the Child Development Education Pilot Program. The third page focuses exclusively on the 4K initiative and the final page presents specific details about the CDEPP initiative.
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STATE OVERVIEW
Total state program enrollment ......................................24,563 Total state spending ..............................................$35,513,846 State spending per child enrolled ..................................$1,446 All reported spending per child enrolled* ....................$3,244
85% 2% 10% 3%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 38% 10% 1% 51%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
SC PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,244 $8,459 $12,085 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
123
SOUTH CAROLINA HALF-DAY CHILD DEVELOPMENT PROGRAM (4K) ACCESS
Total state program enrollment ......................................19,383 School districts that offer state program ............................58% Income requirement ..................................................185% FPL1 Hours of operation ........................2.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................5,644 Federally funded Head Start enrollment ........................11,979 State-funded Head Start enrollment ......................................0
85% 2% 10% 3%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 29% 9% 10% 1% 51%
■ 4K ■ CDEPP ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ..........EC certification for pre-K–3 ..........Specializing in pre-K Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size................................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and at least 1 support service and support services and support services2 Meals ................................................................................Snack ..........At least 1/day Monitoring ....................................................Other monitoring3 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$15,813,8464 Local match required? ..........................................................No State spending per child enrolled ....................................$816 All reported spending per child enrolled*......................$3,0954
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
4K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,095 $8,459 $12,085 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
124
Effective with the 2009-2010 school year, this income requirement applies to all children in 4K. Health screenings and referrals are and always have been determined locally. Most districts offer health screenings even though this is not required in State Board of Education regulations, and has not been required in the past. Support services include four annual parent conferences or home visits, education services or job training for parents, parenting support or training, parent involvement activities, health services for children, referral to social services, and transition to kindergarten activities.
3
4
During the 2009-2010 school year, site visits were not required due to budget reductions. Total state spending is the appropriated amount rather than actual spending. Federal and local spending reflects the 2008-2009 levels as the state was unable to provide federal or local spending for the 2009-2010 school year.
SOUTH CAROLINA CHILD DEVELOPMENT EDUCATION PILOT PROGRAM (CDEPP) ACCESS
Total state program enrollment ........................................5,180 School districts that offer state program ............................42% Income requirement ..................................................185% FPL1 Hours of operation ........................6.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................5,644 Federally funded Head Start enrollment ........................11,979 State-funded Head Start enrollment ......................................0
85% 2% 10% 3%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 29% 9% 10% 1% 51%
■ 4K ■ CDEPP ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..............................BA (public), AA (nonpublic) ..........BA Teacher specialized training ..........EC certification for pre-K–3 ..........Specializing in pre-K (public); AA in ECE (nonpublic) Assistant teacher degree....................................................HSD2 ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ......................................................................1:10 Screening/referral ............................................Vision, hearing; ..........Vision, hearing, health; and at least 1 support service and support services and support services3 Meals ..........................................................Breakfast and lunch ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$19,700,0004 Local match required? ..........................................................No State spending per child enrolled ..................................$3,8034 All reported spending per child enrolled*......................$3,8034
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
CDEPP* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,803 $8,459 $12,085 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Children are also eligible if they receive Medicaid services. If classes are not full, developmental delays can be considered as eligibility criteria. Assistant teachers are required to complete the Early Childhood Development Credential within 12 months of hire. Districts may request waivers in certain instances.
3
4
Support services include two annual parent conferences, parenting support or training, parent involvement activities, health services for children, and transition to kindergarten activities. Other support services are determined locally. These figures include general funds ($17,300,000) and South Carolina First Steps funds ($2,400,000) used to serve children in CDEPP classrooms. State spending includes $550,000 in carryover funds from the state general fund from the prior year.
125
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................1,533 Federally funded Head Start enrollment ..........................3,575 State-funded Head Start enrollment ......................................0
83% 4% 13%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 19% 6% 75%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $0 $9,689 $10,544 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
127
PERCENT OF STATE POPULATION ENROLLED
$7,661
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$6,096 $4,235 $4,060 $4,650 $4,580 $4,626 $4,524 $4,445
11% 1% 2% 1% 3% 1% 3% 1% 3% 1% 1%
16% 1%
21%
22%
21%
1%
1%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
ennessee’s Early Childhood Education (ECE) Pilot Project, which began in 1998 with 30 classrooms, was a competitive grant program for public schools, institutions of higher education, Head Start agencies, private child care agencies, and public housing authorities to provide preschool education programs. In the 20052006 program year, Tennessee launched the Tennessee Voluntary Pre-K (VPK) program adding 300 new classrooms to the existing ECE Pilot Project. While only public schools can compete for state-funded VPK grants, these schools may subcontract with private child care agencies, Head Start agencies, institutions of higher education, public housing authorities, and any three-star rated private or community-based child-serving agency. There were 934 VPK classrooms in operation as of the 2009-10 school year. The VPK program was funded through general education revenue and lottery revenue, which enabled the program to expand in the past. However, in the 2009-2010 school year the program received only inflationary adjustments and no additional expansion funds. Starting in the 2009-2010 program year, all pre-K funding was required to be allocated to the local education authority. Whereas previously the Office of Early Learning (OEL) had contracted directly with various community-based organizations and Head Start, these programs now subcontract with the LEA in which the program resides. There are three tiers of priority for enrollment. Top priority is given to 4-year-olds who are eligible for free and reduced-price lunch. Pending availability of space, additional children who have an IEP, are in state custody, have a history of abuse or neglect, or are English Language Learners may enroll. Children who meet locally determined risk factors such as single-parent families, low parent education level, teen parents, or a parent on active military duty, may enroll only if spots are still available after children meeting the state-specified risk factors have enrolled. While the VPK program only serves 4-year-olds, pilot programs may enroll at-risk 3-year-olds as well. This program has been evaluated for program impact/child outcomes in the 2007-2008 school year using K–5th grade data on children who did and did not attend pre-K. The Voluntary Pre-K for Tennessee Act of 2005 also established the Office of Early Learning to be responsible for program administration, technical assistance, monitoring, oversight, data collection, and training for VPK. This office coordinates and collaborates with local school systems, intra-state agencies, and community providers to gather information on best practices in support of early childhood education. OEL includes the Head Start State Collaboration Office, Even Start State Coordinator Office, Family Resource Centers, and School Administered Child Care Program Evaluation.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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TENNESSEE VOLUNTARY PRE-K ACCESS
Total state program enrollment ......................................18,370 School districts that offer state program ............................99% Income requirement ..................................................185% FPL1 Hours of operation ........................5.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ..........................................6,661 Federally funded Head Start enrollment ........................15,178 State-funded Head Start enrollment ......................................0
91% 2% 6% 1%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 21% 12% 2% 65%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ....................Teaching license and ..........Specializing in pre-K EC endorsement3 Assistant teacher degree ........................CDA (ECE pilot); HSD ..........CDA or equivalent + pre-K experience (VPK)4 Teacher in-service ..............................................18 clock hours5 ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................16 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:8 4-year-olds ......................................................................1:10 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and and support services and support services6 at least 1 support service Meals ................................Lunch and either breakfast or snack ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$81,657,785 Local match required? ..........................................................Yes State spending per child enrolled ..................................$4,445 All reported spending per child enrolled*......................$5,688
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
7
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $5,688 $8,699 $8,698 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF Spending
1
2 3
4
Once all available students eligible for free and reduced-price lunch are enrolled, LEAs are permitted to enroll children whose families do not meet this income criterion. Naptime cannot be counted in the 5.5 hour minimum. Permissible types of endorsements include those in: Pre-K–3, Pre-K–4, Pre-K–K Regular and Special Education, Pre-K–1 Special Education, and Pre-K-3 Special Education. The pre-K–4 certification is no longer issued, but it is still accepted for pre-K teachers in public and nonpublic settings. The LEA is required to hire an assistant teacher with a CDA if one is available. If not, the LEA may hire one with a high school diploma and relevant experience working with ECE programs and the assistant must demonstrate progress toward a CDA.
6
7
Teachers working in public schools must meet the state requirement of 30 hours of in-service per year. The 18 hours required in early childhood for preschool teachers may count toward this total. Dental and developmental screening and referrals are locally determined. Support services include two annual parent conferences or home visits, parenting support or training, parent involvement activities, referral for social services, and transition to kindergarten activities. Some other comprehensive services are required, but specific services are determined locally. The state Basic Education Plan (BEP) funding formula determines the state share and the amount of the local match, based on each county’s tax base.
129
PERCENT OF STATE POPULATION ENROLLED
43% 45% 46% 44% 45% 45% 45% 47%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
39%
$3,944
$3,660
$3,515
$3,298
$3,038
$3,117
$3,710
$3,794
$3,686
6%
4%
4%
4%
4%
4%
5%
5%
5%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
n 1985, the Texas Public School Prekindergarten initiative was launched to provide half-day preschool education services to at-risk 4-year-olds. School districts are required to offer the initiative if they serve 15 or more eligible 4-year-olds. Children are eligible if they meet one of a number of risk factors: free or reduced-price lunch eligibility, homelessness or unstable housing, limited English proficiency, participation in foster care, or parent on active military duty or who has been injured or killed on duty. If parents pay tuition, non-eligible children may enroll at a district’s discretion. Additional state and district funds may be used to offer the program to 3-year-olds. Texas Public School Prekindergarten is supported by state and local funds and is part of the K–12 system through the Foundation School Program. While funding is distributed directly to school districts, districts are encouraged to partner with Head Start and licensed child care centers to provide preschool services. The Foundation School Program offers funding to support half-day services though programs that can apply for full-day funding through the competitive Prekindergarten Expansion Grant Program. These grants usually prioritize school districts with low third grade reading scores. In the 2007-2008 school year, the Texas Education Code amended its reporting requirements to work with the Texas School Readiness Certification System (SRCS). This quality rating system is meant to improve the school readiness of pre-K students across settings, including Head Start agencies, public preschool programs, and licensed child care centers, both for-profit and nonprofit. In the 2009-2010 school year, the SRCS was used in 1,642 preschool classrooms across the state, reaching 29,335 students. Additionally, online training on the Texas Prekindergarten Curriculum Guidelines is now available. The Texas Education Agency (TEA) used ARRA funding to provide a comprehensive needs assessment in spring/ summer 2010, which helped in the development of a toolkit for districts to assist families in enrolling their eligible children in prekindergarten programs. A resource was also developed to help districts notify eligible families about free local prekindergarten programs. Expanded outreach efforts will continue through collaboration with the Texas Department of Family and Protective Services, Medicaid, Children’s Health Insurance Program (CHIP), and Women, Infants, and Children (WIC). As of September 2009, the restructured Prekindergarten Expansion Grant Program became the Prekindergarten Early Start (PKES) Grant. This grant provides funds to eligible school districts and charter schools to prepare preschoolers to enter kindergarten at or above grade level. Grantees must implement high-quality, developmentally appropriate curricula as well as engage in continuous monitoring of student programs in the classroom and professional development. Programs must also participate in the School Readiness Certification System and develop a School Readiness Integration Plan. The Integration Plan is a collaboration among multiple parties, including prekindergarten and early education providers as well as local workforce development boards, to integrate cooperative strategies to share resources across delivery settings.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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TEXAS PUBLIC SCHOOL PREKINDERGARTEN ACCESS
Total state program enrollment ....................................214,694 School districts that offer state program ............................82% Income requirement ..................................................185% FPL1 Hours of operation............................3 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment ........................................23,082 Federally funded Head Start enrollment ........................67,632 State-funded Head Start enrollment ......................................0
86% 2% 7% 5%
2
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 47% 9% 1% 43%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training................Generalist (EC–Grade 6) ..........Specializing in pre-K Teaching Certificate3 Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ................................150 clock hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ................................................................No limit4 4-year-olds ................................................................No limit4 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ................................................................No limit 4-year-olds ................................................................No limit Screening/referral............................................................Health5 ..........Vision, hearing, health; and and support services at least 1 support service Meals ..................................Depend on length of program day6 ..........At least 1/day Monitoring ........................................................................None ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$791,378,3047 Local match required? ..........................................................No State spending per child enrolled ..................................$3,686 All reported spending per child enrolled*......................$3,686
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $3,686 $8,688 $12,328 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
During the 2009-2010 program year, 74 percent of children enrolled qualified based on income. Children may also qualify if they are homeless or have unstable housing, have a history of foster care, are eligible for TANF or other public assistance, have a parent on active military duty or who was injured or killed on active duty, or have non-English speaking family members. School districts that receive Prekindergarten Expansion Grant funding are required to offer 6 hours of services per day. Foundation funding covers halfday services only. The Generalist Teaching Certificate was extended to sixth grade in May 2009. The Generalist EC–4 credential will not be administered after August 2010.
4
5
6
7
Prekindergarten classes no larger than 15 (for 3-year-olds) or 18 (for 4-year-olds) are preferred but not required. Some support services are required, but specific services are determined locally. The number of annual parent conferences or home visits is also determined locally. School districts are not required to serve meals to prekindergarten students. However, most school districts do serve either breakfast or lunch, and some offer both meals. All districts offering full-day programs provide lunch. This figure no longer includes TANF maintenance of effort (MOE) funds.
131
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................5,303 Federally funded Head Start enrollment ..........................5,438 State-funded Head Start enrollment ......................................0
93% 4% 3%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 8% 5% 87%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 $0 $8,821 $8,930 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
133
PERCENT OF STATE POPULATION ENROLLED
47% 50% 53% 52%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
45% 36%
45%
5%
9% 7% 10% 11%
13%
14%
16%
16%
17%
17%
$2,742 $1,898 $1,596
$3,030
$2,793
$2,832
$3,471 $2,288
$3,980
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Vermont Early Education Initiative (EEI) was established in 1987 with the goal of increasing access to preschool programs for at-risk 3- and 4-year-olds. Children are eligible for EEI if their families have incomes below 185 percent of the federal poverty level or if they have other risk factors, including a history of abuse or neglect, developmental delay, limited English proficiency, or social isolation. Grant applicants must be submitted by a partnership that includes at least one school district and one community early care and education program. EEI funding has remained relatively stable over the past few years, though it continues to decrease and be below the level of funding seen in fiscal year 1996. As of the 2009-2010 school year, EEI funding is awarded through a competitive grant process that requires all programs to submit grant proposals, even those that have received EEI funding in the past. Vermont established a second preschool initiative in 2003 when school districts were allowed to include 3- to 5year-olds in their school census. The program, formally called Publicly Funded Prekindergarten using Average Daily Membership (PFP-ADM), has been known as Vermont Prekindergarten Education-Act 62 since the 2007-2008 program year when Act 62 was enacted. The state’s Education Fund supports these prekindergarten programs as it does K–12 education. Pre-K is voluntary in terms of district or child participation. Approximately 80 percent of Vermont’s local education agencies (LEAs) provide pre-K either in school-based programs, or through partnerships with private center-based and family-based providers, and/or with Head Start. State education funds are intended to allow participating communities to offer access 6 to 10 hours per week of preschool education services to 3- to 5-yearolds. There is a cap that limits the number of children who may be included in the school census. Act 62 allows public schools to subcontract with other preschool providers such as private child care, faith-based centers, Head Start agencies, and family child care homes for service provision. As of the 2008-2009 school year, Act 62 programs operating in nonpublic settings are required to have only one teacher with an ECE educator license per center, rather than one teacher with an educator license in each preschool classroom. Act 62 RULES also became effective that same year as well as a published guide for implementing pre-K according to these program standards. These rules included requirements that child assessments be conducted at the beginning and end of each academic year as well as requiring additional financial reporting on the costs of preschool and source of funding by districts and their partners. New rules for Vermont’s quality rating system, Step Ahead Recognition Systems (STARS), also went into effect. Pre-K programs must achieve at least 4 out of 5 STARS in the quality rating system, or hold NAEYC accreditation. In the 2009-2010 program year, programs began using one of the required child progress assessment tools, Work Sampling System or Creative Curriculum Developmental Continuum, to assess child progress. Starting in the 2010-2011 program year, Vermont will waive the cap on the number of pre-K children a district may count if it has a K–12 school that has been identified as failing to make Adequate Yearly Progress in accordance with No Child Left Behind. The first two pages of Vermont’s profile describe the state’s overall commitment and contributions to preschool education with enrollment and state spending information for both initiatives. The next two pages provide specific details about each of Vermont’s preschool initiatives with the Vermont Prekindergarten Education-Act 62 program highlighted on the third page and the Vermont Early Education Initiative profiled on the fourth page.
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STATE OVERVIEW
Total state program enrollment ........................................4,470 Total state spending ..............................................$17,790,714 State spending per child enrolled ..................................$3,980 All reported spending per child enrolled* ....................$3,980
71% 5% 7% 17%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 52% 10% 7% 31%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
VT PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18 $3,980 $12,267 $18,016
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
135
VERMONT PREKINDERGARTEN EDUCATION - ACT 62 ACCESS
Total state program enrollment ........................................3,789 School districts that offer state program......78% (communities) Income requirement ........................................................None Hours of operation ......................................Determined locally1 Operating schedule ..........................................Academic year Special education enrollment ..........................................1,123 Federally funded Head Start enrollment ..........................1,117 State-funded Head Start enrollment ......................................0
71% 5% 7% 5% 12%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 46% 6% 10% 7% 31%
■ ADM ■ EEI ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..........................BA (public); None (nonpublic)2 ..........BA Teacher specialized ..........ECE or ECSE endorsement (public); ..........Specializing in pre-K training None (nonpublic)2 Assistant teacher degree ........................................AA (public); ..........CDA or equivalent HSD + CD course (nonpublic)3 Teacher in-service....................................9 credit hours/7 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and at least 1 support service and support services and support services4 Meals ................................................................................None5 ..........At least 1/day Monitoring ........................................................................None ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$16,710,714 Local match required? ..........................................................No State spending per child enrolled ..................................$4,410 All reported spending per child enrolled*......................$4,410
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
ADM* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18 $4,410 $12,267 $18,016
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
136
Programs are funded to operate 6-10 hours per week. Most programs operate about 3 hours/day, 3-4 days/week for at least 35 weeks per year. Teachers in public settings must have a BA with an Early Childhood Educator (ECE) birth–grade 3 or Early Childhood Special Educator (ECSE) birth–age 5 certification. Effective as of July 2008, nonpublic centers only must have one licensed teacher per center rather than one per classroom, and registered child care homes require only brief supervision by a licensed teacher. All other teachers in nonpublic settings are not required to have a minimum degree. Assistant teachers must have an AA or equivalent and must meet “highly qualified” standards in public settings. In nonpublic settings, there are two types of assistant teachers, teaching associates and teaching assistants.
4
5
Teaching assistants need to have a high school diploma and a 30 hour course in child development. Other training is not specified in Act 62 and is determined by the provider. Screenings and referrals are determined locally; programs that are Head Start programs require various screenings. Support services include two annual home visits or parent conferences, parent involvement activities, and transition to kindergarten activities. All other comprehensive services are determined locally. Most programs offer a snack. Meals are offered if the program is part of Head Start or a child care program.
VERMONT EARLY EDUCATION INITIATIVE ACCESS
Total state program enrollment ..........................................681 School districts that offer state program ............................51% Income requirement ..................................................185% FPL1 Hours of operation ......................................Determined locally2 Operating schedule ..........................................Academic year Special education enrollment ..........................................1,123 Federally funded Head Start enrollment ..........................1,117 State-funded Head Start enrollment ......................................0
71% 5% 7% 5% 12%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 46% 6% 10% 7% 31%
■ ADM ■ EEI ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..............................BA (public); AA (nonpublic)3 ..........BA Teacher specialized ................................ECE or ECSE (public); ..........Specializing in pre-K training See footnotes (nonpublic)3 Assistant teacher degree ........................................AA (public); ..........CDA or equivalent HSD+ 30 hr course in CD (nonpublic)4 Teacher in-service......................9 credit hours/7 years (public); ..........At least 15 hours/year 12 clock hours (nonpublic) Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ......................................Determined locally; ..........Vision, hearing, health; and and support services and support services5 at least 1 support service Meals ................................................................................None ..........At least 1/day Monitoring ........................................................................None6 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$1,080,000 Local match required? ..........................................................No State spending per child enrolled ..................................$1,586 All reported spending per child enrolled*......................$1,586
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
EEI* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18 $1,586 $12,267 $18,016
■ State Contributions ■ Local Contributions
4
■ Federal Contributions ■ TANF Spending
1
2
3
Children may also qualify based on other risk factors such as developmental delay, risk for abuse or neglect, limited English proficiency, exposure to violence, or homelessness. Grantees propose their EEI service delivery model systems. Most EEI programs are half-day, 6-10 hours/week, for 2-3 days/week. Teachers in public settings must have a BA with an Early Childhood Educator (ECE) birth–grade 3 or Early Childhood Special Educator (ECSE) birth–age 5 certification. State policy does not explicitly require teachers in nonpublic settings to hold a BA. All teachers in nonpublic settings must have a minimum of an AA in ECE, a CDA, or a child care certificate from the Community College of Vermont with two years experience.
5
6
Assistant teachers must have an AA or equivalent and must meet “highly qualified” standards in public settings. In nonpublic settings, there are two types of assistant teachers, teaching associates and teaching assistants. Teaching associates need to have an AA in ECE, a CDA, or a child care certificate from the Community College of Vermont with two years experience; teaching assistants only need to have a high school diploma and a 30 hour course in child development. Other training is not specified and depends on the type of pre-K provider they work for. Screenings and referrals are determined by the EEI grantee. Support services include two annual parent conferences or home visits, parent involvement activities, and transition to kindergarten activities. Other comprehensive services are determined locally. State policy does not formally require monitoring for EEI, except for financial reports and a program’s annual report, including child progress data.
137
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$4,398 13% 13% 14% 14%
$4,119
$4,001
$4,166
$3,888
$3,931
$3,703
$4,027
$4,221
6%
6%
6%
11%
11%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Virginia Preschool Initiative began serving at-risk 4-year-olds who were not enrolled in an existing preschool program starting in 1995. Program eligibility is based on locally determined risk factors which include, but are not limited to, homelessness, limited English proficiency, family unemployment, parents with limited education, poverty, and parent incarceration. Public school districts and local departments of social services receive funding for the Virginia Preschool Initiative, though these agencies may subcontract with private child care centers or Head Start programs to offer preschool education services. Programs that operate on a half-day schedule receive 50 percent of the full-day funding allocation. A local composite index of district resources is used to determine the matching funds contribution required by communities that receive funding for the initiative. As of the 2009-2010 program year, the local match is capped at one-half the per pupil amount regardless of local composite index. Funding allocations were increased in the 2004-2005 school year to serve 90 percent of at-risk children who were not already enrolled in other preschool programs. Funding was again increased in the 2006-2007 program year in order to offer access to all at-risk 4-year-olds. In the 2008-2009 school year, an additional $22 million was allocated over the biennium, allowing for the per-pupil rate to increase even further. Spending in 2009-2010 rose by just $2.3 million over the previous year. This program was evaluated for both process quality and program impact/child outcomes in 2008.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
VIRGINIA PRESCHOOL INITIATIVE ACCESS
Total state program enrollment ......................................14,944 School districts that offer state program ............................82% Income requirement ........................................................None Hours of operation..............................2.5 hours/day (half-day), 5.5 hours/day (full-day); 5 days/week1 Operating schedule ..........................................Academic year Special education enrollment ..........................................9,695 Federally funded Head Start enrollment ........................12,352 State-funded Head Start enrollment ......................................0
92% 3% 5%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 14% 7% 3% 76%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ............................BA (public); HSD (nonpublic)2 ..........BA Teacher specialized training ............Certification in Pre-K–3, or ..........Specializing in pre-K Pre-K–6 (public and nonpublic)2 Assistant teacher degree ........HSD (public); None (nonpublic) ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds ..........................................................................18 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds ........................................................................1:9 Screening/referral ................................Vision, hearing, health; ..........Vision, hearing, health; and at least 1 support service and support services and support services3 Meals ................................................................................None4 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$63,078,873 Local match required? ......................Yes, based on composite index of local ability to pay State spending per child enrolled ..................................$4,221 All reported spending per child enrolled*......................$6,288
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $6,288 $9,062 $13,723 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
Localities may choose to offer half-day programs for 3 hours per day or full-day programs for 6 hours per day. Most programs operate on a full-day schedule. All programs operate 5 days per week. For program sites where public funds are paying for nonpublic personnel, localities report the highest degree and/or credential for only the teacher who is the instructional lead. The instructional lead, who must hold a BA and appropriate specialized training, supervises the classroom teachers and is responsible for management and oversight of the program’s curriculum and instructional practices. Based on further clarification, this policy does not meet NIEER’s benchmark requirement.
3
4
Support services include parent involvement activities, health services for children, and referral to social services. Other comprehensive services, including developmental and dental screenings and referrals and the annual number of required parent conferences or home visits are determined locally. Currently, the state offers the opportunity for all programs to provide meals, but programs are not required to do so. In 2009-2010, all but six programs provided some form of meals.
139
PERCENT OF STATE POPULATION ENROLLED
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$7,461 $5,863 $7,225 $6,831 $6,739 $6,605 $7,300 $6,896 $6,817
1%
6%
1%
6%
1%
6%
1%
6%
1%
6%
1%
6%
2%
6%
2%
7%
2%
7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Washington Early Childhood Education and Assistance Program (ECEAP) was established in 1985 in response to evidence that early education and family support build a stronger, more competitive workforce. ECEAP is overseen by the state Department of Early Learning (DEL), which works with the nonprofit organization Thrive by Five Washington to coordinate and fund programs to improve school readiness. This program was evaluated for both process quality and program impact/child outcomes in the 2003-2004 year. ECEAP is offered in both public and private settings, including educational service districts, public school districts, local governments, nonsectarian organizations, community and technical colleges, and nonprofit organizations. The initiative primarily serves 4-year-olds from families at or below 110 percent of the federal poverty level, though up to 10 percent of slots may be filled by children whose families are over the income cutoff if there are developmental and environmental risk factors present. Enrollment is also available to some 3-year-olds who meet other risk factors. Starting in the 2010-2011 school year, children who qualify for special education due to a disability will be eligible for ECEAP, regardless of the family’s income level. ECEAP provides a number of services to children and families in the program beyond preschool education, including nutrition, health services coordination, family support, social service referrals, and parent involvement as well as medical and dental treatment. Through these services, ECEAP seeks to increase children’s social-emotional, physical, and pre-academic skills while building families’ capacities to support their children’s success. In the 2009-2010 school year, children and their families in 38 of the state’s 39 counties participated in ECEAP. There was a loss of 173 slots from the previous year due to a state budget cut. For 2010-2011, an additional 29 slots will be cut, which is equal to the increase in preschool Head Start slots funded by ARRA during these years. The state plans to expand slots from 2013 to 2018 in order to allow all eligible children to enroll.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
140
THE STATE OF PRESCHOOL 2010 - STATE PRESCHOOL YEARBOOK - NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH - WWW.NIEER.ORG
WASHINGTON EARLY CHILDHOOD EDUCATION AND ASSISTANCE PROGRAM (ECEAP) ACCESS
Total state program enrollment ........................................8,026 School districts that offer state program............97% (counties) Income requirement ................................90% of children must be at or below 110% FPL1 Hours of operation ......................................Determined locally2 Operating schedule ..........................................Academic year2 Special education enrollment ..........................................8,032 Federally funded Head Start enrollment ........................11,632 State-funded Head Start enrollment ..................................321
3
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 7% 9% 90% 3% 5% 2% 4% 80%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..........................................................AA or BA ..........BA Teacher specialized training ................30 quarter units in ECE4 ..........Specializing in pre-K Assistant teacher degree ......CDA or 12 quarter credits in ECE ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................1:9 4-year-olds ........................................................................1:9 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ................................................................At least 1 meal6 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$54,716,348 Local match required? ..........................................................No State Head Start spending ..................................Not reported3 State spending per child enrolled ..................................$6,817 All reported spending per child enrolled*......................$6,817
K–12***
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** $6,817 $11,389 $13,540 0 2 4 6 8 10 12 $ THOUSANDS 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1 2
3
In 2009-2010, 94 percent of children enrolled met the income requirement. Beginning in 2008-2009, a minimum of 320 classroom hours per year is required. A typical program may meet 3 hours per day, 4 days per week, through the school year. Programs must operate for a minimum of 30 weeks per year. This number represents estimated funding slots in Head Start as reported by ACF. According to the Head Start State Collaboration Office, Washington does not provide any supplemental funds, aside from a state match.
4
5
6
Teachers with a BA must also must be certified with an endorsement in ECE (Pre-K–3) or EC Special Education. Support services include 3 hours of parent conferences, 3 hours of one-on-one family support services, parenting support or training, parent involvement activities, health services for children, information about nutrition, referral to social services, and transition to kindergarten activities, in addition to other support services. Programs of fewer than 3 hours must provide breakfast or lunch. An additional snack or meal must be offered for programs lasting more than 3 hours.
141
PERCENT OF STATE POPULATION ENROLLED
46% 29% 33% 35% 40% $4,394 51% 55%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
$5,617 $4,411 $5,521
46%
$5,266
$5,186
$4,881
$4,966
$5,270
24% 9% 9%
7%
4%
4%
5%
8%
9%
9%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he Public School Early Childhood Education initiative was formed in 1983 after revisions to West Virginia’s school code allowed local school boards to offer preschool programs for 3- and 4-year-olds. The state expanded preschool education in 2002 and set the goal of including all 4-year-olds in the state by the 2012-2013 school year. The state’s preschool initiative, now known as the West Virginia Universal Pre-K System, offers prekindergarten programs in all school districts statewide. The state and its 55 counties, which are working together to ensure a sufficient number of classrooms meet state quality standards, anticipate that an increase in classrooms will enable the state to meet its goal of universal, voluntary access on time. In working toward universal access, counties are required to share their plans for expanding preschool access with the state each year. However, in increasing access for 4-year-olds, access for younger students has decreased. Since July 2004, only 3-year-olds who have an Individualized Education Plan (IEP) can receive state funding for preschool. Public schools receive funding for the West Virginia Universal Pre-K System directly, though these schools may subcontract with other agencies to provide services. Half of the programs are required to operate in collaborative settings with Head Start agencies, child care centers, and private prekindergarten centers as a means of facilitating expansion of the pre-K program. The state revised its funding calculations in the 2008-2009 school year, so fulltime equivalency is now based on the hours of instruction for all children, regardless of location. As a result, more children are enrolled in full-day programs throughout the state. Programs may also use supplementary funding through federal Head Start, IDEA, and Title I and Title II. Most programs participating in the West Virginia Universal Pre-K System use Creative Curriculum in their classrooms, and the state currently uses a web-based portfolio designed around Creative Curriculum. This portfolio allows teachers to track student progress and assessment outcomes as required by the West Virginia Early Learning Standards Framework. This program was evaluated for process quality in 2009. In 2009, the West Virginia Board of Education made policy revisions to require meals, regardless of the hours of instruction, and to establish a process for phasing in a requirement for lead teachers in community partnerships to have a bachelor’s degree. In 2010, policy was revised to update the early learning standards and align them with kindergarten content standards and objectives as well as to address school readiness and assessment, with these policy revisions going into effect in the 2010-2011 program year.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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WEST VIRGINIA UNIVERSAL PRE-K ACCESS
Total state program enrollment ......................................13,878 School districts that offer state program ..........................100% Income requirement ........................................................None Hours of operation ......................................Determined locally Special education enrollment ..........................................2,906 Federally funded Head Start enrollment ..........................7,071 State-funded Head Start enrollment ......................................0
1
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
Operating schedule ..........................................Academic year1
81% 10% 9%
55% 23% 22%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
Fewer than 1 percent of special education students are enrolled in special education programs that are not state pre-K.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ..............BA in ECE or Pre-K SpEd (pre-K only ..........BA programs); AA (blended programs)2 Teacher specialized training..................................See footnote3 ..........Specializing in pre-K Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................20 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................1:10 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services4 at least 1 support service Meals ................................................................At least 1 meal5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................$76,617,241 Local match required? ..........................................................No State spending per child enrolled ..................................$5,521 All reported spending per child enrolled*......................$9,413
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $9,413 $7,956 $13,226 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
Hours of operation are determined locally, but programs must operate for at least 12 hours per week, with a maximum of 30 hours per week and at least 108 instructional days. Beginning August 1, 2013, all newly hired teachers in nonpublic school settings will be required to have a minimum of a bachelor’s degree. Teachers in public school settings that are not collaboratives must be certified in Birth–5, ECE, preschool special needs, or EE with a pre-K–K endorsement.
4
5
Teachers in community collaborative settings must have a minimum of an associate degree in child development/early childhood or in Occupational Development with an emphasis in Child Development/Early Childhood. Support services include two annual parent conferences or home visits, transition to kindergarten activities, and other locally determined services. Effective with the 2009-2010 school year, breakfast and/or lunch is now required.
143
PERCENT OF STATE POPULATION ENROLLED
48% 32% 36% 40% $4,844 52%
STATE SPENDING PER CHILD ENROLLED (2010 DOLLARS)
25% 19% 1% 1% 1%
26%
29%
$3,841
$3,520
$3,733
$3,559
$3,493
$3,274
$3,174
$3,282
1%
1%
1%
1%
1%
1%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
ince Wisconsin became a state in 1848, there has been a commitment to provide free education to 4-yearold children in its constitution. The Four-Year-Old Kindergarten (4K) program was established in 1873 and continues to operate today, despite a suspension of state funding from 1957 to 1984. Public schools receive 4K funds directly, though they may also subcontract with private child care centers, Head Start agencies, or other community-based programs. Half-day 4K slots are funded at 50 percent of the standard per-pupil K–12 state funding amount, though programs may receive 60 percent if parent support programs are provided. Programs participating in Four-Year-Old Kindergarten are encouraged to follow the Wisconsin Model Early Learning Standards, though there is no requirement that they do so. Enrollment has increased over the past few years thanks to state efforts to open new 4K programs in districts that did not previously offer programs and by increasing enrollment in districts with existing programs. Thirty-six additional districts began offering 4K in the 2008-2009 program year, and as of the 2009-2010 school year 77 percent of elementary school districts provide 4K. This program was evaluated for both process quality and program impact/child outcomes in the 2003-2004 year. The 4K program continues to expand in the state, with particular interest in providing services in diverse settings. Recently, there have been an increasing number of partnerships between Head Start grantees and local school districts collaborating to implement 4K. The state began offering start-up grants to encourage further collaborations during the 2008-2009 school year. In the 2009-2010 school year, 102 school districts collaborated with Head Start and/or child care programs to provide preschool education services. Additionally, the Wisconsin Head Start program is a separate state-funded initiative that offers comprehensive early childhood education for 3- and 4-year-olds who are from low-income families or who have disabilities. Federal Head Start grantees are able to enhance services and increase access using supplemental state funding. Programs that participate in Wisconsin Head Start are required to follow federal Head Start Performance Standards. Efforts have been made to align Head Start technical assistance and training with other professional development efforts at both the state and local levels. The recently developed Governor’s Advisory Council on Early Education was formed under the Head Start Reauthorization Act to raise awareness about preschool education and encourage agencies to work together. Among the council’s responsibilities are identifying opportunities for, and barriers to, collaboration and coordination as well as developing recommendations for: increasing enrollment in existing early childhood programs, creating a unified data collection system, enhancing statewide professional development and career advancement, and improving early learning standards. The first two pages of Wisconsin’s profile give an overview of the state’s overall commitment and contributions to state-funded preschool education programs, including enrollment and state spending for both 4K and Wisconsin Head Start. The third page presents specific details on the 4K program, and the fourth page focuses exclusively on the Wisconsin Head Start program.
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STATE OVERVIEW
Total state program enrollment ......................................39,290 Total state spending ............................................$128,960,062 State Head Start spending ......................................$6,960,062 State spending per child enrolled ..................................$3,282 All reported spending per child enrolled*......................$5,038
87% 3% 9% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 52% 9% 2% 37%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
SPENDING PER CHILD ENROLLED
WI PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $5,038 $8,609 $13,172 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
145
WISCONSIN FOUR-YEAR-OLD KINDERGARTEN PROGRAM ACCESS
Total state program enrollment ......................................38,071 School districts that offer state program ............................77% Income requirement ........................................................None Hours of operation ......................................Determined locally1 Operating schedule ..........................................Academic year Special education enrollment ..........................................8,962 Federally funded Head Start enrollment ........................12,783 State-funded Head Start enrollment ................................1,1602
87% 3% 9% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 51% 1% 9% 2% 37%
■ 4K ■ WI HdSt ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ....................................................................BA ..........BA Teacher specialized training ..........License in ECE Birth–age 8, ..........Specializing in pre-K EC Birth–age 11 Assistant teacher degree ..........................................HSD/GED3 ..........CDA or equivalent Teacher in-service....................................6 credit hours/5 years ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ........................................................................NA 4-year-olds................................................Determined locally Staff-child ratio ......................................................................................1:10 or better 3-year-olds ........................................................................NA 4-year-olds................................................Determined locally Screening/referral ..........................Health and developmental; ..........Vision, hearing, health; and at least 1 support service and support services and support services4 Meals ..................................Depend on length of program day5 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ..................................$122,000,000 Local match required?............Yes, local share of school revenue generated through property tax State Head Start spending ......................................$6,960,062 State spending per child enrolled ..................................$3,205 All reported spending per child enrolled*......................$5,017
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
4K* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $5,017 $8,609 $13,172 14 16 18
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
1
2
3
146
Most programs are part-day 4-5 days per week, but some districts may offer the program full day for 2-3 days per week. Wisconsin did not break this figure into specific numbers of 3- or 4-year-olds. As a result, age breakdowns used in the Access pie chart were estimated, using proportions of federal Head Start enrollees in each age category. Assistant teachers in public settings can meet one of three requirements: at least two years of higher education, an associate (or higher) degree, or meet a rigorous standard of quality through a state or local academic assessment regardless of degree. The requirement for assistant teachers in nonpublic settings reflects child care licensing regulations. School districts that are Head Start grantees may require assistant teachers to have an AA and assistant teacher license.
4
5
State law supports vision, hearing, and general health screenings prior to enrollment. When 4K uses a community approach with Head Start, screenings are required. Support services include parent involvement activities, health services for children, referral to social services, and access to a school nurse, psychologist, and social worker. The number of annual parent conferences or home visits is determined locally. If a school-based program operates longer than 2.5 hours, it is required to provide a meal or snack through the school nutrition program. Programs being implemented in child care or Head Start must follow applicable requirements.
WISCONSIN HEAD START STATE SUPPLEMENT ACCESS
Total state program enrollment ........................................1,2191 School districts that offer state program ..............97% (federal Head Start grantees) Income requirement ................................90% of children must be at or below 100% FPL2 Hours of operation ......................................Determined locally3 Operating schedule ....................................Determined locally3 Special education enrollment ..........................................8,962 Federally funded Head Start enrollment ........................12,783 State-funded Head Start enrollment ................................1,1601
87% 3% 9% 1%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 51% 1% 9% 2% 37%
■ 4K ■ WI HdSt ■ Head Start ■ Special Ed †
†
■ Other/None
This is an estimate of children in special education who are not enrolled in state-funded pre-K or Head Start.
QUALITY STANDARDS CHECKLIST
POLICY STATE PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree............................BA (public); CDA (nonpublic)4 ..........BA Teacher specialized training ..........License in ECE Birth–age 8, ..........Specializing in pre-K EC Birth–age 11 (public); Meets CDA requirements (nonpublic)4 Assistant teacher degree....................................................HSD ..........CDA or equivalent Teacher in-service ..............................................15 clock hours ..........At least 15 hours/year Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................17 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:17 4-year-olds ......................................................................1:10 Screening/referral ....................Vision, hearing, health, dental, ..........Vision, hearing, health; and and support services developmental; and support services5 at least 1 support service Meals ..............................................................Lunch and snack6 ..........At least 1/day Monitoring ....................................................Other monitoring7 ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ......................................$6,960,0628 Local match required? ..........................................................No State Head Start spending ......................................$6,960,0628 State spending per child enrolled ..................................$5,710 All reported spending per child enrolled*......................$5,710
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
1
SPENDING PER CHILD ENROLLED
WI HDST* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS $5,710 $8,609 $13,172 14 16 18
■ State Contributions ■ Local Contributions
5
■ Federal Contributions ■ TANF Spending
2
3
4
Wisconsin did not break this figure into specific numbers of 3- or 4-year-olds. As a result, age breakdowns used in the Access pie chart were also estimated, using proportions of federal Head Start enrollees in each age category. State pre-K children must meet the federal Head Start income guidelines. Effective December 2007, 35 percent of the enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. As required by federal Head Start Performance Standards, programs must operate a minimum of 3.5 hours per day, 4 days per week, and 32 weeks per year, unless approved as a federal Head Start alternative. Programs may partner with child care or 4K to extend hours, days, or weeks. School districts that are federal Head Start grantees may require lead teachers to have a BA and appropriate licensure. Head Start requires teachers to have at least a CDA.
6
7
8
Support services include two annual parent conferences or home visits, education services or job training for parents, parenting support or training, parent involvement activities, health services for parents and children, information about nutrition, referral to social services, transition to kindergarten activities, and other support services in accordance with Head Start performance standards. The federal Head Start Performance Standards require that part-day programs provide children with at least one-third of their daily nutritional needs, and fullday programs provide one-half to two-thirds of daily nutritional needs, depending on the length of the program day. Breakfast may also be required depending on the hours of the program. The Head Start State Supplement is provided to existing federal Head Start grantees who are monitored by federal Head Start monitoring systems. The state itself does not conduct monitoring of these programs. Information such as grant applications, budget reports, sections of the federal application, and submission of the Head Start PIR are included. All spending through this initiative is directed toward Head Start programs.
147
NO PROGRAM
ACCESS RANKINGS 4-YEAR-OLDS 3-YEAR-OLDS
RESOURCES RANKINGS STATE SPENDING ALL REPORTED SPENDING
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ACCESS
Total state program enrollment ..............................................0 School districts that offer state program ..............................NA Income requirement ............................................................NA Hours of operation ..............................................................NA Operating schedule..............................................................NA Special education enrollment ..........................................2,114 Federally funded Head Start enrollment ..........................1,665 State-funded Head Start enrollment ......................................0
84% 8% 8%
STATE PRE-K AND HEAD START ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 13% 13% 74%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
QUALITY STANDARDS CHECKLIST
This is an estimate of children in special education who are not enrolled in Head Start.
TOTAL BENCHMARKS MET
RESOURCES
Total state pre-K spending ....................................................$0 Local match required? ..........................................................NA State spending per child enrolled ........................................$0 All reported spending per child enrolled* ............................$0
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PRE-K* HDST** K–12*** 0 2 4 6 8 10 12 14 16 18 $ THOUSANDS $0 $9,191 $19,377 20
■ State Contributions ■ Local Contributions
■ Federal Contributions ■ TANF Spending
149
PERCENT OF DISTRICT POPULATION ENROLLED
DISTRICT SPENDING PER CHILD ENROLLED (2010 DOLLARS)
80% $11,901 $11,832 $9,532 $11,617 $11,457
51% 44%
56% 49% 36% 49%
20%
22%
Data not available Data not available
25%
27%
23%
Data not available
Data not available
Data not available
Data not available
Data not available
2002
2003
2004
2005
2006
2007
2008
2009
2010
2002
2003
2004
2005
2006
2007
2008
2009
2010
■ 3-year-olds
■ 4-year-olds
he District of Columbia has funded preschool education through the Public School Preschool (PSP) program since the 1960s. Funding for the PSP program is based on the school funding formula. All 3- and 4-yearolds in the District of Columbia are eligible to attend the PSP program, but the number of available slots limits actual enrollment. The District of Columbia had a second preschool education program, the Pre-K Program (formerly called the Pre-K Incentive Program), that served 3- and 4-year-olds in community-based settings. This program led to the enactment of the Pre-Kindergarten Enhancement and Expansion Act of 2008 and the Pre-K Acceleration and Clarification Emergency Amendment Act of 2010, which united prekindergarten programs across sectors (public schools, public charter schools, and community-based organizations) under a common set of research-based, high-quality content standards and program requirements established by the Office of the State Superintendent of Education (OSSE). This program, now called the Pre-Kindergarten Enhancement and Expansion Program, began in the 2009-2010 school year. The District of Columbia Public Schools (DCPS) administers the programs in public schools, and the District of Columbia Public Charter School Board administers the D.C. Public Charter School Pre-K Program, and the OSSE administers the Pre-K Program in community-based settings. During the 2008-2009 school year, the Pre-Kindergarten Enhancement and Expansion Program was evaluated for both process quality and program impact/ child outcomes. In 2010, pre-K emergency legislation was issued that increased access for community-based providers by allowing for-profit community-based organization to participate. DCPS also collaborates with the Children’s Literacy Initiative on a model literacy program for preschool education classrooms. This model literacy program was first implemented during the 2006-2007 school year and was expanded to additional classes during the 2007-2008 school year. In addition, the executive director of School Readiness and Early Childhood Programs has been working to develop a school readiness assessment instrument, build a comprehensive service system for children ages 3 to 5, and define school readiness. The District of Columbia has the unique situation of being a city that is not within a state. This report includes information about the District’s preschool initiatives because, unlike other cities, it has not been included in any state profile. Due to the differences between city-level and statewide programs, the District’s preschool initiatives cannot be directly compared to state programs. Therefore, the District is not ranked among the states according to resources or enrollment. The D.C. Public Charter School Pre-K Program is profiled separately from the PreKindergarten Enhancement and Expansion Program because they have great variability in their quality standards and requirements.
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DISTRICT OVERVIEW
Total district program enrollment ....................................8,867 Total district spending ........................................$101,587,577 District spending per child enrolled ............................$11,457 All reported spending per child enrolled* ..................$11,457 DISTRICT PRE-K AND HEAD DISTRICT ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS 80% 9% 46% 5% 49% 11%
■ Pre-K
†
■ Head Start
■ Special Ed †
■ Other/None
All special education children are in district-funded pre-K.
SPENDING PER CHILD ENROLLED
DC PGMS* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $8,887 $17,320 18 $11,457
■ District Contributions
■ Federal Contributions
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
151
D.C. PRE-KINDERGARTEN ENHANCEMENT AND EXPANSION PROGRAM ACCESS
Total district program enrollment ....................................5,2271 School districts that offer state program ..........................100% Income requirement ........................................................None Hours of operation ........................6.5 hours/day, 5 days/week Operating schedule ..........................................Academic year Special education enrollment..............................................364 Federally funded Head Start enrollment ..........................2,753 District-funded Head Start enrollment ....................................0
46% 5% 20% 29% 47% 33% 9% 11%
DISTRICT PRE-K AND HEAD DISTRICT ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
■ PEEP ■ Charter ■ Head Start ■ Special Ed † ■ Other/None
†
All special education children are in district-funded pre-K.
QUALITY STANDARDS CHECKLIST
POLICY DISTRICT PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards ..................................Comprehensive ..........Comprehensive Teacher degree ................................BA (public and nonpublic)2 ..........BA Teacher specialized training ................EC certification (public); ..........Specializing in pre-K AA (nonpublic)2 Assistant teacher ......AA, 48 credits, or para-pro exam (public); ..........CDA or equivalent degree CDA (nonpublic)3 Teacher in-service ..............................90 hours/4 years (public); ..........At least 15 hours/year 1 day/month (nonpublic/CBO) Maximum class size ..............................................................................20 or lower 3-year-olds ..........................................................................16 4-year-olds ..........................................................................20 Staff-child ratio ......................................................................................1:10 or better 3-year-olds ......................................................................2:16 4-year-olds ......................................................................1:10 Screening/referral ..............................................Health, dental; ..........Vision, hearing, health; and and support services and support services4 at least 1 support service Meals ..........................................................Breakfast and lunch ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total district pre-K spending ................................$59,593,0275 Local match required? ..........................................................NA District spending per child enrolled ............................$11,4015 All reported spending per child enrolled*....................$11,4015
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PEEP* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $8,887 $17,320 18 $11,401
■ District Contributions
■ Federal Contributions
1
2
Some duplication may exist in enrollment counts for the Pre-K Enhancement and Expansion Program and federal Head Start although that amount is unknown. Teachers in public settings are required to have a BA with early childhood certification. Teachers in nonpublic settings, community-based organzations (CBOs), are required to have at least an associate degree in child development, early childhood education, or child and family studies, and must be enrolled in a bachelor’s degree program and on track to receive the degree by September 1, 2017.
3
4
5
152
Public school assistant teachers must have an associate degree or 48 college credit hours or have passed the paraprofessional exam, which is a basic skills test. It is not required that the degree be in ECE. Nonpublic assistant teachers must hold at least a Child Development Associate (CDA) credential and be enrolled in an associate degree program and on track to receive the degree by September 1, 2017. Support services include four annual parent conferences (plus one annual home visit for Head Start programs). Other support services are determined locally. Spending data were not available and therefore spending was based on the pre-K per-pupil funding amount of $11,401.
D.C. PUBLIC CHARTER SCHOOL PRE-K ACCESS
Total district program enrollment ....................................3,640 School districts that offer state program ..........................100%1 Income requirement ........................................................None Hours of operation ......................................Determined locally2 Operating schedule ..........................................Academic year Special education enrollment..............................................364 Federally funded Head Start enrollment ..........................2,753 District-funded Head Start enrollment ....................................0
46% 5% 20% 29% 47% 33% 9% 11%
DISTRICT PRE-K AND HEAD DISTRICT ENROLLMENT AS PERCENTAGE OF TOTAL POPULATION
3-YEAR-OLDS 4-YEAR-OLDS
■ PEEP ■ Charter ■ Head Start ■ Special Ed † ■ Other/None
†
All special education children are in district-funded pre-K.
QUALITY STANDARDS CHECKLIST
POLICY DISTRICT PRE-K REQUIREMENT BENCHMARK DOES REQUIREMENT MEET BENCHMARK?
Early learning standards....................................Comprehensive ..........Comprehensive Teacher degree......................................................................BA ..........BA Teacher specialized training..............................................None ..........Specializing in pre-K Assistant teacher degree ......................................................AA ..........CDA or equivalent Teacher in-service........................................Determined locally ..........At least 15 hours/year Maximum class size................................................................................20 or lower 3-year-olds................................................Determined locally 4-year-olds................................................Determined locally Staff-child ratio ......................................................................................1:10 or better 3-year-olds................................................Determined locally 4-year-olds................................................Determined locally Screening/referral................................................Health, dental ..........Vision, hearing, health; and and support services at least 1 support service Meals................................................................................Lunch3 ..........At least 1/day Monitoring ..............................Site visits and other monitoring ..........Site visits
TOTAL BENCHMARKS MET
RESOURCES
Total district pre-K spending ................................$41,994,5504 Local match required? ..........................................................No District spending per child enrolled ............................$11,5374 All reported spending per child enrolled*....................$11,5374
* Pre-K programs may receive additional funds from federal or local sources that are not included in this figure. ** Head Start per-child spending for the 2009-2010 year includes funding from the American Recovery and Reinvestment Act (ARRA). *** K–12 expenditures include capital spending as well as current operating expenditures. Data are for the ‘09-’10 school year, unless otherwise noted.
SPENDING PER CHILD ENROLLED
PSP* HDST** K–12*** 0 2 4 6 8 10 12 $ THOUSANDS 14 16 $8,887 $17,320 18 $11,537
■ District Contributions
■ Federal Contributions
1
2
D.C. Public Charter Schools must have approval by their charters from the D.C. Public Charter School Board to offer preschool. Programs must offer at least 180 days or 900 hours of instruction per year. Most programs are 5 days per week, although some offer a longer school day to accommodate a a half day for professional development within a 4.5-dayper-week school schedule.
3 4
Most programs also provide breakfast and snack. Spending data was based on the per-pupil funding amount of $11,752 for 3-yearolds and $11,401 for 4-year-olds. Charter schools receive an additional $2,800 per pupil for facilities. This amount is not included in the total spending figure.
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METHODOLOGY
The data in this report were collected primarily through surveys of state preschool administrators and focus on the 2009-2010 school year. During July of 2010, links to a web-based survey were sent to administrators of the state-funded prekindergarten initiatives covered in NIEER’s 2009 State Preschool Yearbook. We also checked with other sources to determine whether any comparable new initiatives had been started since the 20082009 school year, or whether we had omitted any initiatives in our previous report. All initiatives included in the current report meet the criteria outlined by NIEER, which defines state preschool education programs as initiatives that are funded and directed by the state to support group learning experiences for preschoolage children, usually ages 3 and 4. For more information about these criteria, please see “What Qualifies as a State Preschool Program” on page 19. This report covers the same initiatives as our 2009 report, with a few noted exceptions. During the 2009-2010 program year, pilot programs were launched in Alaska and Rhode Island. Both states have started programs that meet NIEER’s criteria for state preschool education programs and are included in the report. Alaska’s Pilot Prekindergarten Program serves 4-year-olds through a competitive grant process in six districts. Rhode Island’s Prekindergarten Demonstration Project also serves 4-year-olds and was available in four urban locations across the state for the 2009-2010 school year. In addition, the DC Public Charter Schools are included in the report, but are profiled separately from the DC Pre-kindergarten Enhancement and Expansion Amendment Act program because their standards differ. During the 2009-2010 school year, California merged a number of their existing child care programs into one large prekindergarten program called the State Preschool Program. Through this consolidation into one program, the child care programs changed their requirements and now meet NIEER’s definition of state preschool. Therefore, while the overall enrollment and spending in California’s early childhood programs did not change much, the inclusion of these programs now greatly increases their enrollment and spending numbers in this year’s report. Lastly, Ohio’s Early Learning Initiative was eliminated for the 2009-2010 program year due to state budget cuts and therefore is not profiled in this report. Our survey included yes or no questions, questions that asked state administrators to select which of several choices best described their program, and open-ended questions. Where data were already available in the 2009 State Preschool Yearbook we provided the answer from our previous report and asked the administrators to verify that the information was still accurate for the 2009-2010 program year. In terms of topics, the survey included questions on access, operating schedule, child eligibility and retention, program standards, statewide early learning standards, personnel, resources, quality improvement and accountability, and important changes to the program since the last survey. Most of the questions addressed the same issues as last year’s survey, although administrators were asked to report policies that were in place for the 2009-2010 program year. A few additional questions were added to provide more information on the initiatives, specifically related to the evaluation processes that states use to monitor their programs. Questions were asked about the purpose of the evaluation, as well as the frequency and type of data collection used to evaluate the program. The wording of some questions—such as those on health screenings and referrals and the types of meals being served —was revised to make them clearer and to gather more precise data. Several other questions for which many states could not provide data or that were not as relevant to the focus of the report were removed. Due to formatting revisions to the survey, in some cases the data gathered this year are not exactly comparable to data in last year’s report, although largely similar information was collected.
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After the surveys were completed, we followed up with state administrators to clarify any questions about their responses. Later, we contacted them again to provide them with an opportunity to verify the data we had gathered. At that time, we asked them to review a table with all of the data from their state survey, as well as the narrative about their program. Administrators’ responses to our survey, including answers for items not covered in the state profiles, are shown in Appendix A. All of the Yearbook Appendices are available online only and can be accessed at http://www.nieer.org/yearbook. Although most of the data in this report were collected through the above-mentioned surveys, there are a few exceptions. Total federal, state, and local expenditures on K–12 education in 2009-2010 were calculated by NIEER based on data from the National Education Association’s report, Rankings and Estimates: Rankings of the States 2010 and Estimates of School Statistics 2011. Total K–12 spending for each state includes current operating expenditures plus annual capital outlays and interest on school debt. This provides a more complete picture of the full cost of K–12 education than including only current operating expenditures, which underestimate the full cost. Our estimate of K–12 expenditures is also more comparable to total preschool spending per child because this funding generally must cover all costs, including facilities. Expenditure per child was calculated for each state by dividing total expenditures by fall 2009 enrollment. We estimated the breakdown of expenditure per child by source, based on percentages of revenue receipts from federal, state, and local sources in each state. The Administration for Children and Families (ACF) and the Head Start Bureau of the U.S. Department of Health and Human Services were the sources of data on federal Head Start spending and enrollment. In addition, some data were obtained through surveys administered to the directors of Head Start State Collaboration Offices and through the Head Start Program Information Reports (PIR) for 2009-2010. Head Start data are provided in Appendix B. The 2010 State of Preschool Yearbook also supplies some data on child care programs, which can be found in Appendix C. State-by-state data on income eligibility for child care assistance were obtained from the U.S. Department of Health and Human Services report, Child Care and Development Fund Report of State and Territory Plans FY 2010-2011. Estimated funding for child care through the Child Care and Development Fund (CCDF) and Temporary Assistance for Needy Families (TANF) was acquired from the federal Child Care Bureau and the Administration for Children and Families, respectively. Information on state licensing requirements for child care was provided by The 2008 Child Care Licensing Study, a report prepared by the National Child Care Information and Technical Assistance Center (NCCIC) and the National Association for Regulatory Administration. Average child care worker salaries in each state were attained from the Bureau of Labor Statistics. Populations of 3- and 4-year-olds in each state were obtained from the Census Bureau’s Population Estimates datasets and are shown in Appendix D. July estimates of populations at each single year of age are available from the Census Bureau’s web site for each year from 2000 to 2009. Estimates for the July immediately preceding the program year (e.g., July 2009 for the 2009-2010 program year) were used to calculate percentages of 3- and 4year-olds enrolled in state preschool programs, federal Head Start, and special education. The U.S. Office of Special Education Programs provided data on special education enrollment in the Individuals with Disabilities Education Act Preschool Grants program (IDEA Section 619 of Part B) in the 2009-2010 program year. These data are provided in Appendix E. In the 2010 Yearbook, we again attempt to provide a more accurate estimate of unduplicated enrollments, whether in state preschool, Head Start, special education, or other settings, through a series of calculations. Because many children who are counted in special education enrollments are also enrolled in state pre-K or Head Start programs, it is important to ensure that those children are not counted twice. Thirty-three states reported including children in special education in their state preschool enrollment figures, while seven do not include these children in their enrollment count. Only 22 of the 33 states were able to provide the number of 3- and 4-year-olds in special education who were also counted in their enrollment. Those children were subtracted from the special education enrollment figure for the state but remain in the state preschool enrollment figure in the enrollment pie charts and when calculating total enrollment across both programs. The 11 remaining states were unable to report special education enrollment numbers and therefore estimations were used based on the average percent of special education students in state pre-K and enrollment numbers for each program (See Table 4). It should be noted that Kentucky, Oklahoma, and West Virginia served all of their 3- and/or 4-year-olds with disabilities in their state preschool education programs.
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Three- and 4-year-olds enrolled in Head Start with an IEP or IFSP, as reported in the 2009-2010 PIR, were also removed from the special education enrollment total used in the enrollment pie charts. As the PIR does not report a breakdown of special education students by age, estimates were based on total special education enrollment and the percentage of all Head Start enrollees who were 3 or 4 years old. Three-year-olds enrolled in Early Head Start programs were not included in this estimate. States are given rankings in four areas: the percentage of 4-year-olds enrolled in state preschool (Access Ranking – 4-year-olds), the percentage of 3-year-olds enrolled in state preschool (Access Ranking – 3-year-olds), state spending per child enrolled (Resources Ranking – State Spending), and all reported spending per child enrolled (Resources Ranking – All Reported Spending). The measures of access for 3- and 4-year-olds were calculated, as described above, using state data on enrollment in the preschool initiatives and Census population data. When a state did not report separate enrollment numbers for 3-year-olds and 4-year-olds, the age breakdown was estimated by other means, such as using the average proportion of children enrolled in state preschool at each age in states that served both 3- and 4-year-olds and provided data by age. State per-child spending was calculated by dividing state preschool spending (including TANF and ARRA spending directed toward the state preschool initiative) by enrollment. All reported spending per child was calculated by dividing the sum of reported local, state, and federal (including TANF) spending by enrollment. All states that provided data were ranked, starting with “1” for the state with the highest percentage of its children enrolled in the state preschool education program or the state initiative that spent the most per child. States that did not serve children at age 3 receive notations of “None Served” on the rankings of access for 3-yearolds. The 10 states that did not fund a prekindergarten initiative are omitted from all rankings and instead receive notations of “No Program” on their state profile pages. Lastly, this is the fourth year we have looked at whether states were funding their prekindergarten initiatives at adequate levels to meet the NIEER quality benchmarks. For this analysis, state estimates were constructed from a national estimate in the Institute for Women’s Policy Research report, Meaningful Investments in Pre-K: Estimating the Per-Child Costs of Quality Programs,1 and adjusted for state cost of education differences using the state cost index from the Institute of Education Sciences report, A Comparable Wage Approach to Geographic Cost Adjustment.2 A state’s per-child spending from all reported sources was compared to the per-child spending estimate for a half- or full-day program depending on the operating schedule of the state’s program. If a state's program(s) served children in both half- and full-day programs, a weighted estimate was used based on the percent of children served in each type of operating schedule. For states that were determined to be not adequately funding their preschool education initiative(s), we also provide an estimate of how much more money they would need to spend to do so. This estimate was calculated by taking the estimate of how much it would cost to adequately fund preschool education in that state and subtracting per-child spending from all reported sources. This data can be found in Table 7 on page 17.
1
Gault, B., Mitchell, A.W., & Williams, E. (2008). Meaningful investments in pre-k: Estimating the per-child costs of quality programs. Washington, DC: Institute for Women’s Policy Research. Taylor, L., & Fowler, W. (2006). A comparable wage approach to geographic cost adjustment. Washington, DC: Institute of Education Sciences, U.S. Department of Education.
2
156
Appendix A: State Survey Data 2009-2010
Access Availability of program Program enrollment including ELL and special education Program settings Operating Schedule Age Eligibility Prekindergarten and kindergarten eligibility requirements Exceptions to age requirements Other eligibility policies Income Requirement Risk factors for eligibility Reassessment of eligibility Program Standards Class sizes Staff-child ratios Meal requirements Screening and referral services Supports for English Language Learners Parent conferences and comprehensive services Early Learning Standards (ELS) Early Learning Standards document and subject areas Supports for use of ELS Personnel Teacher Teacher Teacher Teacher and assistant teacher degree requirements and assistant teacher degree specialization education levels and assistant teacher in-service requirements
Resources Fiscal year 2010 spending (state, federal and local amounts) Agencies eligible to receive funding directly and indirectly Required local match Monitoring Information collected for monitoring purposes How monitoring is used for program improvement Formal evaluations of the prekindergarten program Family Engagement
Appendix B: Head Start Data Appendix C: Child Care Data Appendix D: U.S. Census Population Estimates Appendix E: Pre-K Special Education Enrollment Data
TO DIRECTLY VIEW AND DOWNLOAD THE APPENDICES, VISIT OUR WEBSITE WWW.NIEER.ORG/YEARBOOK
APPENDIX A: STATE SURVEY DATA 2009-2010
STATE ACCESS State agency with administrative authority over state pre-K
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter Alabama Department of Children’s Affairs/Office of School Readiness; The Governor’s Office1 Alaska Department of Education and Early Development Arizona Department of Education Arkansas Department of Education; Arkansas Department of Human Services, Division of Child Care and Early Childhood Education California Department of Education Colorado Department of Education Connecticut State Department of Education and Department of Social Services Delaware Department of Education Florida Department of Education; Agency for Workforce Innovation; Florida Department of Children and Families1 Bright from the Start: Georgia Department of Early Care and Learning Illinois State Board of Education Iowa Department of Education Iowa Department of Education Kansas State Department of Education Kansas State Department of Education Kentucky Department of Education Louisiana State Board of Elementary and Secondary Education Louisiana Department of Education1 Louisiana Governor’s Office of Community Programs Maine Department of Education Maryland State Department of Education Massachusetts Department of Early Education and Care Michigan Department of Education, Office of Early Childhood Education and Family Services Minnesota Department of Education Missouri Department of Elementary and Secondary Education Nebraska Department of Education Nevada Department of Education Department of Education, Division of Early Childhood Education; Department of Children and Families, Division of Family Development and Office of Licensing1 Department of Education, Division of Early Childhood Education; Department of Children and Families, Division of Family Development and Office of Licensing1 Department of Education, Division of Early Childhood Education; Department of Children and Families, Division of Family Development and Office of Licensing1 Public Education Department and Children, Youth and Families Department New York State Department of Education, Office of Early Childhood and Reading Initiatives North Carolina Department of Public Instruction; Office of Early Learning Ohio Department of Education, Office of Early Learning and School Readiness Oklahoma State Department of Education Oregon Department of Education Office of Child Development and Early Learning; Department of Education; Department of Public Welfare1 Office of Child Development and Early Learning; Department of Education; Department of Public Welfare Office of Child Development and Early Learning; Department of Education; Department of Public Welfare1 Office of Child Development and Early Learning; Department of Education; Department of Public Welfare Rhode Island Department of Elementary and Secondary Education South Carolina Department of Education South Carolina Department of Education; South Carolina First Steps State Office1 Tennessee Department of Education, Office of Early Learning Texas Education Agency Vermont Department of Education; Department for Children and Families, Agency of Human Services1 Vermont Department of Education Virginia Department of Education; Office of Early Childhood Education Washington Department of Early Learning West Virginia Department of Education, Office of School Readiness; West Virginia Head Start State Collaboration Office; West Virginia Department of Health and Human Resources Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction District of Columbia Office of the State Superintendent of Education D.C. Public Charter School Board (PCSB)
158
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Availability of program
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 65 out of 67 counties (97%) 6 out of 54 school districts (11%)1 48 out of 310 school districts (15%)1 234 out of 245 school districts (96%) 56 out of 58 counties (97%)1 169 out of 178 school districts (95%)1 63 out of 169 communities (37%)1 3 out of 3 counties (100%) 67 out of 67 counties (100%) 159 out of 159 counties (100%)1 102 out of 102 counties (100%)1 33 out of 361 school districts (9%)1 175 out of 361 school districts (48%)1 186 out of 293 school districts (63%) 14 out of 105 counties (13%)1 174 out 174 school districts (100%)1 68 out of 70 school districts (97%) 65 out of 71 school districts (92%)2 64 out of 64 parishes (100%) 162 out of 409 elementary schools (40%)1 24 out of 24 school districts (100%)1
ACCESS Are districts, etc., required to offer programs?
No, competitive No, competitive No, optional2 Required for some1 No, competitive No, competitive2 No, optional2 No, competitive Required for all2 No, competitive No, competitive No, competitive No, competitive2 No, optional No, competitive Required for all No, optional No, optional No, optional No, optional2 Required for all No, competitive2 No, competitive for agencies, allocated by formula to districts that choose to participate Required for all1 No, competitive No, competitive1 No, competitive Required for some2 Required for some3 No, competitive No, competitive1 Not required, only available to existing pre-K districts1 No, optional1 No, competitive1 No, optional1 No, competitive No, optional2 No, competitive1 No, optional No, competitive No, competitive1 Required to offer at least one half-day class1 Required for some2 No, competitive Required for some1 No, optional No, competitive No, optional1 No, competitive1 Required for all No, optional No, optional1 No, optional1 NA1
97 out of 351 towns (28%) (UPK); 96 out of 300 school districts (32%) (Grant 391)1 455 out of 553 school districts (82%); 40 out of 246 public school academies (charter schools) (16%)1 87 out of 87 counties (100%) 161 out of 522 school districts (31%) 163 out of 251 school districts (65%)1 10 out of 17 counties (59%)1 35 out of 591 school districts (6%)2 96 out of 591 school districts (16%)2 24 out of 591 school districts (4%)2 44 out of 89 school districts (49%) 452 out of 677 school districts (67%) 100 out of 100 counties (100%) 205 out of 612 school districts (33%) 523 out of 532 school districts (98%) 36 out of 36 counties (100%) 32 out of 499 school districts (6%) 48 out of 64 Head Start grantees (75%) 93 out of 499 school districts (19%) 402 out of 499 school districts (81%) 4 out of 40 communities (10%) 50 out of 86 school districts (58%) 36 out of 86 school districts (42%) 133 out of 135 school districts (99%) 1,037 out of 1,270 school districts (82%) 204 out of 260 communities (78%) 31 out of 61 school districts (51%) 112 out of 136 school districts (82%)1 38 out of 39 counties (97%) 55 out of 55 counties (100%) 335 out of 415 school districts (77%)1 36 out of 37 federal Head Start grantees (97%) 1 out of 1 school district (100%)1 1 out of 1 school district (100%)
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
159
STATE Program enrollment – Fall 2009, total
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 3,870 200 4,319 20,503 147,185 19,496 8,960 843 155,877 81,177 87,580 2,063 13,6663 7,963 1,500 22,299 3,178 15,856 1,314 3,605 26,147 13,468
3 3
ACCESS Program enrollment – Fall 2009, by age
3,870 4-year-olds 200 4-year-olds 4,319 4-year-olds3 439 under age 3; 3,481 3-year-olds; 16,583 4-year-olds2 2,758 under age 3; 52,172 3-year-olds; 92,255 4-year-olds2 260 under age 3; 4,448 3-year-olds; 14,749 4-year-olds; 39 5-year-olds3 72 under age 3; 3,068 3-year-olds; 5,440 4-year-olds; 380 5-year-olds 843 4-year-olds 155,877 4-year-olds 81,177 4-year-olds2 33,302 3-year-olds; 54,149 4-year-olds; 129 5-year-olds 583 3-year-olds; 1,366 4-year-olds; 114 5-year-olds 13,666 4-year-olds3 7,963 4-year-olds 1,500 4-year-olds 5,557 3-year-olds; 16,742 4-year-olds2 3,178 4-year-olds 15,856 4-year-olds3 1,314 4-year-olds 3,605 4-year-olds3 26,147 4-year-olds2 Data not available 19,781 4-year-olds2 Data not available2 1,296 3-year-olds; 3,035 4-year-olds 2,803 3-year-olds; 7,147 4-year-olds; 298 5-year-olds2 390 3-year-olds; 820 4-year-olds; 22 5-year-olds 19,590 3-year-olds; 22,196 4-year-olds 285 3-year-olds; 7,202 4-year-olds 562 4-year-olds3 4,848 4-year-olds 215 3-year-olds; 107,712 4-year-olds2 31,197 4-year-olds 52 under age 3; 1,666 3-year-olds; 3,535 4-year-olds; 447 5-year-olds2,3 37,356 4-year-olds2 42 under age 3; 2,451 3-year-olds; 4,009 4-year-olds; 6 5-year-olds Data not available Data not available2 11,516 4-year-olds 4,060 3-year-olds; 7,803 4-year-olds 126 4-year-olds2 1,745 3-year-olds; 17,638 4-year-olds 5,180 4-year-olds 649 3-year-olds; 17,603 4-year-olds; 118 5-year-olds 74 under age 3; 21,578 3-year-olds; 192,594 4-year-olds; 429 5-year-olds; 19 over age 5 Data not available 291 3-year-olds; 376 4-year-olds; 14 5-year-olds 14,944 4-year-olds 1,615 3-year-olds; 6,411 4-year-olds 133 under age 3; 1,823 3-year-olds; 11,522 4-year-olds; 367 5-year-olds; 33 over age 5 200 3-year-olds; 36,144 4-year-olds; 1,499 5-year-olds2 Data not available 1,917 3-year-olds; 3,310 4-year-olds 1,410 3-year-olds; 2,230 4-year-olds
19,781 1,8742 4,331 10,248 1,232 41,786 7,487 562 4,848 107,927 31,197 5,7002 37,356 6,508 3,309 5,3552 11,5162 11,863 126 19,383 5,1803 18,370 214,694 3,789 681 14,944 8,026 13,878 38,071 1,219 5,227 3,640
160
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Enrollment explanation, if not unduplicated Fall 2009 count
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter Funded slots NA NA NA Duplicated count2 NA Best estimate of unduplicated count3 Funded slots NA Number of filled slots on November 9, 2009 NA NA NA NA Estimated amount2 Enrollment count from December 1, 2009 NA NA Funded slots NA NA Possible duplication, number unknown1 NA NA
ACCESS Number of English Language Learners
155 Exact number unknown Exact number unknown 1,984 Exact number unknown Exact number unknown Exact number unknown 184 Exact number unknown 7,981 Not reported Exact number unknown Exact number unknown 1,908 Exact number unknown 1,331 Exact number unknown Exact number unknown 0 Exact number unknown 2,998 Exact number unknown 2,546 Exact number unknown 118 Exact number unknown 598 Exact number unknown Exact number unknown Exact number unknown 1,316 Exact number unknown 7,215 572 2,879 2,110 Exact number unknown Exact number unknown Exact number unknown 1,232 34 Exact number unknown 1,000 710 87,863 Exact number unknown 57 Exact number unknown 2,995 35 1,006 Exact number unknown 540 330
Number of children receiving classroom services as of May 2010 NA NA NA NA Unduplicated Budgeted enrollment number NA Funded contracted slots, January 2010 NA NA Funded slots, January 2010 NA Funded slots NA Funded slots NA 135th day of school spring 2010 End of school count NA NA NA NA NA Unduplicated count as of December 15, 2009 NA Enrollment count on third Friday count Funded slots Funded slots across all sectors NA
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
161
STATE
ACCESS Are children receiving special education services counted in enrollment total?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Yes, 2652 Yes, number unknown2 No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, 3,030 Yes, number unknown No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, 223 Yes, 96 Yes, approximately 5% Yes, 2,567 Yes, 12,803 Yes, 111 Yes, 1224 No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, 11,734 Yes, number unknown Yes, 9514 No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, number unknown No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, 523 (UPK); 1,752 (Grant 391) Yes, 1,1033 Yes, number unknown Yes, 602 Yes, 1,975 Yes, 121 No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, number unknown Yes, 1,768 Yes, 900 2, 4 Yes, 2,4853 Yes, 976 Yes, number unknown Yes, number unknown Yes, number unknown Yes, 798 Yes, 4 Yes, number unknown Yes, number unknown Yes, 1,897 Yes, 8,066 No, children who receive special education services may attend state pre-K but are not counted in the state pre-K enrollment Yes, 992 Yes, number unknown2 Yes, 374 Yes, 2,824 Yes, 3,759 Yes, number unknown Yes, number unknown Yes, 81
162
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Special education enrollment, by age
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 265 4-year-olds2 Number unknown NA 626 3-year-olds; 1,862 4-year-olds; 542 5-year-olds Number unknown NA 75 3-year-olds; 138 4-year-olds; 10 5-year-olds 96 4-year-olds Age breakdown unknown 2,567 4-year-olds 5,765 3-year-olds; 6,248 4-year-olds; 790 5-year-olds Age breakdown unknown 122 4-year-olds3 NA NA 5,557 3-year-olds; 6,177 4-year-olds3 Number unknown 951 4-year-olds4 NA Number unknown NA Age breakdown unknown 1,103 4-year-olds Age breakdown unknown 177 3-year-olds; 425 4-year-olds 654 3-year-olds; 1,123 4-year-olds; 198 5-year-olds Age breakdown unknown NA NA NA NA Number unknown 1,768 4-year-olds
ACCESS Are children receiving special education services in state pre-K classrooms paid for by state pre-K funds?
Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended No, supported entirely by other funds Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended No, supported entirely by other funds Funds from state pre-K and other sources are blended4 No, supported entirely by other funds No, supported entirely by other funds Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended4 No, supported entirely by other funds Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are coordinated3 Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended No, supported entirely by other funds No, supported entirely by other funds No, supported entirely by other funds Funds from state pre-K and other sources are blended2 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended2 Funds from state pre-K and other sources are blended5 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended2 Funds from state pre-K and other sources are blended2 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended3 Funds from state pre-K and other sources are blended1 Funds from state pre-K and other sources are blended4 Funds from state pre-K and other sources are blended2 Funds from state pre-K and other sources are blended Funds from state pre-K and other sources are blended2
31 under age 3; 263 3-year-olds; 456 4-year-olds; 150 5-year-olds2, 3, 4 2,485 4-year-olds3 6 under age 3; 368 3-year-olds; 601 4-year-olds; 1 5-year-old Number unknown Number unknown Number unknown 187 3-year-olds; 611 4-year-olds 4 4-year-olds Number unknown Number unknown 127 3-year-olds; 1,679 4-year-olds; 91 5-year-olds 22 under age 3; 993 3-year-olds; 6,934 4-year-olds; 117 5-year-olds NA Age breakdown unknown Number unknown2 287 3-year-olds; 87 4-year-olds2 133 under age 3; 976 3-year-olds; 1,511 4-year-olds; 196 5-year-olds; 8 over 5 years old 90 3-year-olds; 2,967 4-year-olds; 700 5-year-olds3 Number unknown Number unknown Number unknown
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
163
STATE
ACCESS Program enrollment – Fall 2009, by type of school
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Public, 1,926; HdSt, 774; Private CC,1,008; Faith-based, 72; Other settings such as college lab schools and military agencies, 90 Not reported4 Public, 4,319 Public, 12,518; HdSt, 1,345; Private CC, 5,155; Faith-based, 536; Family CC, 236; University, 713 LEAs (including public schools), 101,046; Private CC, 4,673; Family CC, 172; Other, 41,2943 Public, 13,246; HdSt, 3,443; Private CC, 3,4714 Public, 2,745; HdSt, 1,433; Private CC, 5,560; Faith-based, 8025 Public, 387; HdSt, 321; Private CC, 17; Non-profit child care or technical college, 118 Public, 26,753; Private CC, 100,737; Faith-based, 27,474; Family CC, 9134 Public, 34,987; Private CC, 45,276; Not for profit, 9144 Not reported Public, 1,201; HdSt, 703; Private CC, 2502 Not reported Public, 7,963 Breakdown unknown, approximately 50 percent in public settings3 Public, 22,2995 Public, 3,178 Public, 15,791; HdSt, 60; Private CC, 5 Private CC, 62; Private and Parochial Schools, 1,2521 Not reported Public, 24,479; HdSt, 1,580; Private CC, 88 Public, 4,604; HdSt, 2,657; Private CC, 5,838; Faith-based, 40; Family CC, 3295 Public, 17,946; HdSt, 448; Private CC, 894; Faith-based, 228; Colleges/universities, 265 Head Start, 1,874 Public, 3,896; Private CC, 374; Non-profit, 61 Not reported Public, 1,118; HdSt, 80; Private CC, 34 Public, 16,552; HdSt, 3,742; Private CC, 21,4923 Public, 7,092; Private CC, 3955 Public, 562 Public, 2,444; HdSt, 613; Private CC, 1,246; Faith-based, 74; Family CC, 37; University-based, 160; Municipality, 274 Public, 48,268; HdSt, 10,735; Private CC, 36,966; Faith-based, 2,800; Family CC, 952; Libraries, Museums, BOCES, 4410s, Other settings, 7,9914 Public, 15,528; HdSt, 5,069; Private CC, 9,540; Head Start administered by public schools, 1,0603 Public, 3,990; HdSt, 285; Private CC, 114; Joint Vocational Schools and Educational Service Centers, 1,3112 Public, 32,167; HdSt, 2,820; Private CC, 1,031; Faith-based, 89; Assisted Living Center, University Child Development Center, Private School, Tribal Head Start, Vo-tech, or Corporate Facility, 1,6124 Public, 2,018; HdSt, 2,929; Private CC, 195; Faith-based, 390; Higher Ed, Community Colleges, or Government Agencies, 976 Public, 3,3093 HdSt, 5,355 Public, 11,516 Public, 2,962; HdSt, 2,744; Private CC, 5,846; Licensed Nursery Schools, 311 Public, 18; HdSt, 18; Private CC, 904 Public, 19,383 Public, 4,656; First Steps, 524 Public, 15,810; HdSt, 1,202; Private CC, 984; Faith-based, 177; Adult Learning Centers, 39; Housing Authority, 20; Higher Ed, 138 Public, 214,6943 Not reported Public, 347; HdSt, 73; Private CC, 191; Family CC, 14; Child’s home, 56 Not reported4 Public, 5,039; HdSt, 387; Private CC, 1,751; Faith-based, 461; Colleges or universities, 388 Public, 2,914; HdSt, 7,217; Private CC, 2,359; Special Education, 1,3882 Not reported5 HdSt, 1,2193 Public, 2,949; HdSt, 1,782; Private CC, 480; Faith-based, 16 Public schools, 3,640
164
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Hours of operation per day
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter Full day, 6.5 hours/day
OPERATING SCHEDULE Program enrollment – Fall 2009, by operating schedule
Full day, 3,870 Not reported Determined locally, 4,319 Full day, 20,503 Part day, 96,009; Full day, 51,1765 Not reported Part day, 1,825; Full day, 6,713; School day, 1,276; Determined locally, 7267 Part day, 612; Full day, 2312 School year, 148,289; Summer program, 8,5764 Full day, 81,177 Not reported Part day, 523; Full day, 1,064; School day, 5672 Not reported Part day, 7,963 Part day, 1,5005 Determined locally, 22,2996 School day, 3,178 Full day, 1,241; School day, 14,615 Full day, 1,314 Determined locally, 3,605 Part day, 12,494; Full day, 13,6534 Part day, 267; Full day, 8,024; School day, 1,540 (UPK); Not reported (Grant 391)7 Part day, 13,129; Full day, 5,712; Determined locally, 940 Not reported Part day, 1,253; School day, 3,078 Not reported Part day, 1,2322 School day, 41,7865 Part day, 4,695; School day, 2,792 Part day, 371; School day, 191 Not reported Part day, 82,500; Full day, 25,2124 School day, 31,197 Determined locally, 5,7002, 6 Part day, 16,009; Full day, 21,3476 Not reported Not reported Part day, 1,799; Full day, 3,556 Part day, 2,534; Full day, 8,9824 Part day, 2,751; Full day, 9,112 Full day, 126 Part day, 19,3832 Full day, 5,180 Full day, 18,370 Part day, 214,6944 Determined locally, 3,789 Part day, 611; Full day, 57; Determined locally, 13 Part day, 453; Full day, 14,491 Part day, 7,547; Full day, 479 Part day, 2,840; Full day, 11,038 Determined locally, 38,071 Not reported School day, 5,227 School day, 3,640
Part day, at least 3 hours/day but no more than 5 hours/day Determined locally5 Full day, 7 hours/day Part day, 3 hours/day; Full day, locally determined4 Part day, at least 2.5 hours/day5 Determined locally6 Part day, 3.5 hours/day2 Determined locally5 Full day, 6.5 instructional hours/day Determined locally, at least 2.5 hours/day2 Determined locally3 Part day, 10 hours/week5 Part day, 3 hours/day1 Part day, 3 hours/day4 Part day, 2.5 hours/day plus one meal School day, 6 instructional hours/day Full day, 10 hours/day; School day, 6 hours/day5 Full day, 10 hours/day Determined locally6 Part day, 2.5 hours/day; Full day, 6.5 hours/day5 Determined locally6 Part day, 2.5 hours/day; School day, 6-7 hours/day4 Determined locally3 Part day, 3 hours/day; School day, 6.5 hours/day2 Determined locally4 Determined locally2 School day, 6 hours/day4 Determined locally6 Part day, 2.75 hours/day; Full day, 6 hours/day Part day, 2.5 hours/day3 Part day, 2.5 hours/day; Full day, 5 hours/day5 School day, 6-6.5 hours/day Part day, 3-3.5 hours/day6 Part day, 2.5 hours/day; Full day, 6 hours/day5 Part day, 3.5-4 hours/day Determined locally4 Part day, at least 3.5 hours/day; Full day, at least 5.5 hours/day3 Part day, at least 2.5 hours/day; Full day, 5 hours/day Part day, at least 2.5 instructional hours/day; Full day, 5 instructional hours/day Full day, 6 hours/day Part day, 2.5 hours/day Full day, 6.5 hours/day Full day, 5.5 hours/day2 Part day, 3 hours/day4 Determined locally3 Determined locally4 Part day, 3 hours/day; Full day, 5.5 hours/day5 Determined locally4 Determined locally3 Determined locally6 Determined locally4 School day, 6.5 hours/day Determined locally3
2
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
165
STATE Days of operation per week
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 5 days/week Determined locally5 Determined locally5 5 days/week 5 days/week 4 days/week5 5 days/week 5 days/week Determined locally5 5 days/week 5 days/week Determined locally3 Determined locally Determined locally 4 or 5 days/week 5 days/week 5 days/week Determined locally6 5 days/week Determined locally 4 days/week5 Determined locally3 5 days/week Determined locally4 Determined locally2 5 days/week 5 days/week 5 days/week Determined locally3 5 days/week 5 days/week 5 days/week6 5 days/week Determined locally2 5 days/week Determined locally3 5 days/week 5 days/week 5 days/week 5 days/week 5 days/week 5 days/week 5 days/week Determined locally3 Determined locally4 5 days/week Determined locally4 Determined locally
3 6 7 5
OPERATING SCHEDULE Yearly operating schedule
Academic/School Year Academic/School Year Academic/School Year Academic/School Year Determined locally4 Academic/School Year Determined locally6 Determined locally2 Determined locally5 Academic/School Year Academic/School Year Determined locally3 Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Determined locally 30 weeks/year6 Determined locally3 Determined locally2 Academic/School Year Academic/School Year Academic/School Year4 Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year2 Determined locally4 Academic/School Year3 Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year3 Academic/School Year Academic/School Year Academic/School Year Academic/School Year Academic/School Year7 Determined locally4 Academic/School Year Academic/School Year
6
Do children receive services that extend beyond standard hours of operation?
Yes, number unknown4 Not reported No6 Yes, number unknown4 Yes, 51,176 Yes, number unknown6 Yes, 7% Yes, 262 No6 Yes, number unknown Yes, number unknown Yes, number unknown Yes, number unknown6 No2 Yes, determined locally5 Yes, number unknown Yes, number unknown Yes,1,241 Yes, 100% Yes, determined locally Yes, 52%4 Yes, number unknown Yes, number unknown Yes, number unknown Yes, number unknown Yes, number unknown No3 Yes, 74%4 Yes, number unknown Yes, number unknown Yes, number unknown Yes, number unknown Yes, number unknown4 No6 Yes, number unknown Yes, 265 Yes, number unknown Yes, 998 Yes, number unknown Yes, number unknown Yes5 Yes, 25% Yes, 75%5 Yes, 68% of LEAs3 Yes, number unknown Yes, number unknown4 Yes, number unknown6 Yes, number unknown Yes, 1,5585 Yes, number unknown Yes, number unknown7 Yes, number unknown Yes, number unknown Determined locally3
Determined locally1
4
Determined locally1
Determined locally Determined locally4 5 days/week Determined locally3
166
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
OPERATING SCHEDULE Support for extended services
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Services may be provided at state pre-K sites, Other state agency pays for these services Not reported NA Services may be provided at state pre-K sites Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services, Transportation can be provided by state pre-K6 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services Services may be provided at state pre-K sites, Other state agency pays for these services NA Services may be provided at state pre-K sites, Other state agency pays for these services5 Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services4 Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K, State pre-K offers other supports for these services6 NA Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K programs, Family Resource Centers provide wrap-around services Services may be provided at state pre-K sites Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency may pay for these services Services may be provided at state pre-K sites Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, Transportation is provided by state pre-K5 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Transportation to full-day full-year services may be provided by state pre-K Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services, Transportation is provided by state pre-K, State pre-K offers other supports for these services7 Services may be provided at state pre-K sites, Other state agency pays for these services4 Services may be provided at state pre-K sites Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services NA Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by some districts Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by some districts4 Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by some districts4 Services may be provided at state pre-K sites Services may be provided at state pre-K sites, Transportation is provided by state pre-K Services may be provided at state pre-K sites, Other state agency pays for these services4 NA Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K, State pre-K offers other supports for these services5 Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K5 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation may be provided by state pre-K NA5 Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites5 Services may be provided at state pre-K sites, State pre-K offers other supports for these services4 Services may be provided at state pre-K sites Services may be provided at state pre-K sites, Other state agency pays for these services4 Other state agency pays for these services 5, 6 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services Services may be provided at state pre-K sites, Other state agency pays for these services, Transportation is sometimes provided by state pre-K5 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services Services may be provided at state pre-K sites, Transportation is provided by state pre-K, State pre-K offers other supports for these services7 Services may be provided at state pre-K sites, State pre-K funds can be used to offer these services, Other state agency pays for these services, Transportation is provided by state pre-K Services may be provided at state pre-K sites, Other state agency pays for these services Data not available
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
167
STATE Minimum age for eligibility
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 4 by Sept. 1 4 by Sept. 1 4 by locally determined date7 3 by Aug. 152 3 by Dec. 2 3 by Oct. 1 2 years, 9 months by Sept. 1 4 by Aug. 31 4 by Sept. 1 4 by Sept. 16 3 by Sept. 1 3 by Sept. 155 4 by Sept. 157 4 by Aug. 31 4 by Aug. 31 3 by Oct. 18 4 by Sept. 30 4 by Sept. 30 4 by Sept. 30 4 by Oct. 15 4 by Sept. 1 2 years, 9 months8 4 by Dec. 1 3 by Sept. 15 3 by July 31 3 by locally determined date 3 by Sept. 30 3 by locally determined date 3 by locally determined date 4 by locally determined date 4 by Sept. 1 4 by Dec. 12 4 by Aug. 31 3 by Aug. 1 or Sept. 307 4 on or before Sept. 1 3 by Sept. 1 Determined locally6 Determined locally Determined locally Determined locally2 4 by Sept. 1 4 by Sept. 13 4 by Sept. 1 4 by Sept. 305 3 by Sept. 1 3 by locally determined date5 Determined locally7 4 by Sept. 30 3 by Aug. 31 4 by Sept. 1 4 by Sept. 1 3 by Sept. 1 3 by Sept. 30 3 by Sept. 30, or by Dec. 31
AGE ELIGIBILITY Maximum age for eligibility
5 by Aug. 31 5 by Sept. 1 5 by Sept. 1 5 by Sept. 12 5 by Dec. 2 No cut-off7 5 by Jan. 18 5 by Aug. 31 5 by Sept. 1 5 by Sept. 16 5 by Sept. 1 6 by Sept. 155 5 by Sept. 157 5 by Aug. 31 5 by Aug. 31 5 by Sept. 309 5 by Sept. 30 5 by Sept. 30 5 by Sept. 30 Determined locally7 5 by Sept. 1 Determined locally9 5 by Dec. 1 5 by Sept. 1 5 by July 31 5 by Oct. 15 5 by Sept. 30 5 by locally determined date 5 by locally determined date 5 by locally determined date 5 by Sept. 1 5 by Dec. 1 5 by Aug. 31 5 by Aug. 1 or Sept. 307 5 by Sept. 17 5 by Sept. 1 5 by Sept. 16 Determined locally4 Determined locally Determined locally2 5 by Sept. 1 5 by Sept. 1 5 by Sept. 1 5 by Sept. 30 5 by Sept. 1 Determined locally5 Determined locally7 5 by Sept. 30 5 by Aug. 31 5 by Sept. 1 Determined locally 5 by Sept. 1 5 by Sept. 30 Data not available
168
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Kindergarten eligibility age
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 5 by Sept. 1 5 by Sept. 1 5 by Sept. 18 5 by Sept. 12 5 by Dec. 2 5 by Oct. 18 5 by Jan. 1 5 by Aug. 31 5 by Sept. 1 5 by Sept. 1 5 by Sept. 1 5 by Sept. 15 5 by Sept. 15 5 by Aug. 31 5 by Aug. 31 5 by Oct. 1 5 by Sept. 30 5 by Sept. 30 5 by Sept. 30 5 by Oct. 15 5 by Sept. 1 Determined locally 5 by Dec. 18 5 by Sept. 15 5 by July 31 5 by Oct. 15 5 by Sept. 30 5 by locally determined date 5 by locally determined date 5 by locally determined date 5 by Sept. 1 5 by Dec. 1 5 by Aug. 31 5 by Aug. 1 or Sept. 307 5 by Sept. 17 5 by Sept. 1 Determined locally Determined locally4 Determined locally 5 by Sept. 1 5 by Sept. 1 5 by Sept. 1 5 by Sept. 30 5 by Sept. 1 5 by locally determined date Determined locally 5 by Sept. 30 5 by Aug. 31 5 by Sept. 1 5 by Sept. 1 5 by Sept. 1 5 by Sept. 30 5 by Sept. 30 or Dec. 314
8 5
AGE ELIGIBILITY Exceptions to the age requirements?
None None Yes, children with special needs may remain in pre-K8 Yes, for children with special needs2 Yes, through the summer until kindergarten begins Yes, three districts may serve children younger than 3 years old in pre-K9 Yes8 Yes3 None Yes7 Yes, for children with IEPs3 Yes, children with IEPs may participate based on their IEP Yes7 None None Yes, for children with IEPs9 None Yes6 None Yes, for children with IEPs who turn 5 between July 15 and Oct. 157 Yes, determined locally6 None10 None Yes5 Yes, for children with special needs Yes, children with IEPs may participate based on their IEPs5 None Yes, for children with IEPs, based on their IEPs Yes, for children with IEPs, based on their IEPs Yes, for children with special needs5 Yes, children with IEPs may participate based on their IEPs and parents’ decisions4 None2 Yes5 None Yes, determined locally7 None Yes, determined locally6 Yes, determined locally Yes, determined locally by local board of directors Yes, local boards may exercise exemption from kindergarten3 Yes, determined locally6 None3 None6 Yes, children with IEPs may participate if an IEP team determined it is the most appropriate placement6 None Yes5 Yes Yes6 None6 Yes4 Yes, determined locally8 Yes, determined locally5 None Data not available
Determined locally2
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
169
STATE
AGE ELIGIBILITY State policy on enrolling children in state pre-K when they are eligible for kindergarten
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Children may not enroll in pre-K if they are age-eligible for kindergarten Not reported Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten2 Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children may only enroll in pre-K if they have not attended 4-year-old pre-K before Kindergarten age-eligible children may enroll in pre-K and repeat the 4-year-old pre-K year8 Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K at local program’s discretion; Kindergarten age-eligible children may only enroll in pre-K if they have not attended 4-year-old pre-K before7 Kindergarten age-eligible children with documented disabilities may enroll in pre-K3 Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K at local program’s discretion Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K at local program’s discretion; Kindergarten age-eligible children may enroll in pre-K and repeat the 4-year-old pre-K year Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten9 Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children may enroll in pre-K at local program’s discretion; State policy does not regulate the enrollment of kindergarten age-eligible children in pre-K Children may not enroll in pre-K if they are age-eligible for kindergarten6 Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children with documented disabilities may enroll in pre-K Kindergarten age-eligible children with documented disabilities may enroll in pre-K5 Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children with documented disabilities may enroll in pre-K6 Kindergarten age-eligible children with documented disabilities may enroll in pre-K7 Kindergarten age-eligible children with documented disabilities may enroll in pre-K5 Children may not enroll in pre-K if they are age-eligible for kindergarten4 Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten State policy does not regulate the enrollment of kindergarten age-eligible children in pre-K7 Children may not enroll in pre-K if they are age-eligible for kindergarten State policy does not regulate the enrollment of kindergarten age-eligible children in pre-K Children with special needs may remain in pre-K6 Children may not enroll in pre-K if they are age-eligible for kindergarten Children may not enroll in pre-K if they are age-eligible for kindergarten3 Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K at local program’s discretion; Kindergarten age-eligible children may enroll in pre-K and repeat the 4-year-old pre-K year Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K and repeat the 4-year-old pre-K year Kindergarten age-eligible children with documented disabilities may enroll in pre-K Children may not enroll in pre-K if they are age-eligible for kindergarten5 Kindergarten age-eligible children with documented disabilities may enroll in pre-K; Kindergarten age-eligible children may enroll in pre-K at local program’s and families’ discretion Kindergarten age-eligible children may enroll in pre-K at local program’s discretion Kindergarten age-eligible children may enroll in pre-K at local program’s discretion Children may not enroll in pre-K if they are age-eligible for kindergarten Kindergarten age-eligible children may enroll in pre-K at local program’s discretion State policy does not regulate the enrollment of kindergarten age-eligible children in pre-K State policy does not regulate the enrollment of kindergarten age-eligible children in pre-K Children may not enroll in pre-K if they are age-eligible for kindergarten Data not available
170
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
INCOME REQUIREMENT Besides age, how is eligibility determined for individual children?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
All children in districts offering the program, or in the entire state, may enroll Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll9 Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll All children in districts offering the program, or in the entire state, may enroll Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll8 Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics10 Eligibility is determined by individual child or family characteristics2 All children in districts offering the program, or in the entire state, may enroll7 Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll8 Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll11 Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll Eligibility is determined by individual child or family characteristics6 All children in districts offering the program, or in the entire state, may enroll4 All children in districts offering the program may enroll All children in districts offering the program may enroll8 Eligibility is determined by individual child or family characteristics6 Eligibility is determined by individual child or family characteristics5 All children in districts offering the program, or in the entire state, may enroll Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics8 All children in districts offering the program, or in the entire state, may enroll Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics6 All children in districts offering the program, or in the entire state, may enroll (K4); Eligibility may be determined by individual or family characteristics (SBPK) Eligibility is determined by individual child or family characteristics All children living districts offering the program may enroll Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics All children in districts offering the program, or in the entire state, may enroll6 Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics7 Eligibility is determined by individual child or family characteristics Eligibility is determined by individual child or family characteristics All children in districts offering the program may enroll Eligibility is determined by individual child or family characteristics6 All children in district offering the program may enroll All children in district offering the program may enroll
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
171
STATE Income requirement
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter None 100% FPL6 Eligibility for free or reduced-price lunch (185% FPL) 200% FPL 75% SMI Eligibility for free or reduced-price lunch (185% FPL)10 75% SMI or below9 100% FPL4 None None None4 Eligibility for free lunch (130% FPL) None Eligibility for free lunch (130% FPL) Eligibility for free or reduced-price lunch (185% FPL) 150% FPL None Eligibility for free or reduced-price lunch (185% FPL)7 200% FPL None Eligibility for free or reduced-price lunch (185% FPL) 85% SMI (UPK); None (Grant 391)12 300% FPL 100% FPL None Eligibility for free or reduced-price lunch (185% FPL) None4 None None Eligibility for free or reduced-price lunch (185% FPL)6 None5 None 75% SMI or below6 Up to 200% FPL8 None 100% FPL3 None 100% FPL6 None (K4); Determined locally (SBPK) 300% FPL None Eligibility for free or reduced-price lunch (185% FPL) Eligibility for free or reduced-price lunch (185% FPL) or Medicaid Eligibility for free or reduced-price lunch (185% FPL) Eligibility for free or reduced-price lunch (185% FPL) None Eligibility for free or reduced-price lunch (185% FPL) None 110% FPL None None 100% FPL6 None None
6
INCOME REQUIREMENT To whom does the income requirement apply?
NA All children6 All children 90% of children5 All children, except those who are receiving protective services or are at risk for abuse, neglect, or exploitation Income is the most frequently used risk factor for eligibility 60% of children9 90% of children4 NA NA NA 80% of children6 NA Every child must have at least one risk factor3 50 percent of children must have at least one risk factor At-risk children (approximately 50% of children) NA All children7 All children NA All children7 All children receiving subsidy money (UPK); None (Grant 391)12 At least 50% in each grantee/agency9 At least 90% must meet income requirements, be receiving TANF, or be categorically eligible (homeless or in foster care)6 NA 70% of each program’s funding must be used to serve children having at least one of four risk factors, only one of which is family income NA NA NA All children NA NA At least 80% of children6 All children except those with IEPs8 NA 80% to 90% of children4 NA At least 90% of children6 None (K4); Determined locally (SBPK) 100% NA All children4 All children All children7 74% of enrolled children met the income requirement NA 57% of children enrolled met the income requirement NA At least 90% of enrolled children must be income eligible NA NA 90% of children NA NA
172
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
OTHER ELIGIBILITY REQUIREMENTS Risk factors besides income that can be used to determine eligibility
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois
NA Locally determined risk factors None9 Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Non-English speaking family members, Parental substance abuse, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental overseas military duty History of abuse, neglect, or family violence, Homelessness or unstable housing Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Parental substance abuse, Teen parent, Child history of foster care, Locally determined risk factors, Other state-specified risk factors11 NA NA5 NA NA Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty6 NA Low parental education level, Non-English speaking family members, Teen parent, Other state-specified risk factors such as single parent at time of enrollment, Social and Rehabilitation Services referral, migrant status developmentally or academically delayed Low parental education level, Non-English speaking family members, Teen parent, Parental active military duty, Locally determined risk factors6 Child disability or developmental delay, Homelessness, Child history of foster care, Locally determined risk factors11 Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors2 None None NA Homelessness or unstable housing, Other state-specified risk factors7 NA Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Other state-specified risk factors10 Homelessness or unstable housing, Child history of foster care7 NA Low parental education level, Non-English speaking family members, Teen parent, Low birth weight or premature birth NA
Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
173
STATE
OTHER ELIGIBILITY REQUIREMENTS Risk factors besides income that can be used to determine eligibility
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP
NA NA None Other state-specified risk factors5 NA Child disability or developmental delay, Non-English speaking family members, Parental active military duty, Other state-specified risk factors such as chronic health condition or developmental/educational need6 None NA Child disability or developmental delay4 Locally determined risk factors7 Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors None (K4); Determined locally (SBPK) Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty NA Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care Child receiving Medicaid services, developmental delay7 Child disability or developmental delay, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Child history of foster care, Locally determined risk factors including low parental education level, parental substance abuse, risk that child will not be ready for kindergarten (for 4-year-olds not yet age-eligible for kindergarten), teen parent, low birth weight or other health risk8 Homelessness or unstable housing, Non-English speaking family members, Child history of foster care, Parental active military duty or parent who was injured or killed on active duty, Eligibility for TANF or other public assistance NA Child disability or developmental delay, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Geographic isolation Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care Child disability or developmental delay5 NA Locally determined risk factors6 NA NA
Tennessee
Texas Vermont Act 62 Vermont EEI
Virginia
Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
174
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Number of risk factors tied to eligibility
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter NA 1 NA 1 1 112 NA NA NA NA Multiple risk factors5 1 NA 1 1 1 Determined locally NA NA NA 1 NA 1 to 310 1 NA 16 NA NA NA NA NA5 NA 1 NA NA NA4 Determined locally Determined locally NA (K4); Determined locally (SBPK) Determined locally NA 1 or more 17 1 or more, determined locally8 1 NA 1 Determined locally 17 NA5 NA Per federal Head Start requirements6 NA NA
OTHER ELIGIBILITY REQUIREMENTS How do risk factors relate to income criteria?
NA Meeting the income criteria can count as one of the risk factors No other risk factors in addition to income Meeting the income criteria can count as one of the risk factors Meeting the income criteria can count as one of the risk factors Meeting the income criteria can count as one of the risk factors No other risk factors in addition to income Income is the only state-specified risk factor NA NA Meeting the income criteria can count as one of the risk factors Income is the primary eligibility criterion6 NA Meeting the income criteria can count as one of the risk factors Meeting the income criteria can count as one of the risk factors Meeting the income criteria can count as one of the risk factors Priority is given to children from low-income families2 NA No other risk factors in addition to income NA Programs must serve income-eligible children first7 NA Meeting the income criteria can count as one of the risk factors10 Meeting the income criteria can count as one of the risk factors NA Meeting the income criteria can count as one of the risk factors NA NA NA No other risk factors in addition to income No income cutoff NA 80% must meet income requirement 20% may meet another risk factor6 NA NA 80%-90% of children must meet the income requirement4 No income cutoff Children must have the specified number of risk factors and meet the income requirement NA (K4); Determined locally (SBPK) Children must meet the income requirement4 NA Children must have the specified number of risk factors and meet the income requirement Children must meet the income requirement or be eligible for Medicaid Meeting the income criteria can count as one of the risk factors Meeting the income criteria can count as one of the risk factors NA Meeting the income criteria can count as one of the risk factors No income cutoff Meeting the income criteria can count as one of the risk factors No income cutoff NA Income is the first consideration6 NA NA
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
175
STATE
OTHER ELIGIBILITY REQUIREMENTS Is there a sliding payment scale based on income? Is child eligibility ever reassessed after a child has been enrolled?
No No No No Yes, only for full-day programs8 No
10
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Yes, for all children in 75 state-supported slots grant programs Not reported No Yes, for children whose gross family income is 200-250% FPL Yes, only for full-day programs7 No Yes, for all children No No No No Yes, for 20% of the children No No No Determined locally12 No Yes, for children who do not meet the income requirement No No No Yes, scale is determined locally (UPK)13 No No Determined locally3 Determined locally7 No No No No No No No Yes, for children of families that are 101%-200% of FPL No No No No No No No No No No No No No No No No No No No No
Yes11 No No No No No No No No No No No No No No No No Yes8 No No No No7 No No7 No No No No No No No No No No No No No No Yes, at the beginning of each year of enrollment6 No No No No No No No No No
176
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Maximum class size
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 4-year-olds, 205 4-year-olds, 20 4-year-olds, 20 3- and 4-year-olds, 20 3- and 4-year-olds, No limit9 3- and 4-year-olds, 16 3- and 4-year-olds, 2012 4-year-olds, 20
PROGRAM STANDARDS Staff-child ratio requirement
4-year-olds, 1:105 4-year-olds, 1:10 4-year-olds, 1:1510 3- and 4-year-olds, 1:10 3- and 4-year-olds, 1:8 3- and 4-year-olds, 1:8 3- and 4-year-olds, 1:10 4-year-olds, 1:10 4-year-olds, 1:10 or 2:11-18 (540-hour program); 1:12 (300-hour program) 4-year-olds, 1:10 3- and 4-year-olds, 1:10 3- and 4-year-olds, 1:8 4-year-olds, 1:109 4-year-olds, 1:10 4-year-olds, 1:10 3- and 4-year-olds, 1:10 4-year-olds, 1:10 4-year-olds, 1:10 4-year-olds, 1:10 4-year-olds, 1:159 4-year-olds, 1:10 3- and 4-year-olds, 1:10 (UPK); 3- and 4-year-olds, 1:7 (Grant 391) 4-year-olds, 1:8 3-year-olds, 2:17; 4-year-olds, 1:10 3- and 4-year-olds, 1:10 3- and 4-year-olds, 1:10 3-year-olds, 1:8; 4-year-olds, 1:10 3- and 4-year-olds, 2:15 3- and 4-year-olds, 2:18 4-year-olds, 1:10 4-year-olds, 1:10 4-year-olds, 1:9 4-year-olds, 1:9 3-year-olds, 1:12; 4-year-olds, 1:14 4-year-olds, 1:10 3-year-olds, 2:17; 4-year-olds, 1:10 3- and 4-year-olds, 1:10 3- and 4-year-olds, 2:17 4-year-olds, No limit (K4); 4-year-olds, 1:10 (SBPK)6 3- and 4-year-olds, 1:10 4-year-olds, 1:9 3- and 4-year-olds, 1:10 4-year-olds, 1:10 3- year-olds, 1:8; 4-year-olds, 1:109 3- and 4-year-olds, No limit 3- and 4-year-olds, 1:10 3- and 4-year-olds, 1:10 4-year-olds, 2:18 3- and 4-year-olds, 1:9 3- and 4-year-olds, 1:106
9
4-year-olds, 18 (540 hour program); 12 (300-hour-program) 4-year-olds, 20 3- and 4-year-olds, 20 3- and 4-year-olds, 20 4-year-olds, 209 4-year-olds, 20 4-year-olds, 20 3- and 4-year-olds, 20 4-year-olds, 20 4-year-olds, 20 4-year-olds, 20 4-year-olds, No limit9 4-year-olds, 20 3- and 4-year-olds, 20 (UPK); 3- and 4-year-olds, 15 (Grant 391) 4-year-olds, 18 3-year-olds, 17; 4-year-olds, 20 3- and 4-year-olds, 20 3- and 4-year-olds, 20 3-year-olds, 16; 4-year-olds, 20 3- and 4-year-olds, 15 3- and 4-year-olds, 18 4-year-olds, 20 4-year-olds, 20 4-year-olds, 20 4-year-olds, 18 3-year-olds, 24; 4-year-olds, 28 4-year-olds, 20 3-year-olds, 17; 4-year-olds, 20 3- and 4-year-olds, 20 3-year-olds, 17; 4-year-olds, 20 4-year-olds, No limit (K4); 4-year-olds, 20 (SBPK)6 3- and 4-year-olds, 20 4-year-olds, 18 3- and 4-year-olds, 20 4-year-olds, 20 3-year-olds, 16; 4-year-olds, 209 3- and 4-year-olds, No limit7 3- and 4-year-olds, 20 3- and 4-year-olds, 20 4-year-olds, 18 3- and 4-year-olds, 20 3- and 4-year-olds, 20 4-year-olds, determined locally
4-year-olds, determined locally9 3-year-olds, 2:17; 4-year-olds, 1:10 3-year-olds, 2:16; 4-year-olds, 2:202 Determined locally
3-year-olds, 17; 4-year-olds, 20 3-year-olds, 16; 4-year-olds, 202 Determined locally
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
177
STATE Meal requirement
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter Lunch and Snack6 Breakfast or Lunch and one snack Depends on length of program day11 Breakfast, Lunch and Snack Depends on length of program day10 Depends on length of program day13 Depends on length of program day At least one meal and snack6 Depends on length of program day7 Lunch8
13
PROGRAM STANDARDS Do meals and snacks need to meet nutritional guidelines?
Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP10 Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP No Yes, USDA/CACFP No Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP10 Yes, USDA/CACFP Yes, USDA/CACFP15 Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP No Yes, USDA/CACFP Yes, USDA/CACFP9 No8 Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, federal Child Nutrition Program8 Yes, USDA/CACFP No Yes, USDA/CACFP No No No Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP No No Yes, USDA/CACFP Yes, USDA/CACFP or National School Breakfast and Lunch Program8 Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP Yes, USDA/CACFP
Lunch and Snack (full day); Snack (half day) Lunch and Snack7 Snack10 Snack Snack At least one meal a day, Breakfast or Lunch Breakfast, Lunch, and Snack Lunch and Snack Breakfast, Lunch, and Snack No meals are required10 Breakfast and lunch (full day); Breakfast or Lunch (half day) Depends on length of program day14 Snack11 Lunch and/or breakfast9 Depends on length of program day4 Snack8 No meals are required5 Breakfast, Lunch, and Snack Depends on length of program day9 Depends on length of program day8 At least one meal a day, Breakfast or Lunch Depends on length of program day6 Lunch and either Breakfast or Snack Depends on length of program day9 At least one meal8 Lunch and either Breakfast or Snack5 No meals are required Lunch and either breakfast or snack No meals are required Snack (half day); Snack and one meal (full day) Lunch and Snack Snack Breakfast and Lunch Lunch and either Breakfast or Snack Depends on length of program day8 No meals are required No meals are required9 No meals are required8 Depends on length of program day, but at least one meal is required8 At least one meal
7
Depends on length of program day10 Lunch and Snack7 Breakfast and Lunch Lunch5
178
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
PROGRAM STANDARDS Screening and referral requirements
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Developmental, Dental, Full physical exam7 Vision, Hearing, Immunizations, Psychological/Behavioral, Developmental7 Immunizations; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - locally determined Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Dental, Developmental, Full physical exam; Psychosocial/Behavioral - locally determined6 Full physical exam, Developmental; Hearing, Vision, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Dental - locally determined11 Immunizations, Developmental, Full physical exam; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Dental, Social-emotional screenings – determined locally14 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam14 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam7 Determined locally8 Vision, Hearing, Immunizations, Dental9 Vision, Hearing, Immunizations, Developmental; Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Dental, Full physical exam - determined locally Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam8 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam11 Vision, Hearing, Height/Weight/BMI, Immunizations, Full physical exam; Psychosocial/Behavioral, Developmental, Dental, Other - determined locally4 Vision, Hearing, Developmental, Full physical exam; Height/Weight/BMI, Immunizations, Psychosocial/Behavioral, Dental, Other - determined locally7 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental Immunizations, Psychosocial/Behavioral, Developmental; Vision, Hearing, Height/Weight/BMI, Blood pressure, Dental, Full physical exam - determined locally Vision, Hearing, Immunizations, Psychosocial/Behavioral Height/Weight/BMI, Blood pressure, Developmental, Dental, Full physical exam - determined locally Vision, Hearing, Immunizations; Height/Weight/BMI, Psychosocial/Behavioral, Developmental, Dental - determined locally Vision, Hearing, Immunizations, Developmental; Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Dental, Full physical exam - determined locally Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Full physical exam; Developmental, Dental - determined locally8 Vision, Hearing, Health16 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Developmental, Full physical exam; Psychosocial/Behavioral, Dental - determined locally12 Vision, Hearing, Height/Weight/BMI, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Nutritional Vision, Hearing, Height/Weight/BMI, Immunizations, Developmental, Dental, Full physical exam5 Determined locally Determined locally
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
179
STATE
PROGRAM STANDARDS Screening and referral requirements
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Vision, Hearing, Height/Weight/BMI, Immunizations, Developmental, Dental; Blood pressure, Full physical exam - locally determined8 Vision, Hearing, Height/Weight/BMI, Immunizations, Developmental, Dental; Blood pressure, Full physical exam - locally determined10 Vision, Hearing, Height/Weight/BMI, Immunizations, Developmental, Dental; Blood pressure, Full physical exam - locally determined9 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam7 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Full physical exam, Developmental, Dental7 Vision, Hearing, Height/Weight/BMI, Immunizations, Developmental, Dental, Full physical exam, Hemoglobin and Lead10 Vision, Hearing, Immunizations; Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental6 Immunizations; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Vision, Hearing, Height/Weight/BMI, Immunizations, Psychosocial/Behavioral, Full Physical Exam, Developmental, Dental Immunizations; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Determined locally Vision, Hearing, Immunizations, Psychosocial/Behavioral, Developmental, Speech/language development7 Determined Locally5 Vision, Hearing; Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Vision, Hearing, Immunizations; Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental - determined locally10 Immunizations; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Determined locally Determined locally Vision, Hearing, Immunizations; Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental, Dental, Full physical exam - determined locally Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam9 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam8 Developmental, Full physical exam; Vision, Hearing Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Dental, Other - determined locally11 Vision, Hearing, Height/Weight/BMI, Blood pressure, Immunizations, Psychosocial/Behavioral, Developmental, Dental, Full physical exam, Other Immunizations, Full physical exam, Dental; Vision, Hearing, Height/Weight/BMI, Blood pressure, Psychosocial/Behavioral, Developmental - determined locally Height/Weight/BMI, Full physical exam, Dental, Immunizations; Vision, Hearing, Developmental - determined locally
180
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
PROGRAM STANDARDS Support services for English Language Learners and families
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia
State policy does not regulate services for English Language Learners8 Not reported State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English State policy does not regulate services for English Language Learners12 State policy does not regulate services for English Language Learners State policy does not regulate services for English Language Learners15 Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English; Children are screened in their primary language State policy does not regulate services for English Language Learners9 Bilingual classes are permitted in pre-K; Professional development or coaching is provided for teachers; A systematic, written plan must be in place on how to work with English Language Learners10 Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English A home language survey is sent home at the beginning of the school year A home language survey is sent home at the beginning of the school year A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided Information must be presented to parents in their primary language; ESL services must be provided when child meets criteria Bilingual classes are permitted in pre-K Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; A home language survey is sent home at the beginning of the school year Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; A home language survey is sent home at the beginning of the school year Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; Varies by district/school contingent on availability of translators or bilingual staff Bilingual classes are permitted in pre-K; Information must be presented to parents in their primary language State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K13 Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English10 State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Translators or bilingual staff are available if children do not speak English9 Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English
Illinois
Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD
Maine
Maryland Massachusetts Michigan
Minnesota
Missouri Nebraska
Nevada
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
181
STATE
PROGRAM STANDARDS Support services for English Language Learners and families
Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; District staff, parents, and/or volunteers assist as necessary Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Information must be presented to parents in their primary language; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; District staff, parents, or volunteers may assist as necessary Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; Staff, parents, and volunteers are used as necessary Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English; Teachers must have a bilingual certification extension when instruction is provided to students with limited English proficiency State policy does not regulate services for English Language Learners8 State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; Required to have list maintained Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English7 State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; A systematic, written plan must be in place on how to work with English Language Learners Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year8 Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language State policy does not regulate services for English Language Learners11 Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English9 State policy does not regulate services for English Language Learners State policy does not regulate services for English Language Learners State policy does not regulate services for English Language Learners Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Programs are required to screen and assess all children; ESL services must be provided10 Information must be presented to parents in their primary language Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English; locally determined Follows federal Head Start requirements Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided Professional development or coaching is provided for teachers; A home language survey is sent home at the beginning of the school year; A systematic, written plan must be in place for each LEA in working with English Language Learners; Staff working with ELLs must be certified and trained
New Jersey Abbott
New Jersey ECPA
New Jersey ELLI
New Mexico
New York North Carolina Ohio
Oklahoma
Oregon Pennsylvania EABG Pennsylvania HSSAP
Pennsylvania K4 & SBPK
Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K
Wisconsin HdSt D.C. PEEP
D.C. Charter
182
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
PROGRAM STANDARDS Number of parent conferences or home visits required annually
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
2 Determined locally8 None 2 2 1 None16 4 None 2 Determined locally 2; Family nights are also required 3 2 Determined locally 2 Determined locally 2 2 1 2 2 4 2 2 2 home visits None9 Number is not mandated Number is not mandated Number is not mandated 4 Locally determined None 2 2 4 Determined locally 2 None None 2 4 2 center-based conferences 2 Determined locally 2 2 Determined locally 3 hours of parent-teacher conferences and 3 hours of individualized family support services 2 Determined locally 2 4 (Head Start also requires 1 home visit) Determined locally
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
183
STATE
PROGRAM STANDARDS Support services required for all programs
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
Parenting support or training, Parent involvement activities, Child health services, Transition to K activities, Other comprehensive support services are required but they are determined locally Parenting support or training, Child health services, Nutrition information None Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Referral for social services, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities, Information about and referral for immunizations and dental care Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, Other support services - Family literacy and dual language learners Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities, Mental health consultation None Parent involvement activities, Nutrition information, Referral for social services, Transition to K activities, Other support services determined locally11 Parent education or job training, Parenting support or training, Parent involvement activities, Referral for social services, Transition to K activities Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent involvement activities, Referral for social services, Transition to K activities Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parenting support or training, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, GED and literacy program, Housing/utility referrals Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, GED and/or Literacy training, Housing/utility referrals Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, Developmental, Social/Emotional, Other support services determined locally Support services determined locally Parenting support or training, Parent involvement activities, Child health services, Transition to K activities, Other None17 Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent involvement activities, Transition to K activities Parent involvement activities, Transition to K activities, Other support services are determined locally Parenting support or training, Parent involvement activities, Referral for social services, Other support services determined locally
184
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
PROGRAM STANDARDS Support services required for all programs
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent education or job training, Parent involvement activities, Transition to K activities Parent involvement activities, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent involvement activities, Transition to pre-K and K activities, Other support services9 Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, Other support services9 Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities, Mental health services and community partnerships None Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities None Parent involvement activities, Transition to K activities5 Parent involvement activities, Transition to K activities Parent education or job training, Parenting support or training, Parent involvement activities, Child health services, Referral for social services, Transition to K activities Parenting support or training, Parent involvement activities, Child health services, Transition to K activities, Other support services determined locally Parent support or training, Parent involvement activities, Referral to Social Services, Transition to K activities, Other support services determined locally Support services determined locally Parent involvement activities, Transition to K activities Parent involvement activities, Transition to K activities Parent involvement activities, Child health services, Referral for social services, Other support services determined locally Parenting support or training, Parent involvement activities, Child health services, Nutrition information, Referral for social services, Transition to K activities, Other support services11 Transition to K activities, Other support services determined locally Parent involvement activities, Child health services, Referral for social services, Access to school nurse, school psychologist, school social work Parent education or job training, Parenting support or training, Parent involvement activities, Parent health services, Child health services, Nutrition information, Referral for social services, Transition to K activities, Other support services in accordance with Head Start performance standards Support services determined locally Support services determined locally
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
185
STATE
STATEWIDE EARLY LEARNING STANDARDS Name of early learning standards document
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Alabama Performance Standards for 4-Year-Olds Alaska Early Learning Guidelines Arizona Department of Education Early Learning Standards Arkansas Early Childhood Education Framework California Preschool Learning Foundations Building Blocks to the Colorado K–12 Content Standards The Connecticut Preschool Curriculum Framework Early Learning Foundations for School Success Voluntary Prekindergarten Education Standards 2008 Georgia’s Pre-K Content Standards Illinois Early Learning Standards Iowa Early Learning Standards Iowa Early Learning Standards The Kansas Early Learning Document The Kansas Early Learning Document Kentucky Early Childhood Standards Bulletin 105: Louisiana Content Standards for Programs Serving 4-year-old Children Bulletin 105: Louisiana Content Standards for Programs Serving 4-year-old Children Bulletin 105: Louisiana Content Standards for Programs Serving 4-year-old Children State of Maine Early Learning Guidelines Maryland Model for School Readiness (MMSR) / State Curriculum (SC) for Prekindergarten Guidelines for Preschool Learning Experiences Early Childhood Standards of Quality for Prekindergarten Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards Missouri Early Learning Standards Nebraska Early Learning Guidelines for Ages 3 to 5 Nevada Pre-Kindergarten Content Standards Preschool Teaching and Learning Standards Preschool Teaching and Learning Standards Preschool Teaching and Learning Standards New Mexico Early Learning Outcomes-Full Version Physical Education, Mathematics, Science, Social Studies, and Early Literacy, Creative Arts Pre-Kindergarten Core curriculum Early Learning Standards for North Carolina Preschoolers and Strategies to Guide Their Success Ohio’s Early Learning Content Standards and Ohio’s Early Learning Program Guidelines Priority Academic Student Skills Early Childhood Foundation for ages birth to 5 Pennsylvania Learning Standards for Early Childhood Pennsylvania Learning Standards for Early Childhood Pennsylvania Learning Standards for Early Childhood Pennsylvania Learning Standards for Early Childhood Rhode Island Early Learning Standards South Carolina Early Learning Standards South Carolina Early Learning Standards Tennessee Early Learning Developmental Standards Revised Texas Prekindergarten Guidelines Vermont Early Learning Standards Vermont Early Learning Standards Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds 2010 ECEAP Performance Standards and Washington State Early Learning and Development Benchmarks West Virginia Early Learning Standards Framework Wisconsin Model Early Learning Standards Wisconsin Model Early Learning Standards Early Learning Standards: Infant, Toddlers and Pre-kindergarten Early Learning Standards: Infant, Toddlers and Pre-kindergarten
186
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
STATEWIDE EARLY LEARNING STANDARDS Web address of early learning standards document
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
http://www.children.alabama.gov http://www.eed.state.ak.us/publications/EarlyLearningGuidelines.pdf http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf http://www.arkansas.gov/childcare http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf http://www.cde.state.co.us/cpp/download/CPPDocs/building_blocks_draft_6_july_07.pdf http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/Preschool_framework.pdf http://www.dieec.udel.edu/professionals/learning-foundations http://www.fldoe.org/earlylearning/perform.asp http://www.decal.ga.gov/Prek/ContentStandards.aspx http://www.isbe.net/earlychi http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=940&Itemid=1279 http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=940&Itemid=1279 http://www.ksde.org/Default.aspx?tabid=3321 http://www.ksde.org/Default.aspx?tabid=3321 http://www.education.ky.gov/KDE/Instructional+Resources/Early+Childhood+Development/ Building+A+Strong+Foundation+for+School+Success+SeriesCORRECT+ONE.htm http://www.doe.state.la.us/lde/uploads/3014.pdf http://www.doe.state.la.us/lde/uploads/3014.pdf http://www.doe.state.la.us/lde/uploads/3014.pdf http://www.maine.gov/dhhs/ocfs/ec/occhs/learning.doc http://www.mdk12.org/instruction http://www.eec.state.ma.us/docs1/research_planning/guidelines4preschool.pdf http://www.michigan.gov/documents/Early_Childhood_Standards_of_Quality_160470_7.PDF http://www.education.state.mn.us/MDE/Learning_Support/Early_Learning_Services/Publications/index.html http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html http://www.education.ne.gov/ECH/ELGuidelines/ELG.htm http://www.doe.nv.gov/Standards_Pre-Kinder.html http://www.nj.gov/education/ece/code/expectations/ http://www.nj.gov/education/ece/code/expectations/ http://www.nj.gov/education/ece/code/expectations/ http://www.newmexicokids.org or https://www.newmexicoprek.org http://www.emsc.nysed.gov/ciai/standards.html http://www.ncprek.nc.gov/Foundations/index.asp http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=463&ContentID=732&Content=85506 http://www.sde.state.ok.us http://www.ode.state.or.us/search/page/?=1408 http://www.pakeys.org/pages/get.aspx?page=Career_Standards http://www.pakeys.org/pages/get.aspx?page=Career_Standards http://www.pakeys.org/pages/get.aspx?page=Career_Standards http://www.pakeys.org/pages/get.aspx?page=Career_Standards http://www.ride.ri.gov/els http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/documents/gsgsbookrevised072109.pdf http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/documents/gsgsbookrevised072109.pdf http:/state.tn.us/education/ci/earlychildhood/index.shtml http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf http://education.vermont.gov/new/pdfdoc/pgm_earlyed/pubs/vels_03.pdf http://education.vermont.gov/new/pdfdoc/pgm_earlyed/pubs/vels_03.pdf http://www.doe.virginia.gov/instruction/early_childhood/preschool_initiative/foundationblocks.pdf http://www.del.wa.gov/publications/eceap/docs/ECEAP_PerformanceStandards.pdf and http://www.del.wa.gov/publications/development/docs/BenchmarksColor.pdf http://wvde.state.wv.us/policies/ http://www.collaboratingpartners.com/wmels-about.php http://www.collaboratingpartners.com/wmels-about.php http://www.osse.dc.gov http://www.osse.dc.gov
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
187
STATE Year standards adopted
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 2004 2006 2003 1996 2008 2007 1999 2003 2008 1996 2003 2006 2007 2007 2006 2003 2003 2003 2003 2005 2004 2003 1986 2003 2001-2005 2005 2004 2002 2002 2002 2005 2001 2005 2003 for ELCS, 2005 for ELPG 1996 2007 2005 2005 2005 2005 2003 2008 2008 2004 2008 2003 2003 2003 1986 for Standards, 2006 for Benchmarks 2004 2003 2003 2008 2008
STATEWIDE EARLY LEARNING STANDARDS Year standards last revised
2009 2006 2005 2004 2008 Under revision Not revised 2010 2008 2005 Under revision Not revised 2006 2009 2009 2009 Under revision Under revision Under revision Not revised 2004 2003 2005 2005 2009 Under revision 2010 2009 2009 2009 2010 Under revision 2004 Under revision for ELCS, 2009 for ELPG 2010 Not revised 2009 2009 2009 2009 2003 2008 2008 Under revision 2008 Revision planned to begin 2010-2011 Revision planned to begin 2010-2011 2007 2010 for Standards, Under Revision for Benchmarks12 2010 2007 2007 2008 2008
Application of standards to programs
Programs are required to follow state standards State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards State standards are offered as guidance but not required13 State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards12 Programs are required to follow state standards State standards are offered as guidance but not required Programs are required to follow state standards State standards are offered as guidance but not required State standards are offered as guidance but not required State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards9 Programs are required to follow state standards Programs are required to follow state standards State standards are offered as guidance but not required State standards are offered as guidance but not required State standards are offered as guidance but not required Programs are required to follow state standards6 Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards State standards are offered as guidance but not required Programs are required to follow state standards State standards are offered as guidance but not required State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards Programs are required to follow state standards State standards are offered as guidance but not required State standards are offered as guidance but not required Programs are required to follow state standards Programs are required to follow state standards
188
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
STATEWIDE EARLY LEARNING STANDARDS Supports for early learning standards in state pre-K provided by states
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts
Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Not reported Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Trainings or workshops Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS, Coaching program to assist in implementation of standards Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, Required curricula selected through review process aligned with standards for low-performing VPK providers Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Conference presentations that provide technical assistance and training Higher education courses, Trainings or workshops, Technical assistance, Conference training/guidance Higher education courses, Trainings or workshops, Technical assistance, State monitoring or reporting assesses program alignment with ELS, Classrooms of Excellence and Centers of Quality and Excellence Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS, Training provided for child care and Head Start to encourage the use of the standards Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Trainings or workshops, Technical assistance, Align curricula and assessments with ELS9 Higher education courses, Trainings or workshops, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS, Distribution of standards on CD-ROM accompanying training, Web-based Implementation Manual in-depth Trainings or workshops, Technical assistance Technical assistance Higher education courses, Trainings or workshops, Technical assistance Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS
Michigan Minnesota Missouri Nebraska Nevada
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
189
STATE
STATEWIDE EARLY LEARNING STANDARDS Supports for early learning standards in state pre-K provided by states
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K
Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS, Mentors visit individual classrooms to coach on using the standards Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS10 Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, ELS aligned to K–12 standards, Local school administrators ensure program alignment with pre-K standards Trainings or workshops, Technical assistance Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Higher education courses, Trainings or workshops, Technical assistance6 Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Trainings or workshops Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, Regional training plans, Alignment with WI Model Academic Standards Higher education courses, Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, Regional training plans, Alignment with WI Model Academic Standards, Alignment of Head Start technical assistance system with standards technical assistance, Trainers and resources are available, Work with WI Head Start Collaboration Office and WI Head Start Association Trainings or workshops, Technical assistance, Align curricula and assessments with ELS, State monitoring or reporting assesses program alignment with ELS Align curricula and assessments with ELS
Wisconsin HdSt
D.C. PEEP D.C. Charter
190
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
STATEWIDE EARLY LEARNING STANDARDS Are standards linked to child assessments? Standards specific to pre-K?
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
No Yes, Alaska Revised Developmental Profile Yes, required ongoing progress monitoring assessment must be aligned with the ELS, and data must be entered twice per year into the state accountability data system Yes, Work Sampling was correlated to Arkansas Early Childhood Framework before implementation No Yes, one of three assessment systems to measure children’s progress during the preschool years: Work Sampling, HighScope Child Observation Record, or the Creative Curriculum Developmental Continuum15 Yes, the Connecticut Preschool Assessment Framework or other assessments aligned with the state’s framework Yes, CreativeCurriculum.net8 Yes, the statewide kindergarten screening is aligned with VPK Education Standards as required by law Yes, linked to Work Sampling System, used to document progress, communicate with parents, and assist in guiding instruction12 Yes, most publishers of required assessments used in Preschool for All have aligned their assessments to the standards No No No No Yes, districts select assessments from the Kentucky Early Childhood Continuous Assessment Guide, which identifies screening, diagnostic, and classroom/instructional assessments Yes, portfolio assessment Yes, portfolio assessment Yes, pre- and post-assessment of Developing Skills Checklist No Yes, alignment to kindergarten assessment (modified Work Sampling System) Yes, all EEC-approved assessment tools can be aligned with or used to demonstrate that the Guidelines for Preschool Learning Experiences are being used Yes14 Yes, a crosswalk is available between the Early Childhood Indicators of Progress and Head Start’s child outcomes Yes, observational assessment Yes, online COR, Assessment, Evaluation, and Programming System Interactive, CC.net No Yes, developmental screenings, documentation/assessment for teachers, professional development, portfolio assessment Yes, developmental screenings, documentation/assessment for teachers, professional development, portfolio assessment Yes, developmental screenings, documentation/assessment for teachers, professional development, portfolio assessment Yes, New Mexico PreK Observational Assessment Tools Yes, all New York State Learning Standards are linked to the Grade 3 and 4 Statewide Testing Program Yes, instructional assessments are required and should be used to inform classroom activities and instruction consistent with expectations defined in the early learning standards Yes, content standards are tied to Get It, Got It, Go! required literacy screening for pre-K and Kindergarten Readiness Assessment Literacy at kindergarten entry Not required, but if assessed, must align No Yes, Work Sampling System used for outcomes reporting; other assessments aligned to standards are also used Yes, Head Start Outcomes Framework and reported via Work Sampling System Yes, variety of published assessments and curricula instruments can be used Yes, crosswalks to published assessments Yes, required to use CreativeCurriculum.net to collect child assessment information; The Creative Curriculum Developmental Continuum is aligned to the RI Early Learning Standards No Yes, Work Sampling No No Yes, Work Sampling System or Creative Curriculum Developmental Curriculum are required assessments Yes, Work Sampling System or Creative Curriculum Developmental Curriculum are required assessments Yes, Phonological Awareness Literacy Screening aligns with the literacy preschool standards No Yes, Creative Curriculum and COR No No No Yes6
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
191
STATE Physical well-being/ motor development
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔16 ✔
17
STATEWIDE EARLY LEARNING STANDARDS NEGP domains addressed in standards Social/emotional Approaches toward Language development learning development
✔ ✔ ✔ ✔ ✔13 ✔16 ✔
17
Cognitive and general knowledge
✔ ✔ ✔ ✔ ✔13 ✔16 ✔17 ✔ ✔ ✔12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔8 ✔ ✔11 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
✔ ✔ ✔ ✔
✔ ✔ ✔ ✔ ✔13 ✔16 ✔
17
✔ ✔ ✔ ✔ ✔13 ✔16 ✔
17
✔ ✔ ✔12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
✔ ✔ ✔12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔8 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
✔ ✔ ✔12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔8 ✔ ✔11 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
✔ ✔ ✔12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔8 ✔ ✔11 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
192
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
PERSONNEL Minimum teacher degree requirement
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
BA (public and nonpublic) BA (public and nonpublic)9 HSD (public and nonpublic)12 BA in EC or CD (public); BA in ECE or CD (one for every three classrooms) & AA in ECE or CD (other classrooms) (nonpublic)7 Child Development Associate Teacher Permit (public and nonpublic)14 CDA or AA in ECE or CD (public and nonpublic)17 CDA (public and nonpublic)18 CDA (public and nonpublic)9 BA (summer); CDA (school year)10 AA or Montessori diploma (public and nonpublic)13 BA (public and nonpublic) BA (public); CDA (nonpublic)9 BA (public and nonpublic) BA (public) BA (public); AA in ECE working toward BA within five years (nonpublic) BA (public and nonpublic)13 BA (public) BA (public and nonpublic)8 BA (nonpublic)2 BA (public and nonpublic) BA (public and nonpublic) BA (public); None (nonpublic)18 BA (public and nonpublic)15 BA (public); CDA (nonpublic)11 BA (public and nonpublic) BA (public and nonpublic) BA (public and nonpublic)7 BA (public and nonpublic) BA (public and nonpublic) BA (public and nonpublic) HSD (public and nonpublic)6 BA and NYS teaching certificate (public); AA or CDA (nonpublic)9 BA (public); AA and working toward BA and birth–K license within four years (nonpublic)11 AA in ECE (public and nonpublic)12 BA/BS and ECE certification (public and nonpublic) BA and teaching license plus 15 ECE credits (public); CDA (nonpublic)8 BA and ECE certification (public); AA in ECE (nonpublic)8 CDA (public and nonpublic)8 BA (public) BA in ECE (public); AA in ECE (child care and Head Start); private school ECE certification and 18 ECE credits (nursery)6 BA (public and nonpublic) BA (public) BA (public); AA (nonpublic)8 BA and ECE certification (public and nonpublic) BA (public and nonpublic) BA (public); None (nonpublic)7 BA (public); AA (nonpublic)10 BA (public); HSD (nonpublic)9 AA or BA (public and nonpublic)13 BA in ECE or pre-K special education (pre-K only programs); AA (blended programs)9 BA and early childhood teacher license (public and nonpublic) BA (public); CDA (nonpublic)8 BA (public); AA working toward BA by 2017 (nonpublic)3 BA (public)
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
193
STATE
PERSONNEL Required teacher certification/licensure/endorsement
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Early Childhood (P–3) (public); Child Development (nonpublic) ECE endorsement (public and nonpublic)9 None (public and nonpublic) Degree in EC or CD with P–4 certification (public); Degree in ECE or CD (nonpublic)7 Child Development Associate Teacher permit (public and nonpublic)14 Meets CDA requirements or AA in ECE or CD (public and nonpublic)17 Meets CDA requirements (public and nonpublic)18 Meets CDA requirements (public and nonpublic)9 EC or EE certification (summer); Meets CDA requirements (school year) Degree or certification in ECE or Montessori diploma (public and nonpublic) EC certificate, birth–grade 3 (public and nonpublic) Birth to grade 3 including special education, birth to grade 3, Pre-K–K (public); Meets CDA requirements (nonpublic) Birth to grade 3 including special education, birth to grade 3, Pre-K–K (public and nonpublic) EE certification, ECE certification, ECE Special Ed, Early Childhood Unified (B–K, B–3rd), EE certification with ECE endorsement (public) EE certification, ECE certification, ECE Special Ed, Early Childhood Unified (B–K, B–3rd), EE certification with ECE endorsement (public and nonpublic)8 Interdisciplinary Early Childhood Education certificate - birth to kindergarten (public and nonpublic)13 Nursery school, Pre-K–3, Early Interventionist, Noncategorical preschool handicapped (public) Nursery school, Pre-K–3, Early Intervention, Noncategorical preschool handicapped (public and nonpublic)8 Pre-K–3, Pre-K, Early Interventionist, Nursery, Noncategorical preschool handicapped (nonpublic)2 Early Childhood birth–5 endorsement (public and nonpublic) Certification in N–3 (public and nonpublic) Early childhood teachers of students with and without disabilities, pre-K to grade 2 (public); 3 credits (nonpublic)18 EE certification with ECE endorsement (public); EE certification with ECE endorsement or CDA, or BA in Child Development (nonpublic)15 License or certification in Early Childhood (public); Meets CDA requirements (nonpublic) ECE or ECSE Birth–3 certification, or 4-year CD degree (public and nonpublic) ECE birth to grade 3, Early Childhood Special Education birth to grade 3, Preschool disabilities birth to kindergarten, Early Childhood Education Unified birth to grade 3 (public and nonpublic)10 Early childhood certification (birth–K or birth–grade 2) (public and nonpublic), Early Childhood Special Education (birth–grade 2) (public and nonpublic)7 P–3, New Jersey Nursery School Certificate, N–8 with 2 years preschool teaching experience (public and nonpublic)9 P–3, New Jersey Nursery School Certificate, N–8 with 2 years preschool teaching experience (public and nonpublic)11 P–3, New Jersey Nursery School Certificate, N–8 with 2 years preschool teaching experience (public and nonpublic)10 Early Childhood Education Teacher License birth–grade 3 (public and nonpublic)6 ECE certification - birth–grade 2, Certificate in Students with Disabilities - birth–grade 2, N–6, Pre-K–6 (public and nonpublic)9 Birth–Kindergarten licensure (public and nonpublic)11 Pre-K–3 License, Pre-K License, Intervention Specialist License P–12 in Vision or Hearing Impaired, Early Childhood Intervention Specialist License (P–3), K–3 or K–8 Certificate plus four courses in ECE or CD from an accredited college, Pre-K Associate (public); AA in ECE (nonpublic)12 ECE - Birth–grade 3 (public and nonpublic) ECE endorsements - Pre-K–grades 3-9 (public); Meets CDA requirements (nonpublic) ECE certification (PK–4), N–3 (public); AA in ECE (nonpublic)8 Meets CDA requirements (public and nonpublic)8 ECE or EE certification (K4); ECE (SBPK) ECE certification PK–4 (public); AA in ECE or CD (child care and Head Start); private school ECE certification and 18 ECE credits (nursery)6 Early Childhood certification (pre-K–grade 2) (public and nonpublic) ECE - Pre-K to grade 3 (public) ECE - Pre-K to grade 3 (public); AA in ECE or related field (nonpublic) Pre-K–K, Pre-K–3, Pre-K–4, Pre-K–1 SpEd, Pre-K–3 SpEd (public and nonpublic)12 Generalist Teaching Certificate - ECE through grade 6 (public and nonpublic)10 Early childhood educator (birth to grade 3) or early childhood special educator (birth to age 5) (public); None (nonpublic)7 Early childhood educator (birth to grade 3) or early childhood special educator (birth to age 5) (public); AA in ECE, CDA, or child care certificate from CCV with two years experience (nonpublic)10 Early/primary education (pre-K–3) or elementary education (pre-K–6) (public and nonpublic)9 30 quarter units in ECE (public and nonpublic)13 Certification in Birth–5, ECE, preschool special needs, or EE with PK/K endorsement (pre-K only programs); AA in CD, ECE, or Occupational Development with an emphasis in CD (blended programs)9 ECE birth–age 8, ECE birth–age 11, 4K–grade 3 (public and nonpublic) ECE birth–age 8, ECE birth–age 11 (public); Meets CDA requirement (nonpublic)8 EC Certification (public); AA or BA in pre-K (nonpublic)3 None (public)
194
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Education level of teachers during 2009-2010
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter AA, 11%; BA/BS, 62%; MA, 26.96%; Other, 0.04%9 BA, 100% Not available HSD, 2%; CDA, 5%; AA, 13%; BA, 67%; MA, 13%7 Not available Not available
PERSONNEL Minimum assistant teacher degree requirement
CDA (public and nonpublic) AA (public and nonpublic) HSD (public and nonpublic)13 CDA (public and nonpublic)8 HSD (public and nonpublic) No educational requirement, but must meet Colorado Department of Human Services Licensing Requirements (public and nonpublic) No minimum degree required (public and nonpublic) HSD (public and nonpublic)9 No minimum degree required (summer and school year)11 CDA (public and nonpublic) AA (public and nonpublic) HSD (public and nonpublic)10 CDA or Iowa Paraeducator certificate (public and nonpublic)12 CDA (public) CDA (public and nonpublic)9 HSD (public and nonpublic) HSD (public)3 HSD (public and nonpublic)10 CDA (nonpublic)3 Ed Tech II, which requires 60 college credit hours (public and nonpublic)11 HSD (public and nonpublic)10 HSD (public); 18 years old and a 3-credit child development course or CDA (nonpublic) CDA (public and nonpublic)16 Meets child care regulations (public and nonpublic)12 CDA (public and nonpublic) 12 semester hours of undergraduate or graduate credit in CD or ECE or the equivalent in prior training or experience (public and nonpublic) HSD (public and nonpublic) HSD, unless Title I school (public); HSD (nonpublic)10 HSD, unless Title I school (public); HSD (nonpublic)12 HSD, unless Title I school (public); HSD (nonpublic)11 HSD (public and nonpublic) 7 HSD + 9 college credits in EC and Level I Teaching Assistant Certification (public); HSD (nonpublic)11 CDA or NCLB requirements (public); CDA (nonpublic)12 HSD (public and nonpublic) NCLB requirements (public and nonpublic)10 HSD or GED (public and nonpublic)8 Must meet NCLB requirements (public and nonpublic)9 HSD (public and nonpublic)8 Meets NCLB requirements (SBPK); None (K4)7 Must meet NCLB requirements (public and nonpublic)7 HSD + 12 college credits of ECE (public and nonpublic) HSD (public) HSD (public and nonpublic)9 CDA (pilot program); HSD + pre-K experience (VPK)13 HSD (public and nonpublic) AA (public); HSD + 30-hour course in child development (nonpublic)8 AA (public); HSD + 30-hour course in child development (nonpublic)11 HSD (public); No minimum degree required (nonpublic) CDA or 12 credits ECE (public and nonpublic)15 HSD (public and nonpublic) HSD (public and nonpublic)12 HSD (public and nonpublic)8 AA, 48 credits, or para-pro exam (public); CDA (nonpublic)4 AA (public)
CDA, 17%; AA, 27%; BA, 31%; MA, 15%; ECE certificate, 8%; Not available, 2% HSD, 7%; CDA, 12%; AA, 21%; BA, 53%; MA, 7%10 CDA, 65%; AA, 11%; BA, 21%; MA, 3% AA, 13%; BA or higher, 86%; Montessori or data not verified, 1%13 BA, 100% HSD, 4%; CDA, 14%; AA, 10%; BA, 55%; MA, 16%; Ph.D., 1% BA, 100% BA or higher, 100% BA required, breakdown not available CDA/AA, 22%; BA/MA, 78% BA or higher, 100% BA, 100%9 BA, 78%; MA, 22% BA, 78%; MA, 22% BA, 100% Not available CDA, 5%; BA, 70%; MA, 25% Not available CDA, 0.5%; BA, 99%; MA, 0.5%6 BA required, breakdown not available AA, 3%; BA, 64%; MA, 27%; Ph.D., 6% BA, 80.20%; MA, 19.20%; Doctoral degree, 0.6% BA required, breakdown not available BA required, breakdown not available HSD, 11%; CDA, 5%; AA, 13%; BA, 52%; MA, 19% BA, 96%; Working toward a BA, 4%
10
HSD, 0.3%; AA, 15%; BA, 74%; MA, 11%; Ph.D./Ed.D., 0.1% AA, 6%; BA, 47%; MA, 45%; Educational specialist and non-degree, 2% BA/BS or higher, 100% HSD, 2%; CDA, 18%; AA, 35%; BA, 35%; MA, 10%9 Not available Not available BA required, breakdown not available AA, 5.6%; BA, 75%; MA, 9%; Not reported, 10.4% BA, 100% BA or higher, 100% BA or higher, 100% (public); Not available (nonpublic) BA, 57%; MA, 38%; Ed.S and Doctorate, 5% BA or higher, 100% Not available Not available CDA, 2%; AA, 1%; BA, 97% HSD, 1%; CDA, 4%; AA, 42%; BA, 38%; MA, 8%; Some college, but no degree, 7%14 Not available BA or higher, 100% Not available AA, 14%; BA, 80%; MA, 6% Not available
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
195
STATE
PERSONNEL Assistant teacher specialized training requirement Teacher in-service requirement
40 clock hours per year 6 credit hours per 5 years 12 clock hours per year14 60 clock hours per year (certified staff); 30 clock hours per year (all other teachers) 105 clock hours per 5 years 15 clock hours per year 6 clock hours per year19 18 clock hours per year 10 clock hours per year12 15 clock hours per academic year 120 clock hours per 5 years 6 credit hours per 5 years (public); None (nonpublic)11 6 credit hours per 5 years 15 clock hours per year 15 clock hours per year 28 clock hours per school year 150 clock hours per 5 years 18 clock hours per year 18 clock hours per year4 6 credit hours per 5 years 6 credit hours per 5 years11 20 clock hours/year (UPK); 150 hours/5 years (Grant 391) 6 credit hours per 5 years (certified staff); 12 clock hours per year (other staff)17 15 clock hours per year13 22 clock hours per year7 12 clock hours per year 6 credit hours per 5 years 100 clock hours per 5 years 100 clock hours per 5 years 100 clock hours per 5 years 45 clock hours per year 175 clock hours per 5 years 15 CEUs per 5 years13 20 clock hours per 2 years 75 clock hours per 5 years 15 clock hours per year 180 clock hours per 5 years 15 clock hours per year 180 clock hours per 5 years 180 clock hours per 5 years 20 clock hours per year 15 clock hours per year 15 clock hours per year 18 clock hours per year14 150 clock hours per 5 years 9 credit hours per 7 years 9 credit hours per 7 years (public); 12 clock hours/year (nonpublic)12 15 clock hours per year 15 clock hours per year 15 clock hours per year 6 credit hours per 5 years 15 clock hours per year9
4
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
CDA (public); CDA or AA in CD or ECE (nonpublic) AA in ECE or related field (public and nonpublic) None (public and nonpublic) CDA or AA in ECE or CD (public and nonpublic)8 None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) None (summer and school year) CDA (public and nonpublic) None (public and nonpublic) None (public and nonpublic)10 CDA or Iowa Paraeducator certificate (public and nonpublic)12 CDA (public) CDA (public and nonpublic) None (public and nonpublic) None (public) None (public and nonpublic) CDA or AS or higher in Early Childhood, Education, or Family Studies (nonpublic) None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) CDA or AA in ECE or CD (public and nonpublic) Per federal Head Start requirements and state licensing regulations, covering EC grades (public and nonpublic)12 CDA (public and nonpublic) 12 semester hours of undergraduate or graduate credit in CD or ECE or the equivalent in prior training or experience (public and nonpublic) None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) Educational Assistant License (public); None (nonpublic) Level I, II, or III Teaching Assistant Certificate (public); None (nonpublic)11 CDA (public and nonpublic) None (public and nonpublic) Meets NCLB requirements (public and nonpublic)10 None (public and nonpublic) Must meet NCLB requirements (public and nonpublic)9 None (public and nonpublic) Meets NCLB requirements (SBPK); None (K4)7 Must meet NCLB requirements (public and nonpublic)7 HSD + 12 college credits of ECE (public and nonpublic) None (public) Early childhood development credential (public and nonpublic)9 ECERS, ELLCO, Personal Safety, TN Early Learning Development Standards, Child care rules and regulations (public and nonpublic); CDA (pilot program)13 None (public and nonpublic) None (public and nonpublic)8 None (public and nonpublic)11 None (public and nonpublic) CDA or 12 quarter credits ECE (public and nonpublic)15 None (public and nonpublic) None (public and nonpublic) None (public and nonpublic) None (public)
8
None (public); CDA (nonpublic)
90 hours/4 years (DCPS); 1 day/month (CBO) Determined locally
196
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Assistant teacher in-service requirement
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter 40 clock hours per year None 12 clock hours per year14 30 clock hours per year None 15 clock hours per year 6 clock hours per year19 18 clock hours per year 10 clock hours per year 15 clock hours per academic year None 10 clock hours per year None 15 clock hours per year 15 clock hours per year 18 clock hours per year Determined locally 18 clock hours per year 18 clock hours per year4 3 credit hours per 5 years11 None11 20 clock hours/year (UPK); 150 hours/5 years (Grant 391) 12 clock hours per year17 15 clock hours per year13 22 clock hours per year7 12 clock hours per year None Determined locally11 Determined locally13 Determined locally12 45 clock hours per year 75 clock hours per 5 years 15 clock hours per year13 15 clock hours per year13 None11 None Determined locally 15 clock hours per year Determined locally 24 clock hours per year 20 clock hours per year 15 clock hours per year 15 clock hours per year 12 clock hours per year14 None 12 clock hours per year 12 clock hours per year 15 clock hours per year None 15 clock hours per year Determined locally Amount not specified9 None5 Determined locally
PERSONNEL Are teachers required to be paid on public school salary scale?
Yes (public); No (nonpublic) Not reported No15 Yes No No No No Yes (public); No (nonpublic) No Yes Yes (public); No (nonpublic) Yes (public); No (nonpublic) Yes Locally determined10 Yes (public); No (nonpublic)14 Yes Yes11 No Yes (public); No (nonpublic)12 Yes Yes (public); No (nonpublic) No Yes (public); No (nonpublic) Yes (public); No (nonpublic) No Yes (public); No (nonpublic)8 Yes Yes Yes Yes8 Yes (public); No (nonpublic) Yes14 No Yes12 Yes (public); No (nonpublic) Yes (public); No (nonpublic) No Yes Yes (public); No (nonpublic)8 Yes Yes Yes (public); No (nonpublic) Yes15 Yes Yes (public); No (nonpublic) Yes (public); No (nonpublic) Yes (public); No (nonpublic) No Yes (public); No (nonpublic) Yes (public); No (nonpublic) No Yes6 No
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
197
STATE
PERSONNEL State supports for teacher education
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Scholarships, Mentors Not reported Scholarships, Other16 Scholarships Scholarships, Mentors, Stipends for staff retention based on school or training classes attended Scholarships, Loan forgiveness, Mentors Scholarships, Coaches as funding allows, Other20 Scholarships Scholarships, Loan forgiveness, Mentors Scholarships, Mentors, Online CDA courses, Birth–5 credential, HOPE scholarship for technical schools, FIRST project Scholarships, Loan forgiveness, Mentors Scholarships TEACH Scholarships, Mentors None None Scholarships, Mentors, Classrooms of Excellence Program, Regional training centers Mentors, Tuition assistance for certification Mentors, Stipend to National Board Certified teachers Scholarships, Mentors, Online training and tutorials Scholarships, Mentors, Local districts contribute towards Professional Development (varies by district) Scholarships, Loan forgiveness, Mentors, Literacy coaches12 Scholarships Mentors, Other19 Scholarships Scholarships, T.E.A.C.H. Missouri Scholarships None Scholarships Scholarships, Loan forgiveness, Mentors Mentors Mentors Scholarships, Loan forgiveness, Mentors, T.E.A.C.H. Scholarships, Mentors, Candidate fee subsidy program Scholarships, Mentors, Other15 Regional professional development Mentors, Other13 Scholarships, Mentors Scholarships, Loan forgiveness, Mentors Scholarships, Loan forgiveness, Mentors Scholarships, Loan forgiveness, Mentors Scholarships, Loan forgiveness, Mentors Mentors Loan forgiveness, Mentors Scholarships, Mentors Mentors, Summer workshops16 Texas Beginning Educator Support System (TxBESS)11 Scholarships Scholarships Scholarships, Mentors Scholarships, Training and Conferences16 Scholarships, Mentors Scholarships, Mentors, Stipends Scholarships, Mentors, Stipends Scholarships, Mentors, Tuition reimbursement, Dual certification bonus, premiums to attend professional development None7
198
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE Total 2009-2010 spending
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter $17,585,880 $1,700,000 $4,719,770 $171,973,151 $819,950,497 $73,252,182 $93,547,400 $5,727,800 $391,819,943 $341,935,357 $295,267,954 $17,354,374 $41,609,864 $18,564,928 $5,000,000 $140,261,553 $13,679,635 $76,577,807 $7,500,000 $13,826,444 $252,179,702 $52,462,817 $87,128,000 $13,682,074 $13,215,441 $21,218,373 $3,338,875 $537,315,873 $37,400,000 $2,280,300 $16,542,407 $378,107,213 $244,085,049 $22,243,792 $293,412,975 $54,897,578 $15,041,345 $38,645,052 $51,463,177 $84,658,447 $1,150,000 $59,983,628 $19,700,000 $104,487,513 $791,378,304 $16,710,714 $1,080,000 $93,974,015 $54,716,348 $130,640,325 $191,000,000 $6,960,062 $59,593,027 $41,994,550
RESOURCES How much of total spending came from…
State, $17,585,880 State, $1,700,00010 State, $494,687; Federal, $4,225,08317 State, $103,500,000; Federal, $7,500,000; Required local, $60,973,1519 State, $788,973,978; Federal, $30,976,51915 State, $45,246,206; Required local, $28,005,976 State, $83,301,663; Non-required local, $10,245,73721 State, $5,727,800 State, $353,802,409; Federal, $38,017,534 State, $341,470,922; Federal, $464,435 State, $295,267,9546 State, $7,024,552; Federal, $8,924,912; Required local, $1,404,910 State, $41,609,86414 State, $18,564,928 State, $5,000,00011 State, $69,187,530; Federal, $55,299,992; Non-required local, $15,774,031 State, $13,679,635 State, $46,527,807; Federal, $28,050,000; Non-required local, $2,000,00012 TANF funding, $7,500,000 State, $6,443,614; Required local, $7,382,830 State, $107,619,200; Federal, $18,546,538; Required local, $126,013,964 State, $16,900,531; Federal, $35,562,28619 State, $87,128,00020 State, $13,682,074 State, $13,215,441 State, $11,922,004; Federal, $6,376,787; Non-required local, $2,919,58211 State, $3,338,8759 State, $537,315,873 State, $37,400,000 State, $2,280,30013 State, $14,042,407; Federal, $2,500,0009 State, $378,107,213 State, $135,450,483; Federal, $78,098,490; Non-required local, $30,536,07616 State, $22,243,792 State, $167,245,396; Federal, $52,814,335; Non-required local, $73,353,24414 State, $54,897,578 State, $15,041,345 State, $38,645,052 State, $51,463,1778 State, $84,658,447 State, $700,000; Federal, $450,000 State, $15,813,846; Federal, $11,042,446; Required local, $33,127,3367 State, $19,700,000 State, $81,657,785; Required local, $22,829,728 State, $791,378,304 State, $16,710,714 State, $1,080,000 State, $63,078,873; Required local, $30,895,142 State, $54,716,34817 State, $76,617,241; Federal, $51,084,734; Non-required local, $2,938,350 State, $122,000,000; Required local, $69,000,000 State, $6,960,062 District, $59,593,0277 District, $41,994,5508
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
199
STATE
RESOURCES State funding sources and amounts
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Education trust fund, $17,585,880 State general fund, $1,700,000 Early Childhood Block Grant, $479,526; State Family Literacy, $15,161 General revenue, $103,500,000 State general fund, $788,973,978 General fund, General fund exempt, State public school fund (CF), State public school fund (CFX), State education fund, $45,246,206 General Fund, $73,025,655; Dept. of Social Services General Fund (Care4Kids funding & Quality Enhancement Funds), $10,276,00821 Early Childhood Assistance Program, $5,727,800 General revenue, $353,802,409 Lottery, $341,470,922 General revenue funds, $295,267,9546 General funds, $7,024,552 General funds, $41,609,86414 State general Funds, $18,564,928 Tobacco funds, $5,000,000 State-funded preschool allocation from legislature, $69,187,530 8(g) Funds, $13,679,635 State general fund, $46,527,807 None General revenue, $6,443,614 General revenue, $107,619,200 State Budget Appropriations, $16,900,531 State School Aid Fund, $79,553,000; General Fund, $7,575,00020 General fund, $13,682,074 Entrance fees to the gambling boats, $13,215,441 State Aid, $8,492,851; Early Childhood Education Grant, $3,326,345; Special Education Flexible Funds, $102,808 State funds allocated for State Pre-K, $3,338,875 Not reported Not reported Not reported State general fund, $14,042,407 Allocation grant, $378,107,213 General fund, $51,325,386; Lottery, $84,125,09716 General revenue funds, $22,243,792 State aid formula, $167,245,396 General fund, $54,897,578 General Revenue Fund, $15,041,345 State Department of Education Funds, $38,645,052 State, $51,463,1778 General fund, $84,658,447 State funds, $700,000 State Education Improvement Act (penny sales tax), $15,813,8467 State general fund, $17,300,000; First Steps, $2,400,00010 General revenue funds, $79,657,785; Lottery funds, $2,000,000 General revenue Funds, $791,378,30412 State, $16,710,714 Education Fund, $1,080,000 Lottery proceeds Fund, $63,055,861; General fund, $23,012 State general Fund, $54,716,348 State aid formula, $76,617,241 General revenue funds, $122,000,000 General purpose revenue, $6,960,062 District, $59,593,027 District, $41,994,550
200
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
RESOURCES Federal funding sources and amounts School funding or state aid formula?
No Not reported No19 No No Yes18 Yes22 No Yes13 No No No Yes15 Yes5 No Yes15 Yes5 No No Yes13 Yes13 No20 Yes21 No No Yes12 No Yes12 Yes14 Yes14 Yes10 Yes12
16
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
None None IDEA Preschool, $4,225,08318 TANF, $7,500,000; USDA, IDEA, TITLE I, amounts not specified CCDF, $23,629,519; ARRA, $7,347,000 None USDA Child and Adult Care Food Program, amount not specified None ARRA funds, $38,017,534 CCDF, $464,435 Amounts not specified Head Start, Empowerment, TANF, $8,924,912 None None None Title I, $11,700,936; IDEA Part B, $11,783,484; Early Reading First, $647,997; Even Start, $171,356; Title II, $637,038; Head Start, $30,073,109; 21st Century, $3,943; Department of Health and Human Services and other sources, $282,129 Unknown4 TANF, $28,050,000 TANF, $7,500,000 ARRA funds, use determined locally NCLB, Title Programs I-II-III-IV, IDEA Part B, $18,546,538 TANF/CCDF, $31,564,596; IDEA ARRA funding, $3,997,690 None None Unknown IDEA Part B, $3,463,275; IDEA Part C, $349,082; Head Start, $2,196,507; Title I, $349,914; Migrant funds, $1,950; Child Care Subsidy, $16,059 Title I, amount not specified TANF, IDEA, Title I, CACFP/NSLP/NSBP, Head Start, amounts not specified TANF, IDEA, Title I, CACFP/NSLP/NSBP, Head Start, amounts not specified TANF, IDEA, Title I, CACFP/NSLP/NSBP, Head Start, amounts not specified TANF, $2,500,000 None TANF, $28,001,161; Head Start, $24,168,775; Title I, $14,988,772; IDEA, $6,639,494; CACFP, $4,300,288 Title I, amounts not specified14 Title I, Child Nutrition, and IDEA, $52,814,335 None None None None None Title I, $450,0009 Sources not reported, $11,042,4467 None Head Start, IDEA, Title I, amounts not specified None None None None None IDEA, $5,792,686; Title I, $8,348,642; Head Start, $35,215,385; TANF/child care subsidy, $1,728,021 IDEA, Title I, TANF/CCDF, USDA, amounts not specified13 TANF, IDEA, USDA CACFP, amounts unknown None None
No Yes15 Yes No Yes10 No No No No Yes8 Yes Yes17 Yes13 Yes9 No Yes10 No Yes Yes14 No Yes Yes9
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
201
STATE
RESOURCES Agencies eligible to receive funding directly
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Public schools, Head Start, Private CC, Faith-based centers, College/university lab schools, Military agencies, Community organizations Public schools Public schools, Charter schools Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Faith-based centers without religious content Public schools Municipalities, towns, school districts Public schools, Head Start, Private CC, Faith-based centers, For-profit child care Early Learning Coalitions Public schools, Head Start, Private CC, Faith-based centers, Technical Schools and Universities, Military Bases, Charter Schools Public schools, Head Start, Private CC, Faith-based centers, Family CC, University-based and community college-based higher education programs Public schools, Head Start, Private CC, Faith-based centers Public schools Public schools Public schools, Head Start, Private CC, Faith-based centers, Resource and referral agencies12 Public schools Public schools Public schools, Approved charter schools Private CC, Faith-based centers, Nonpublic and charter schools (must be licensed by the Louisiana Department of Education and adhere to NSECD standards) Public schools Public schools Public schools, Head Start, Private CC, Faith-based centers, Family CC, Private schools Public schools, Head Start, Private CC, Faith-based centers, Competitive grantees can be for-profit or nonprofit, public or private agencies Head Start Public schools, Head Start, Private CC, Family CC Public schools, Educational Service Units12 Public schools, Head Start, Private CC, Faith-based centers Public schools Public schools Public schools Public schools, Head Start, Private CC, Faith-based centers, Family CC, Municipalities, Charter Schools, Regional Education Cooperatives Public schools Public schools, Head Start, Public-private partnerships (local Smart Start partnerships), Other non-profit organizations Public schools Public schools15 Public schools, Head Start, Private CC, Faith-based centers, Community Colleges, Government Agencies, Higher Education Public schools Head Start Public schools Public schools, Head Start, Private CC, Faith-based centers, Family CC, Licensed Nursery Schools Public schools, Head Start, Private CC Public schools Public schools, South Carolina First Steps Public schools Public schools, Charter Schools Public schools Public schools Public schools, Other state and local government agencies Public schools, Head Start, Private CC, Local governments, colleges/universities, educational service districts Public schools Public schools Head Start Public schools, Private CC, Public Charter schools NA
202
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
RESOURCES Agencies with which subcontracting is permitted
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
None Public schools, Head Start, Private CC, Faith-based centers, Family CC Head Start, Private CC, Faith-based centers, Community preschools located within school districts (tuition based) Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Faith-based centers without religious content Head Start, Private CC, Faith-based programs without religious content, Public agencies such as city recreation centers or university and college lab school programs, Charter schools, Even Start programs Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers, Family CC, For-profit child care Public schools, Head Start, Private CC, Faith-based centers, Family CC None Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Faith-based centers Head Start, Private CC, Faith-based centers Public schools, Other6 Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers None Head Start, Private CC Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Family CC Public schools, Head Start, Private CC Public schools, Head Start, Private CC, Faith-based centers, Family CC, Private schools Public schools, Head Start, Private CC, Faith-based centers, Other22 Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Family CC Head Start, Private CC None Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers, Family CC, Municipalities, Charter schools, Regional educational cooperatives Head Start, Private CC, Faith-based centers, Family CC, Libraries, Museums Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers Head Start, Private CC, Faith-based centers, Corporate spaces and community-based facilities, such as assisted living centers, YWCA, university child development centers, and tribal Head Start Public schools, Head Start, Private CC, Faith-based centers, Family CC, Community colleges, Government agencies, Higher Education Public schools, Head Start, Private CC Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Faith-based centers, Family CC Public schools, Head Start, Private CC, Faith-based centers, Family CC, Licensed nursery schools Public schools, Head Start, Private CC Public schools, Head Start Public schools, Head Start, Private CC, Faith-based centers Head Start, Private CC, Faith-based centers, Institutions of higher education, Housing authorities Public schools, Head Start, Private CC Head Start, Private CC, Faith-based centers, Family CC Head Start, Private CC, Family CC, Parent child centers Public schools, Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Local governments, Colleges/universities, Educational service districts. Head Start, Private CC, Faith-based centers Public schools, Head Start, Private CC, Faith-based centers, Family CC, Other15 Public schools, Private CC, Family CC Public schools, Professional development support contractors, Comprehensive health service contractors NA
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
203
STATE Is there a required local match?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter Yes, 25%10 No No Yes, 40%10 No No No No No No No Yes, 20% of total grant amount No No No No No No No Yes
14
RESOURCES Is there a minimum rating (based on the state’s QRS) that a setting must receive to be eligible for state pre-K funds?
The state does not have a quality rating system Not reported No20 The state does not have a quality rating system11 The state does not have a quality rating system16 No The state does not have a quality rating system23 No The state does not have a quality rating system The state does not have a quality rating system No No12 No16 No No13 No16 No Yes13 No5 Yes15 The state does not have a quality rating system14 The state does not have a quality rating system21 The state does not have a quality rating system23 No14 The state does not have a quality rating system The state does not have a quality rating system The state does not have a quality rating system The state does not have a quality rating system13 The state does not have a quality rating system15 The state does not have a quality rating system16 No No13 Yes18 No No16 The state does not have a quality rating system No No No Yes9 No The state does not have a quality rating system The state does not have a quality rating system Yes18 No14 Yes10 No No The state does not have a quality rating system18 The state does not have a quality rating system The state does not have a quality rating system17 The state does not have a quality rating system10 Yes8 No
No No Yes
20
No No Yes, 100%13 No No No Yes15 No No Yes17 No No No No No No No No No No Yes17 No No No Yes10 No No Yes16 No No No
204
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING Information collected for monitoring purposes
Structured observations of classroom quality (ECERS & ELLCO, twice per year); Documentation of children’s learning and/or child outcomes Alabama (PPVT & LELA, twice per year); Documentation of program-level outcomes (ECERS & ELLCO, twice per year); Program facilities and safety procedures; Program records Structured observations of classroom quality (ECERS, twice per year); Documentation of children’s learning and/or child outcomes Alaska (PPVT and DIAL-3, twice per year); Annual report and a year end snapshot of Alaska Revised Developmental Profile results Structured observations of classroom quality (locally determined instrument, six year cycle); Documentation of children’s learning and/or child outcomes (choose from COR, Creative Curriculum, Galileo, Work Sampling, twice per year); Documentation of program-level outcomes (linked to Arizona Arizona’s Early Childhood Quality Improvement Practices Document, annually through grant process); Program facilities and safety procedures; Results of program self-assessments (Choose from approved self-assessment tools); Program records; Desk review regarding fiscal matters Structured observations of classroom quality (ECERS, Infant/Toddler Environmental Rating Scale, Family Child Care Rating Scale, annually); Arkansas Documentation of children’s learning and/or child outcomes (Work Sampling System, 3x. per year); Documentation of program-level outcomes (All ABC Rules and Regulations, annually); Program facilities and safety procedures; Program records Structured observations of classroom quality (ECERS, process under revision); Documentation of children’s learning and/or child outcomes (Desired Results Developmental Profile), within 60 days of initial enrollment, then at least every 6 months); Documentation of program-level California outcomes (Environmental Rating Scale, classrooms summary of findings, annual parent surveys); Program facilities and safety procedures; Results of program self-assessments; Program records17 Structured observations of classroom quality (District Advisory Councils use Colorado Quality Standards, twice per year); Documentation of children’s learning and/or child outcomes (Creative Curriculum Developmental Continuum, Work Sampling Assessment System, or COR three times Colorado per year); Program facilities and safety procedures; Results of program self-assessments; Participation in a state quality rating system; Program records; Audited revenue and expenditures for district level programs, Documentation of family outcomes, Longitudinal data on children’s performance19 Structured observations of classroom quality (ECERS, annually for programs that are not NAEYC accredited or scored below a 3 on the CT Evaluation); Connecticut Program facilities and safety procedures (comply with Head Start or NAEYC assessment standards depending on site, 10 quality components of CT School Readiness Preschool Program Evaluation System as reported by district liaison); Results of program self-assessments; Program records Structured observations of classroom quality (ECERS, annual); Documentation of children’s learning and/or child outcomes (Creative Curriculum GOLD, 3 times per year); Documentation of program-level outcomes (Head Start Performance Standards, annual); Program facilities and safety Delaware procedures; Results of program self-assessments (Head Start self assessment tool); Participation in a state quality rating system; Program records; Reports on enrollment, services, and finances Structured observations of classroom quality (ECERS, CLASS, and local observations, though instrument is locally determined, annual); Documentation of children’s learning and/or child outcomes (Florida Kindergarten Readiness Screener); Florida Documentation of program-level outcomes, ECHOS and the Florida Assessment for Instruction in Reading (FAIR-K), annual); Program facilities and safety procedures; Results of program self-assessments; Program records Structured observations of classroom quality (Pre-K Quality Assessment, annual); Documentation of children’s learning and/or Georgia child outcomes (Work Sampling System, rating required every six weeks); Program facilities and safety procedures; Results of program self-assessments (checklists to help establish new programs); Program records Structured observations of classroom quality (ECERS & CLASS, frequency varies); Documentation of children’s learning and/or child outcomes Illinois (instruments and frequency vary); Documentation of program-level outcomes (children enrolled, annual); Program facilities and safety procedures; Results of program self-assessments; Participation in a state quality rating system; Program records Documentation of program-level outcomes (10 program standards and criteria measured by NAEYC, portfolios reviewed externally every 5 years); Iowa Shared Visions Program records; NAEYC accreditation requirements Structured observations of classroom quality (one year after implementation); Documentation of children’s learning and/or child outcomes Iowa SVPP (Creative Curriculum Developmental Continuum, COR, or other, twice per year); Documentation of program-level outcomes (program standards and kindergarten assessment, one year after implementation); Program facilities and safety procedures; Program records (annually) Kansas At-Risk Kansas Pre-K Pilot Kentucky Documentation of children’s learning and/or child outcomes (instrument is locally determined, report annual to state); Program records Structured observations of classroom quality (classroom practices and teacher self-assessments, including pre-KTP, annual); Documentation of children’s learning and/or child outcomes (locally determined instrument, annual report); Program records14 Structured observations of classroom quality (ECERS for 30% of all classrooms in 7 Pilot districts and every site, every 5 years); Documentation of children’s learning and/or child outcomes (all children are assessed on one of 12 selected assessments, annual); Documentation of program-level outcomes; Program records; Documentation of transition data17 Structured observations of classroom quality (ECERS-R, frequency determined locally); Documentation of children’s learning and/or child outcomes DSC, 3 times per year; Portfolio assessments, ongoing); Documentation of program-level outcomes (compliance with program guidelines, annual); Program facilities and safety procedures; Program records (audit of financial records) Structured observations of classroom quality (ECERS-R & Class, annual for new teachers and those scoring below a 5.0 on previous years, four year cycle for all other teachers); Documentation of children’s learning and/or child outcomes (DSC, twice per year; Portfolio assessments, ongoing); Documentation of program-level outcomes (compliance with program guidelines, annual); Program facilities and safety procedures; Results of program self-assessments; Participation in a state quality rating system; Program records; Vision/hearing screenings and referrals accommodations for students with disabilities and/or ESL students Structured observations of classroom quality (ELLCO, twice per year); Documentation of children’s learning and/or child outcomes (DSC, twice per year); Documentation of program-level outcomes; Program facilities and safety procedures; Results of program self-assessments; Program records; NSECD End of Year Report Other information16 Program records; Other information, such as to determine compliance with state prekindergarten regulations Documentation of children’s learning and/or child outcomes (UPK uses Work Sampling, Creative Curriculum Developmental Continuum, COR, ASQ, twice per year); Program facilities and safety procedures Structured observations of classroom quality (Program Quality Assessment, at least 3 times per year); Documentation of children’s learning and/or child outcomes (AEPS, COR, Creative Curriculum, Work Sampling as well as ASQ, Battelle, Brigrance, DIAL-3, at enrollment and ongoing); Documentation of program-level outcomes; Program facilities and safety procedures; Results of program self-assessments (Program Quality Assessment, at least 3 times per year); Program records24 Program facilities and safety procedures; Results of program self-assessments (locally designed, but modeled after the federal protocol); Program records15 Structured observations of classroom quality (ECERS-R bi-annually; if score is less than 4.0, annually); Program facilities and safety procedures; Results of program self-assessments; Program records Structured observations of classroom quality (ECERS & ELLCO, annual for first three years of grant programs, randomly for non-grant funded in first two years); Documentation of children’s learning and/or child outcomes (CC.net, Gold, AEPSi, Online Core, ongoing);
Louisiana 8(g)
Louisiana LA4
Louisiana NSECD Maine Maryland Massachusetts
Michigan
Minnesota Missouri Nebraska
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
205
STATE
MONITORING Information collected for monitoring purposes
Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico
Structured observations of classroom quality (ECERS & ELLCO, annually); Documentation of children’s learning and/or child outcomes (EOWPVT & PPVT, twice per year); Documentation of program-level outcomes; Program records Structured observations of classroom quality (locally determined, most use ECERS); Documentation of children’s learning and/or child outcomes (COR, Creative Curriculum GOLD, ELAS); Program facilities and safety procedures; Results of program self-assessments; Program records14 Program records Structured observations of classroom quality (ECERS, frequency unspecified); Program records Structured observations of classroom quality (NM Early Learning Outcomes Classroom Observations, ongoing); Documentation of children’s learning and/or child outcomes (New Mexico Early Learning Outcomes Tool, ongoing); Documentation of program-level outcomes (23 Essential Indicators, 25 for children with IEPs, twice per year); Program facilities and safety procedures; Results of program self-assessments; Program records Structured observations of classroom quality; Documentation of children’s learning and/or child outcomes; Documentation of program-level outcomes; Program facilities and safety procedures; Results of program self-assessments; Participation in a state quality rating system; Program records; Basic Educational Data System Info on each enrolled pre-K student Structured observations of classroom quality (ECERS-R, on schedule kept by Office of Early Learning); Results of program self-assessments; Participation in a state quality rating system; Program records; Other information: on-site monitoring by local contractor and Office of Early Learning personnel Structured observations of classroom quality (state conducts ELLCO on schedule set with vendor; Annual observation by schools can use CLASS, ELLCO, ECERS, CSEFL); Documentation of children’s learning and/or child outcomes (GGG, twice per year; ASQSE, annual number of children receiving health and developmental screenings); Documentation of program-level outcomes (Integrated Monitoring Process and Continuous Improvement Tool (IMPACT), annual); Program facilities and safety procedures; Results of program self-assessments (submit completed IMPACT with rubric scores and continuous improvement plan); Program records16 Documentation of children’s learning and/or child outcomes (specific outcomes determined locally); Documentation of program-level outcomes (specific outcomes determined locally); Program facilities and safety procedures; Program records Structured observations of classroom quality (annual or as needed); Documentation of children’s learning and/or child outcomes (Creative Curriculum, GOLD, Partage, Galileo, Creative Curriculum Development Continuum, annual or as needed); Documentation of program-level outcomes (compliance with Federal Head Start standards, annual or as needed); Program facilities and safety procedures Results of program self-assessments (Head Start Self Assessment Tool); Program records Documentation of children’s learning and/or child outcomes (Work Sampling System, 3 times per year); Documentation of program-level outcomes (Work Sampling System, 3 times per year) Structured observations of classroom quality (CLASS, ECERS-R, or approved local tool, annually); Documentation of children’s learning and/or child outcomes (Work Sampling System Online, 3 times per year); Documentation of program-level outcomes; Program facilities and safety procedures; Results of program self-assessments; Program records; Optional participation in the State QRIS
New York
North Carolina
Ohio
Oklahoma
Oregon
Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK
None Structured observations of classroom quality (ECERS, annual self-assessment, bi-annual external assessment); Documentation of children’s learning and/or child outcomes (Work Sampling System, online checklist and guidelines and reporting of outcomes, 3 times per year); Pennsylvania Pre-K Counts Documentation of program-level outcomes (Program Review Instrument, annual quarterly narrative reports, monthly attendance and enrollment reporting); Program facilities and safety procedures; Results of program self-assessments (ERS, OCDEL Program Review Instrument); Participation in a state quality rating system; Program records Structured observations of classroom quality (ECERS, once per year; CLASS, twice per year); Documentation of children’s learning and/or Rhode Island child outcomes (CreativeCurriculum.net, Observation and work samples, ongoing; Entry/Progress/Exit assessments three times per year); Participation in a state quality rating system Documentation of children’s learning and/or child outcomes (instrument and frequency locally determined); South Carolina 4K Documentation of program-level outcomes (instrument and frequency locally determined); Program facilities and safety procedures; Results of program self-assessments (instrument and frequency locally determined) Structured observations of classroom quality (CLASS, as needed for evaluation); Documentation of children’s learning and/or child outcomes South Carolina CDEPP (Work Sampling, 4 times per year); Program facilities and safety procedures; Results of program self-assessments (locally determined); Program records Structured observations of classroom quality (ECERS & ELLCO, biannually unless there is a change in staff or classroom); Tennessee Documentation of program-level outcomes; Program facilities and safety procedures; Results of program self-assessments (ELLCO & ECERS); Participation in a state quality rating system; Program records19 Texas Vermont Act 62 Vermont EEI Virginia Washington None Documentation of children’s learning and/or child outcomes (Work Sampling System or Creative Curriculum Developmental Continuum, annually); Participation in a state quality rating system11 Documentation of children’s learning and/or child outcomes (Work Sampling System or Creative Curriculum Developmental Continuum, annually); Results of program self-assessments; Review of program records13 Documentation of children’s learning and/or child outcomes (PALS, annually); Documentation of program-level outcomes (locally developed, annually); Program facilities and safety procedures; Program records Documentation of children’s learning and/or child outcomes (Devereux Early Childhood Assessment and contractors’ choice of an assessment of other developmental domains, twice annually); Documentation of program-level outcomes (Health, annually); Program facilities and safety procedures; Results of program self-assessments; Program records; Intensive review of all ECEAP Performance Standards. Structured observations of classroom quality (ECERS, annually); Documentation of children’s learning and/or child outcomes (Creative Curriculum.net required for OSP reporting & West Virginia Early Learning Standards Progress monitoring, minimum of three points per year); Program facilities and safety procedures; Results of program self-assessments10 Other information, such as special education documents, fiscal reports, enrollment reports, program schedule, program description reports, membership counts Other information, such as grant applications, budget reports, sections of the federal application and submission of Head Start PIR Structured observations of classroom quality (ECERS and CLASS, twice per year); Documentation of children’s learning and/or child outcomes (PPVT and EVT, twice per year); Documentation of program-level outcomes (ELLCO, twice per year); Program facilities and safety procedures; Results of program self-assessments (Creative Curriculum, HighScope Assessments and checkoff list); Participation in a state quality rating system; Program records; Targeted surveys to teachers, parents, administrators that are conducted by a contractor Structured observation of classroom quality (Program Development Reviews conducted by PCSB, annual) Documentation of children’s learning and/or child outcomes (varies by LEA and is recorded in school’s accountability plans) Documentation of program-level outcomes (Program Development Reviews conducted by PCSB, annual) Review of program facilities and safety procedures
West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP
D.C. Charter
206
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING How is monitoring information collected by the state?
Alabama
Site visits by staff of the state oversight agency, up to 10 visits per year based on need; Site visits by consultants employed by the state, twice per year; Submission of information by program or local entity, quarterly; Monitoring information is collected through other means, outside evaluators conduct child evaluations11 Site visits by staff of the state oversight agency, planned visits on 3 year cycle; Monitoring information is collected through other means, audio/video conference visits done throughout the year Site visits by staff of the state oversight agency, every six years; Submission of information by program or local entity, annually; Monitoring information is collected through other means, child progress data collected in state database twice per year Site visits by staff of the state oversight agency, annually; Site visits by consultants employed by the state, two to four times per year; Submission of information by program or local entity, annually through grant renewal process12 Site visits by staff of the state oversight agency and by consultants employed by the state, programs operated by local educational agencies are visited a minimum of once every four years and programs operated by non-local educational agencies are visited at least once every three years Site visits by staff of the state oversight agency, at least every two years; Submission of information by program or local entity, annually; Monitoring information is collected through other means; Department of Human Services Child Care Licensing visits financial records submissions, annually19 Site visits by staff of the state oversight agency, as needed and by random sampling; Community liasions paid though grant funds monitor programs on a quarterly basis; Submission of information by program or local entity; Communities submit an RFP annually and conduct an annual evaluation of each site; Monitoring information is collected through other means, monthly data reports submitted24 Site visits by staff of the state oversight agency, twice a year and as needed; Site visits by consultants employed by the state, depends on the technical assistance plan; Submission of information by program or local entity, quarterly reports to the state Site visits by staff of the state oversight agency, annually; Site visits by consultants employed by the state, based on local need; Submission of information by program or local entity, monthly Site visits by staff of the state oversight agency, at least twice per year; Submission of information by program or local entity, seven times a year Site visits by staff of the state oversight agency, as needed; Site visits by consultants employed by the state, annually; Submission of information by program or local entity, annually; expenditures, data on children enrolled and characteristics of program Site visits by NAEYC, once every five years; Monitoring information is collected through other means, review of year-end reports13 Site visits by staff of the state oversight agency, beginning in the second year of implementation and every five years thereafter; Submission of information by program or local entity, annually Submission of information by program or local entity, annual reports, programs send in child results for their program based upon the locally determined child outcomes in the grant required areas of learning (cognitive, physical, social, aesthetic, language/communications) Site visits by staff of the state oversight agency, annually Site visits by staff of the state oversight agency, seven pilot districts visited; Site visits by consultants employed by the state, visited seven pilot districts; Submission of information by program or local entity: December 1 count form and Program Review form17 Site visits by staff of the state oversight agency and by consultants employed by the state, 50 - 75% of programs each year; Submission of information by program or local entity, 100% of programs each year6 Site visits by staff of the state oversight agency and by consultants employed by the state, all new teachers, teachers scoring below a 5.0 on the ECERS-R, and all other teachers on a four-year-rotation cycle; Submission of information by program or local entity, monthly, quarterly, semi-annual, and annual reports submitted online; All programs are monitored at the district level for compliance with program guidelines once a year; Program budgets are reviewed by DOE staff Site visits by staff of the state oversight agency, an average of once a year, more as required; Site visits by consultants employed by the state, at least twice per year; Monitoring information is collected through other means, agency and legislative audits Submission of information by program of local entity, periodically when requested Site visits by consultants employed by the state, two per year to monitor compliance with regulations of the prekindergarten program; Monitoring information is collected through other means, LEAs provide annual pre-K updates in their comprehensive master plans Site visits by staff of the state oversight agency, approximately once per year (UPK), all programs visited within six-year cycle (Grant 391); Monitoring information is collected through other means, electronic submission of child assessment data twice per year for UPK programs Site visits by staff of the state oversight agency, competitive programs have been monitored once every three years and school district programs are monitored based on problems or special issues, although the plan includes monitoring every three years; Submission of information by program or local entity; Information is submitted in an annual application, mid-year and final reports24 Site visits by staff of the state oversight agency, limited number of program visited every year based on a set of risk assessment factors, all program visited within five-year cycle; Submission of information by program or local entity, monthly Site visits by staff of the state oversight agency, at least once in six-year contract period; Site visits by consultants employed by the state, at least 8 hours of on-site consultation annually; Submission of information by program or local entity, annually Site visits by staff of the state oversight agency, a percentage of classrooms each year; Site visits by consultants employed by the state, at least once per program year for a sample of classrooms; Submission of information by program or local entity, annually14 Site visits by staff of the state oversight agency, annually; Submission of information by program or local entity, twice a year
Alaska Arizona Arkansas
California
Colorado
Connecticut
Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g)
Louisiana LA4
Louisiana NSECD Maine Maryland Massachusetts
Michigan
Minnesota Missouri Nebraska Nevada
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
207
STATE
MONITORING How is monitoring information collected by the state?
New Jersey Abbott New Jersey ECPA New Jersey ELLI
Site visits by staff of the state oversight agency, several times a year and as needed; Submission of information by program or local entity, once per year as part of district’s Preschool Program Plan submission for the following year15 Site visits by staff of the state oversight agency, as needed; Submission of information by program or local entity, annual budget and program plan submission Site visits by staff of the state oversight agency, as needed or requested by district; Submission of information by program or local entity, annual budget and program plan Site visits by staff of the state oversight agency, annually; Site visits by consultants employed by the state, mentor visits monthly; Submission of information by program or local entity, quarterly; Monitoring is collected through other means, a database is maintained with a variety of program information and demographics Site visits by staff of the state oversight agency, varies; Submission of information by program or local entity, yearly application, changes to program plan, annual final program reports Site visits by staff of the state oversight agency, annually; Submission of information by program or local entity, annually; Monitoring information is collected through other means; Site visits to classrooms by contracting agency personnel frequently, ECERS-R evaluations are conducted on all second year classrooms, as well as randomly through QRS evaluations of licensed programs19 Submission of information by program or local entity, one to three times per year depending on the information17 Site visits by staff of the state oversight agency, at least two times per year by regional accreditation officers; Submission of information by program or local entity, accreditation report each October17 Site visits by staff of the state oversight agency, annually or as needed; Site visits by consultants employed by the state, annually or as needed; Submission of information by program or local entity, annually or as needed Site visits by the state oversight agency, once annually; Submission of information by program of local entity, twice per year Site visits by staff of the state oversight agency, annually; Submission of information by program or local entity, quarterly or as needed NA Site visits by consultants employed by the state, at least annually; Submission of information by program or local entity, annually, monthly, and annual reports; Monitoring information is collected through other means, teacher, child and family demographic information updated continually Site visits by staff of the state oversight agency, twice per year; Site visits by consultants employed by the state, twice monthly; Submission of information by program or local entity, web-based child assessment information monitoring three times per year Submission of information by program or local entity, as requested9 Site visits by staff of the state oversight agency, annually and as needed; Submission of information by program or local entity, as needed Site visits by staff of the state oversight agency, minimum of two times per year; Site visits by consultants employed by the state, as requested or as needed; Submission of information by program or local entity, monthly financial reports, end-of-year monitoring report, annual family survey, as requested20 NA Submission of information by program or local entity, annual child progress data Submission of information by program or local entity, annually14 Site visits by staff of the state oversight agency and by consultants employed by the state, once per biennium Site visits by staff of the state oversight agency, at least every four years; Submission of information by program or local entity, monthly and annually; Monitoring information is collected through other means19 Site visits by staff of the state oversight agency, annually for each county working toward univeral access; Submission of information by program or local entity, annually10 Site visits by staff of the state oversight agency, as needed; Site visits by consultants employed by the state, available periodically; Submission of information by program or local entity, yearly and with more frequency for start-up grants Submission of information by program or local entity, annual grant application, federal application, and PIR quarterly budget Site visits by staff of the district oversight agency, quarterly (CBO), annually (DCPS); Site visits by consultants employed by the district, weekly (CBO); Submission of information by program or local entity, monthly (CBO) Site visits by staff of the district oversight agency, once per year; Submission of information by program or local entity, once per year through the accountability plan which schools are required to have
New Mexico
New York
North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts
Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
208
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING What program records are reviewed for monitoring purposes?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
Program financial records, Staff records and documentation, Child administrative records, Classroom records Not reported Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Health and safety records, Meal records Program financial records, Staff records and documentation, Child administrative records, Classroom records, Equipment inventory as part of formal contractor review process Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Child assessment records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Quality components as outlined in annual program evaluation Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Physical and mental health records, Family services Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records13 Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Staff records and documentation, Child administrative records, Classroom records, Annual reports, local child outcomes Program financial records, Local child outcomes Program financial records, Staff records and documentation, Child administrative records, Teacher credentials Program financial records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records, Vision and hearing screenings and referrals Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, NSECD end of year report, performance review and rating None Program financial records, Program safety records, Staff records and documentation, Child administrative records, Student eligibility for the prekindergarten program is verified Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records22 Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, All programs must submit scores from the HighScope Program Quality Assessment Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records, Licensing and accreditation certificates, parent education and, community set-aside records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, All records are subject to review Program financial records, Staff records and documentation, Child administrative records, Classroom records
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
209
STATE
MONITORING What program records are reviewed for monitoring purposes?
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records, CYFD programs are monitored by Child Care Licensing Bureau for compliance with child care facilities regulations Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Transition and transportation plans, parent/family engagement plan, and overall adherence to program standards (class size, ratio, etc.) Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Family and health records None Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records NA Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Staff records and documentation, Child administrative records, Classroom records, Program policies and documentation related to program improvement plans None Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records NA NA Other records are reviewed, such as budgets that pertain to EEI, results of child progress assessments, program summary Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records, Program policies, Family support records, Child health coordination records None None None Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records Program financial records, Program safety records, Staff records and documentation, Child administrative records, Classroom records
210
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING How is information collected through monitoring used for program improvement?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Not reported Teacher professional development, Corrective actions/sanctions, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Other purposes Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies, To guide CDE staff services and support visits Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development Teacher professional development, Corrective actions/sanctions, Technical assistance To develop overview of program needs and strengths Funding decisions about programs, To provide support to programs via conferences and meetings, To provide information to all pre-K work group and EC stakeholders Teacher professional development, Corrective actions/sanctions, Adjustments to the curricula, Technical assistance, Mentoring, Special education technical assistance Teacher professional development, Corrective actions/sanctions, Technical assistance, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Adjustments to curricula, Technical assistance, Mentoring Technical assistance, LEAs required to keep and review program records, To validate programmatic information from Master Plan updates and compliance with regulations Corrective actions/sanctions, Funding decisions about programs, To inform future grant awards, Programs use child outcome data for program improvement Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Changes to state preschool policies, Annual program goals25 Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance Teacher professional development, Corrective actions/sanctions, Adjustments to curricula, Technical assistance, Mentoring
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
211
STATE
MONITORING How is information collected through monitoring used for program improvement?
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions, Adjustments to curricula, Technical assistance, Mentoring, Implementation of the observational assessment process and implementation of program standards based upon individual program needs11 Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance Teacher professional development, Corrective actions/sanctions, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to state preschool policies Teacher professional development, Adjustments to curricula, Technical assistance Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance NA Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Changes to state preschool policies Teacher professional development, Technical assistance, Mentoring Teacher professional development, Adjustments to curricula, Technical assistance, Mentoring10 Teacher professional development, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring NA Teacher professional development, Adjustments to curricula, Technical assistance Funding decisions about programs, Technical assistance Teacher professional development, Corrective actions/sanctions, Adjustments to curricula Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance, Mentoring Teacher professional development, Corrective actions/sanctions, Adjustments to curricula, Technical assistance, Changes to state preschool policies Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Technical assistance Technical assistance, To monitor budget and assure applicant eligibility Teacher professional development, Corrective actions/sanctions, Funding decisions about programs, Adjustments to curricula, Technical assistance, Mentoring, Changes to district preschool policies Teacher professional development, Corrective actions/sanctions Adjustments to curricula, Technical assistance, Mentoring
212
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING Was there a formal evaluation measuring program quality and/or effectiveness?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring impact and child outcomes This pre-K initiative has not been evaluated Yes, measuring impact and child outcomes Yes, measuring impact and child outcomes Yes, measuring process quality Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated Yes, measuring process quality Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring process quality Yes, measuring impact and child outcomes This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring impact and child outcomes This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes Yes, measuring both process quality and program impact/child outcomes Yes, measuring process quality Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated Yes, measuring both process quality and program impact/child outcomes This pre-K initiative has not been evaluated
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
213
STATE
MONITORING Documentation of evaluation
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Study not available online Analysis done on first year of data not yet available NA Report available at: www.arkansas.gov/childcare/abc NA Most recent legislative report available at: http://www.cde.state.co.us/cpp/download/CPPDocs/2010_CPP_LegislativeReport.pdf NA The Baseline Quality Study is available at: http://www.doe.k12.de.us/infosuites/students_family/delfirst/inforesources.shtml The most recent evaluation is available at: http://www.oppaga.state.fl.us/reportmain.aspx14 The study is available at: http://www.decal.ga.gov/BftS/ResearchStudyOfQuality.aspx A three-year evaluation of the program will be available Spring 2010 The study is available at: http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=645&Itemid=1278 NA The study will be available online Fall 2010 The report is not available online, but is available upon request NA17 The 8(g) Annual Report and Prekindergarten Summary Report are published each year but are not available online The report is available at: www.louisianaschools.net/lde/saa/1874.html Reports include: TANF Monthly Review, annual DSS Audit, annual Legislative Audit, and the Comprehensive Five-Year Longitudinal Study, which are available at www.prekla.org NA NA A program quality evaluation was conducted in the 2008-2009 school year, and in the 2009-2010 school year a Waitlist, Access, and Continuity of Services study was conducted. Data are not available online Evaluation reports are available at: www.highscope.org and www.nieer.org26 NA Report is available at: http://dese.mo.gov/divimprove/fedprog/earlychild/ECDA/HB_1519_Final_Evaluation_Report.html Report is available at http://www.education.ne.gov/ECH/ECGrantProg.htm Report is available at: www.doe.nv.gov Reports are available at: http://www.nj.gov/education/ece/research/elichome.htm and http://www.nj.gov/education/ece/research/studies.htm NA NA Report is available at: http://education.nmdfa.state.nm.us/cms/kunde/rts/educationnmdfastatenmus/docs/435347524-11-18-2009-08-11-31.pdf NA Report is available at: http://www.fpg.unc.edu/~mafeval/20 Reports are available at ODE, but not online Reports are available at: http://www.crocus.georgetown.edu/publications.html NA NA NA NA NA10 NIEER is conducting a formal evaluation, report not yet available NA Report available at: http://eoc.sc.gov/NR/rdonlyres/D866D3D2-420C-4F48-9E8C-E6DFF956CF90/32958/CDEPPReportGeneralAssembly11210.pdf Report available at: http://www.comptroller1.state.tn.us/OREA/PublicationDetails.aspx?ReportKey=ba77c0d1-dde4-46d7-95fa-3db3daf78fee NA NA12 NA Report can be found at http://jlarc.state.va.us/Reports/Rpt364.pdf ECEAP Longitudinal Study can be found at: www.del.wa.gov/publications/eceap/docs/ECEAPreport_97-98.pdf and SWEEP Study can be found at: www.fpg.unc.edu/~ncedl/pages/sweep.cfm The REL-A 2009 report “West Virginia’s Progress Toward Universal PreKindergarten” is available at: http://wvde.state.wv.us/osp/wvprek/ The 2009 Marshall University “Universal Access to Pre-K in West Virginia Report for The WV DOE” is available upon request11 Report is available at: http://www.dpi.wi.gov/fscp/pdf/ec-impact-dev.pdf NA Information can be found in the Early Childhood Education section of www.osse.dc.gov NA
214
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING When was the most recent formal evaluation of state pre-K program and what was evaluated?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
This pre-K initiative has been evaluated in the past; in the 2008-2009 school year on child outcomes An evaluation is ongoing or planned for this pre-K initiative NA An evaluation is ongoing or planned for this pre-K initiative; conducted for the past 5 years with an additional 5 years with a new focus NA This pre-K initiative has been evaluated in the past; child and family outcomes were evaluated for the 2008-2009 school year and program effectiveness evaluations are ongoing NA This pre-K initiative has been evaluated in the past; the 2008 Child Outcomes Study An evaluation is ongoing or planned for this pre-K initiative; the Florida Kindergarten Readiness Screener is administered annually This pre-K initiative has been evaluated in the past by FPG Child Development Institute at UNC-Chapel Hill data collected from 2008-2009, report released 2010 An evaluation is ongoing or planned for this pre-K initiative; concludes spring 2010 This pre-K initiative has been evaluated in the past; child outcomes and program quality study was completed in 2008 NA This pre-K initiative has been evaluated in the past. There will be 2009-2010 and 2010-2011 follow-ups as part of an ongoing evaluation of children in the program during the 2006-2007 school year7 This pre-K initiative has been evaluated in the past; children were followed from the 2008-2009 school year into fall 2009 NA An evaluation is ongoing or planned for this pre-K initiative This pre-K initiative has been evaluated in the past; in the 2008-2009 school year for child outcomes and an evaluation in the 2009-2010 school year This pre-K initiative has been evaluated in the past; through the TANF Monthly Review, annual DSS Audit, annual Legislative Audit, and Comprehensive Five-Year Longitudinal Study6 NA NA This pre-K initiative has been evaluated in the past; spring 2009 study of program quality23 An evaluation is ongoing or planned for this pre-K initiative; an evaluation of GSRP of child outcomes through first grade27 NA This pre-K initiative has been evaluated in the past; Early Childhood Project Final Evaluation Report in July 2003 An evaluation is ongoing or planned for this pre-K initiative; the early childhood grant program is evaluated annually15 An evaluation is ongoing or planned for this pre-K initiative; an annual and longitudinal evaluation is required by state policy This pre-K initiative has been evaluated in the past; a 2009 study on effectiveness and a 2009 study on classroom quality NA NA An evaluation is ongoing or planned for this pre-K initiative; evaluated for the past 5 years by NIEER using child outcome and classroom observation data NA An evaluation is ongoing or planned for this pre-K initiative; evaluation of classroom quality and child outcomes conducted annually21 This pre-K initiative has been evaluated in the past; quality of the literacy environment and professional development needs in FY08 and FY0918 An evaluation is ongoing or planned for this pre-K initiative NA NA NA NA NA An evaluation is ongoing or planned for this pre-K initiative; on classroom quality, child outcomes in literacy, mathematics, and social and emotional development NA This pre-K initiative has been evaluated in the past An evaluation is ongoing or planned for this pre-K initiative; the Strategic Research Group is currently completing a mandated evaluation, and the Peabody Research Institute at Vanderbilt is conducting a new study beginning in fall 2009 NA NA NA This pre-K initiative has been evaluated in the past This pre-K initiative has been evaluated in the past; in 2003-2004 as part of the SWEEP Study and a longitudinal study in 198820 This pre-K initiative has been evaluated in the past; from 2006-2009 by REL and in 2009 by Marshall University This pre-K initiative has been evaluated in the past as part of the SWEEP study in the 2003-2004 school year NA This pre-K initiative has been evaluated in the past; a 2008-2009 school year evaluation of the fidelity of implementation9 NA
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
215
STATE
MONITORING Was the evaluation of state pre-K mandated by the state?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
No Not reported NA Yes, conducted by NIEER NA Yes, conducted by the state NA No Yes, conducted by the state No No Yes, conducted by the state NA No No NA No Yes, conducted by The Picard Center for Child Development and Lifelong Learning, University of Louisiana at Lafayette Yes, conducted by the state6 NA NA Yes, conducted by an outside organization Yes, conducted by HighScope and NIEER27 NA Yes, conducted by the University of Missouri Yes, conducted by the University of Nebraska Medical Center, Munroe-Myer Institute Yes, conducted by Pacific Research Associate Yes, conducted by NIEER (effectiveness study) and ELIC (quality study) NA NA Yes, conducted by NIEER NA No No No NA NA NA NA No Yes, conducted by NIEER NA Yes, conducted by the state Yes, conducted by Strategic Research Group21 NA NA NA Yes, conducted by the state11 Yes, conducted by Northwest Regional Education Laboratory20 No No NA Yes, conducted by the Center for Urban Progress at Howard University NA
216
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING Required assessment for pre-K
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
LELA, PPVT Not reported COR, Creative Curriculum, Work Sampling or Galileo Plus Environmental Rating Scale, Work Sampling System Desired Results Developmental Profile (DRDP) Work Sampling, COR, and the Creative Curriculum Developmental Continuum15 Any curriculum and assessment that is aligned with the Connecticut Preschool Curriculum and Assessment Frameworks that addresses learning standards and outcomes Creative Curriculum; Other assessments determined locally None Georgia’s Pre-K Child Assessment14 Required assessment instruments are determined locally from a provided list Specific tools are locally determined14 Locally determined research- or evidence-based assessment17 Assessments are locally determined Locally determined assessments; child outcome results sent to state for annual report Districts may choose an assessment tool from the Kentucky Continuous Assessment Guide18 DSC and portfolios or locally determined tool DSC (pre-and post-test measures) portfolio assessments districts may choose additional assessment tools DSC7 Required assessment instruments determined locally None Work Sampling System, COR, Creative Curriculum Developmental Continuum (or the new GOLD) and ASQ (UPK) COR, Creative Curriculum Developmental Continuum and Work Sampling are recommended28 Required assessments are determined locally and must comply with federal Head Start requirements Preschool Exit Observational Assessment Districts may choose from among Creative Curriculum CC.net or Gold, Online COR, or AEPSi PPVT and EOWPVT; PreLAS for English Language Learners who are unable to score a basal on the previous assessments DOE-approved program quality assessment instrument; performance-based assessment; district-needs assessment; early childhood screening assessment at school entry to determine if child needs comprehensive diagnostic assessment Performance-based assessment; district-needs assessment; annual program evaluation Performance-based assessment; district-needs assessment; annual program evaluation New Mexico Early Learning Outcomes Observational Assessment based on the New Mexico PreK Early Learning Outcomes Required assessment instruments are determined locally14 COR, Work Sampling System (Meisels), Creative Curriculum Developmental Continuum, Ages 3-5, Galileo On-line Assessment System, Learning Accomplishment Profile - Third Edition (LAP-3), and Learning Care System (for use with Tutor Time LifeSmart and The Empowered Child Childtime) are recommended GGG, ASQSE19 Determined locally Required assessment instruments determined locally10 Work Sampling System Programs may choose the assessment they use, but for reporting consistency programs report child outcomes using the Work Sampling System Online Required assessment instruments determined locally Work Sampling; Other assessments determined locally Creative Curriculum Developmental Continuum None DIAL3 and Work Sampling None None Work Sampling System or Creative Curriculum Developmental Continuum Work Sampling System or Creative Curriculum Developmental Continuum PALS Pre-K Devereux Early Childhood Assessment (DECA) and one additional assessment21 Creative Curriculum.net12 None Required assessments must comply with federal Head Start requirements None10 Determined locally10
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
217
STATE
MONITORING When are kindergarten programs required to assess learning and development?
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
At kindergarten entry, During the kindergarten year At kindergarten entry Kindergarten programs are not required to assess children’s learning and development At kindergarten entry Kindergarten programs are not required to assess children’s learning and development During the kindergarten year At kindergarten entry Kindergarten programs are not required to assess children’s learning and development At kindergarten entry At kindergarten entry, During the kindergarten year Kindergarten programs are not required to assess children’s learning and development At kindergarten entry, During the kindergarten year At kindergarten entry, During the kindergarten year During the kindergarten year During the kindergarten year During the kindergarten year At kindergarten entry, During the kindergarten year At kindergarten entry At kindergarten entry At kindergarten entry At kindergarten entry Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development During the kindergarten year During the kindergarten year During the kindergarten year At kindergarten entry During the kindergarten year During the kindergarten year At kindergarten entry During the kindergarten year Kindergarten programs are not required to assess children’s learning and development During the kindergarten year During the kindergarten year During the kindergarten year During the kindergarten year Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development At kindergarten entry, During the kindergarten year Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development At kindergarten entry, During the kindergarten year Kindergarten programs are not required to assess children’s learning and development Kindergarten programs are not required to assess children’s learning and development During the kindergarten year Kindergarten programs are not required to assess children’s learning and development
218
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
MONITORING Required kindergarten assessment instruments
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4 Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
DIBELS Alaska Revised Developmental Profile NA21 Qualls Early Learning Inventory NA DIBELS, PALS, or DRA 220 Kindergarten Inventory25 NA ECHOS and Florida Assessment for Instruction in Reading (FAIR-K) Georgia Developed Naturalistic Assessment-Georgia Kindergarten Inventory Developmental Skills14 NA BRI, PAT, DIBELS, PALS or other Department of Education approved assessment15 BRI, PAT, DIBELS, PALS or other Department of Education approved assessment18 Assessments are locally determined Assessments are locally determined Assessments are locally determined Brigance, DSC, DRA, DIBELS, DIAL7 Brigance, DSC, DRA, DIBELS, DIAL Developmental Skills Checklist Determined locally Maryland Model for School Readiness kindergarten assessment (modified Work Sampling System)15 NA24 NA NA NA NA NA Early Learning Assessment System (ELAS) Early Learning Assessment System (ELAS) Early Learning Assessment System (ELAS) DIBELS Assessments are locally determined North Carolina K–2 literacy and math assessment Kindergarten Readiness Assessment Literacy (KRAL) for all students in the first six weeks of school; Children not taking KRAL must take the kindergarten diagnostics in reading and mathematics later in the year Assessments are locally determined18 NA Work Sampling System is strongly encouraged Assessments are locally determined Assessments are locally determined Assessments are locally determined NA NA NA NA Instruments are locally determined15 NA13 NA15 NA12 NA22 Assessments are determined locally NA NA Locally determined (DCPS programs only) NA10
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
219
STATE
FAMILY ENGAGEMENT Family engagement activities required for all programs
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Illinois Iowa Shared Visions Iowa SVPP Kansas At-Risk Kansas Pre-K Pilot Kentucky Louisiana 8(g) Louisiana LA4
Parent/family Workshops, Participating/volunteering in classroom or at school events, Program orientation, Some form of communication is required that may include newsletters, memos, e-mails, formal letters, surveys, and/or professional articles Not reported None22 Determined locally13 Determined locally, Parent advisory committee in an advisory capacity only Parent/family governance or parent advisory committee, Other activities determined locally21 Family literacy activities, Parent/family education classes26 As per federal Head Start performance standards None Newsletters, Program orientation, Family activities to facilitate successful kindergarten transition, Other locally determined activities15 Determined locally Determined locally16 Family night required, content determined locally19 Determined locally8 Determined locally Parents, staff, and other professionals may evaluate program effectiveness in meeting the needs of participating children; Two home visits required each year19 Determined locally8 Parent/family Workshops, Participating/volunteering in classroom or at school events, Parent/family governance or parent advisory committee, Family literacy activities, Newsletters, Parent/family education classes, Program orientation, Parent/family participation in determining program activities/events Parent/family Workshops, Participating/volunteering in classroom or at school events, Family literacy activities, Parent/family education classes, Program orientation, Parent/family participation in determining program activities/events Determined locally17 Parent/family workshops, Participating/volunteering in classroom or at school events, Parent/family governance or parent advisory committee, Parent/family participation in determining program activities/events16 None Parent/family participation on a GSRP Advisory Committee and in the development of the annual Family Involvement Goal As per federal Head Start performance standards Determined locally8 Determined locally Determined locally
Louisiana NSECD Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska Nevada
220
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
STATE
FAMILY ENGAGEMENT Family engagement activities required for all programs
New Jersey Abbott New Jersey ECPA New Jersey ELLI New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania EABG Pennsylvania HSSAP Pennsylvania K4 & SBPK Pennsylvania Pre-K Counts Rhode Island South Carolina 4K South Carolina CDEPP Tennessee Texas Vermont Act 62 Vermont EEI Virginia Washington West Virginia Wisconsin 4K Wisconsin HdSt D.C. PEEP D.C. Charter
Determined locally16 Determined locally16 Parent/family governance or parent advisory committee, Other activities determined locally17 Parent/family workshops, Participating/volunteering in classroom or at school events, Family literacy activities, Newsletters, Program orientation Determined locally15 Determined locally22 Transition plan and activities None As per federal Head Start performance standards None11 As per federal Head Start performance standards None Determined locally11 Determined locally10 Program orientation Participating/volunteering in classroom or at school events, Family literacy activities, Program orientation Participating/volunteering in classroom or at school events, Family surveys, Parent/family education classes, Program orientation, Determined locally: Family consultants, parent skills training None Determined locally, programs are required to provide opportunities for family engagement that may include volunteering, and family literacy or numeracy activities Determined locally16 None Parent/family workshops, Parent/family governance or parent advisory committee, Parent/family participation in determining program activities/events, Other activities are determined locally23 Representation on a local county pre-K team required, Other activities determined locally Determined locally As per federal Head Start performance standards Participating/volunteering in classroom or at school events, Parent/family governance or parent advisory committee, Other activities determined locally11 Determined locally11
Footnotes are grouped by state at the end of Appendix A. All data are for the ‘09-’10 school year, unless otherwise noted.
221
APPENDIX A: STATE SURVEY DATA 2009-2010
(continued)
ALABAMA – First Class: Alabama’s Voluntary Pre-Kindergarten Program 2009-2010
1 2 3 4 5
The state Office of School Readiness has administrative authority over the Voluntary Pre-Kindergarten Program. However, the governor’s office may override decisions. Though 265 children are labeled as special needs, it is unclear how many of them receive special education services. State funds may be used to provide instructional services and IDEA funds may be used to provide additional support for the children as indicated on the child’s IEP. Extended-day services are available but are not required, and they are not funded with state pre-K dollars. Head Start programs may have up to 20 children per classroom with a staff-to-child ratio of 1:10. All other programs have a maximum class size of 18 and a staff-to-child ratio of 1:9, which is preferred for all programs. In addition, breakfast is offered in many programs but is not required. A full physical exam includes nose, throat, heart, circulation, lungs, skin, and allergies. Bilingual non-English classes are permitted in pre-K but are not regulated. For the teachers who do not have BA degrees, they are currently in school working on those degrees. These teachers are granted temporary waivers due to a pre-K teacher shortage in Alabama. The match may include parent fees that are based on a sliding scale. Alabama uses both full-time technical assistants and contract technical assistants to conduct site visits. The number of site visits conducted are dependent on the quality of the program.
6 7 8 9
10 11
ALASKA – Alaska Pilot Prekindergarten Program 2009-2010
1 2 3 4 5 6
One of the 54 school districts only provides high school services. Exact number unknown, but it is estimated at least 10 percent. Services are provided through IDEA for at least some part of the day. Some programs are jointly operated by public schools and Head Start. Programs operate 4 or 5 days a week for a minimum of 14 hours a week. Mirroring federal Head Start guidelines, up to 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. School districts with Head Start programs must follow Head Start regulations. All programs follow state pre-elementary statutes and regulations. Most programs follow Head Start regulations, and home visits are suggested. Teachers must be state certified with a degree in ECE or a related field or specialized training in a related field. An additional $300,000 was used for set-aside funds for intervention districts.
7 8 9 10
ARIZONA – Arizona Early Childhood Block Grant (ECBG) – Prekindergarten Component 2009-2010
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A large number of charter schools are included in possible school districts. Charters may choose to use ECBG funding for preschool, but currently none choose that option. ECBG funding is offered to any district, but their allocations are based on free and reduced-price lunch counts so in some cases allocations are minimal and prevent participation. The program also serves some 5-year-olds with IEPs, although this is rare and the exact number of 5-year-olds served is unknown. ECBG funding may be blended with IDEA, Head Start, or district maintenance and operation funds to serve preschoolers with special education needs. Most ECBG programs operate 4 hours per day, 3-5 days per week. The number of hours is locally determined with a minimum recommended operation of 12 hours per week. Local programs may offer this, but it is not required or reported. This program established eligibility based on income and not on age. It allows LEAs to determine any additional eligibility requirements. If funding is limited, then priority should be given to those who will be entering kindergarten the following year. Exceptions to the age eligibility requirements are determined locally and are rare. A child may remain in a pre-K program for an additional period of time (not funded by ECBG), as determined by his or her IEP. Children pre-K age can be placed in kindergarten if the governing board deems it in the best interest of the child as long as they are 5 by January 1. Programs may use additional factors in determining who is accepted into ECBG programs, but this information is not collected. The requirement is based on state licensing which is 1:15, but guidance from ADE recommends 1:10. Dependent on which accreditation is achieved the ratio limits follow those guidelines at the local level. The state licensing agency requires licensed programs meals be served depending on the length of program and time of day. Children present between 2 and 4 hours must be served at least one snack; if present between 4 and 8 hours, one meal and at least one snack; and if present for 9 or more hours, at least one meal and two snacks. Beginning July 1, 2012, state-funded preschool teachers will be required to have a certification in ECE. Assistant teachers who work in Title I schools are required by NCLB to have an AA degree. Child care licensing requires that all staff including assistant teachers receive at least 12 clock hours of professional development in a year. This will change to 18 hours in the 2010-2011 school year. Most lead teachers who have ECE certification are paid on the public school salary scale, though this is not a requirement. Arizona has a career pathways scholarship program and T.E.A.C.H. Early Childhood Arizona Program. Other supports include professional development opportunities pertinent to pre-K educators, as well as mentoring during monitoring visits. These are approximate figures based on grants tracking as of the end of November. This is an approximate figure based on allocation. The amount of money awarded to ECBG was a non-formula funding block from the state general funds. However, ECBG distributes funding through a formula based on the previous year count of K–3 children eligible for free lunch. For new charter schools, the allocation is based on the current year 40th-day count of K–3 children who are eligible for free lunch. Arizona’s QIRS is beginning implementation, but programs will still need to participate in the entire process for rating. Arizona is looking at aligning accrediting bodies with the QIRS system. There is no formal statewide assessment of children. Classroom teachers assess for learning in an ongoing system. Any other type of assessment is a local decision. Family engagement activities are encouraged as a matter of best practice and a requirement for accreditation, but are not required by law or policy.
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ARKANSAS – Arkansas Better Chance/Arkansas Better Chance for School Success (ABC/ABCSS) 2009-2010
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School districts classified as being in academic distress, appearing on the school improvement list, or where more than 75 percent of fourth graders score below proficient on benchmark exams are required to establish an ABC/ABCSS pre-K program. Agencies with ABC funding (vs. ABCSS) can serve children birth–5. Act 426 of 2009 requires that all ABC children meet specific cut-off dates as the state moves to “roll back” the cut-off dates to August 1st (which will be in place in the 2011-2012 school year). The enactment of this law takes away some of the program’s flexibility to grant waivers for kindergarten-eligible children who may have developmental delays, so the program no longer serves 5-year-olds. Waivers may still be granted for “extreme situations” but this is only in very rare instances. Funds from IDEA Part C and Part B are used in addition to state pre-K. Wrap-around/extended-day services are supported through federal child care subsidy and/or private funds. The remaining 10 percent can be at-risk children from birth–age 5 funded through ABC dollars. A full physical exam is required, following the EPSDT guidelines. As of August 2007, lead teachers in a public school setting are required to have a BA with a P–4 certification. In all other settings, there must be one lead teacher with a BA for every three classrooms. The lead teacher must have a degree in early childhood education, child development, or equivalent. The other two teachers must have a minimum of an AA in early childhood or child development. However, state policy allows staff to be hired who may not meet the minimum qualifications provided they become qualified within two years. Assistant teachers may substitute an AA in early childhood or childhood development for a CDA. Additional state, TANF, and local funds totaling $9,642,500 were allocated to a home-based option and are not included in these totals. Non-required local sources are not tracked. Programs are required to provide a 40 percent match, either cash or in-kind services. The sources of the match are determined locally. The state did not have a QRIS in place for the 2009-2010 school year. The Arkansas Quality Rating Improvement System was released in July 2010. Programs are also monitored two to three times per year by child care licensing staff and staff from the Special Nutrition Program. Programs are required to engage parents in the rules and regulations; however, local programs determine annual activities.
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CALIFORNIA – State Preschool Program 2009-2010
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For the 2009-2010 school year, five state-funded preschool and child care programs merged, now serving children in 56 counties. Children may be served in multiple programs, resulting in duplicate counts. The state does not collect data on the actual location of preschool programs, but does collect data on the setting such as center-based or family child care homes. The part-day program is funded to operate at least 3 hours per day for 175 days per year. The full-day program is funded to operate full time (6.5 or more hours per day), at least 246 days per year. The majority of programs currently operate approximately 10 hours. Transportation is an optional reimbursable expense. CalWORKS cash aid recipients are excluded. Children who are recipients of protective services, and children at risk of being abused, neglected, or exploited may be excluded. For full-day services, a family must continuously meet eligibility and need. However, families can continue to receive services for the part-day program for the remainder of the year regardless of eligibility and need. Although there is no limit to class size, programs typically enroll 24 children in the class. Contractors must provide meals and snacks that meet nutritional requirements specified by the federal CACFP or the National School Lunch Program. Contractors must provide breakfast or lunch if they specified in their original application for services that those meals would be provided. For a three-hour program, licensing regulations only require a snack. For the full-day program there should be one to two meals and two snacks, depending on hours of operation. Health and social services referrals and follow-up to meet family needs is required for all state preschool programs. There is an expectation that contracting agencies will meet the developmental needs of children and thus support English Language Learners through a variety of locally determined efforts, including bilingual or monolingual English classes, professional development, and the provision of other ESL services to children and parents. California’s Early Learning Standards will be implemented and required in the 2010-2011 school year. Preschool Learning Foundations Volume 1 includes the following four domains: Social-Emotional Development, Language and Literacy, English-Language Development, and Mathematics. Volumes 2 and 3 are being developed and will include additional domains. The Child Development Associate Teacher permit is the minimum requirement for the lead teacher in the classroom. The permit requires 12 units in ECE or child development and 50 days of work experience in an instructional capacity. Amounts are unaudited expenditures as of July 27, 2010. California is in the process of developing a quality rating system. Summary information is provided by the contractor on an annual basis.
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COLORADO – Colorado Preschool Program (CPP) 2009-2010
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The Charter School Institute also participates in the Colorado Preschool Program. When allocating slots, priority is given to those school districts not currently participating in the program. Under the early childhood councils, three school districts have waivers to serve children younger than age 3 in CPP. Statute requires children be served in licensed child care centers or preschools. Private agencies also included public non-profits. The number of faith-based centers is unknown. This reflects the number of funded slots in each type of setting. In 2009-2010, the program funded 20,160 slots; 19,496 enrolled, with 664 funded for full-time enrollment. Programs operate the equivalent of 2.5 hours per day for 4 days per week. The program is funded for 5 days per week, although statute requires the children attend 4 days per week or the equivalent, with the fifth day being funded for home visits, teacher planning time, completion of child assessments, or staff training. Programs may extend the hours and days beyond the minimum requirement of 10 hours per week. Statute encourages programs to use additional funding sources to provide wrap-around or extended-day services. Individual district councils determine how these services are supported. Colorado does not have a designated cut-off date for the maximum age a child could be served in preschool. This is locally determined. However, there is a limitation on the number of years a child can be funded in the program. A kindergarten eligibility date is established by the local school board. Children must turn 5 by October 1 in order to be funded, so no school district establishes a cut off date later than October 1. However, school districts may establish dates as early as June 1 for eligibility for kindergarten. Under a waiver approved through the early childhood councils, three districts may fund children younger than age 3 in CPP. Under certain conditions, highly advanced gifted children may be granted early entrance to kindergarten. In some areas of the state where the cost of living is extremely high, district advisory councils have increased the eligibility to 200 or 225 percent FPL.
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Locally determined risk factors that have been selected by district advisory councils include: parent is incarcerated; parent is on active military duty; and developmental delay that raises concerns for school readiness but does not require special education services. Other state specified risk factors include: child is in need of language development, parent or guardian has not successfully completed a high school education, frequent relocation by the child’s family, and poor social skills. Four-year-olds can qualify with one risk factor. Three-year-olds must have three or more risk factors. Meals and nutritious snacks must be served at suitable intervals. Children who are in the program for more than 4 hours per day must be offered a meal that meets at least one-third of their daily nutritional needs. A full physical exam includes a statement of the child’s current health status (for all children over 2 ½ years of age), signed by an approved health care professional who has seen the child within the last 12 months. The statement of health must be submitted within 30 days of admission. Under Results Matter, Colorado’s system for measuring outcomes for children and families, programs are required to implement one of three assessment systems to measure children’s progress during the preschool years: Work Sampling, HighScope Child Observation Record, or the Creative Curriculum Developmental Continuum. Teaching Strategies GOLD will replace the Creative Curriculum Developmental Curriculum in the 2010-2011 school year. The Colorado State Board of Education adopted new Colorado Academic Standards, which include preschool content. Districts are required by statute to adopt standards that meet or exceed the new Colorado Academic Standards by December 2011. Teachers must have college coursework in child development, developmentally appropriate practices, understanding parent partnerships and multicultural education. They also must be supervised by someone with at least a BA in early childhood or child development. In the Colorado School Finance Formula each preschool slot is funded at 0.5 FTE. Not all programs provide the same measures of quality effectiveness data. At minimum, local district advisory council members must monitor each setting serving CPP children two times per year. Some district advisory councils will also require NAEYC accreditation or a Qualistar rating, but this is a local decision. Colorado uses a targeted assistance model that may provide newer programs with multiple site visits per year; all programs receive a visit at least every two years. Most districts provide self-assessment themselves, but they may hire outside monitors. In 2007, the State Board of Education identified and approved three assessments for the annual Colorado Basic Literacy Act outcome measure for grades K–3 from which districts may choose one. The three approved assessments are: DIBELS, PALS, and DRA 2. These are administered as a pre-and post-test in the kindergarten year. LEAs or designated providers must have a written plan that addresses parent involvement. Programs are encouraged to form agreements with families based on the needs and abilities of the family. In order to participate in the program, parent(s) or legal guardian(s) must enter into an agreement about their responsibilities to the educational program that is providing services to their child. Children cannot participate unless such an agreement is made.
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CONNECTICUT – School Readiness 2009-2010
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The 63 communities are indentified as 19 priority school districts (as defined by legislation) and 44 competitive municipalities (those with one or more schools in which 40 percent of more of the children are eligible for free or reduced-price lunch or are one of the communities identified within the 50 lowest wealth ranked towns in the state). The 19 priority school districts are not required to participate, but funds are available to all eligible districts. The 44 competitive municipalities eligible to apply for the grant are not required to participate and funds is awarded on a competitive basis. These figures were collected October 2009 before enrollment had reached capacity. Totals include children enrolled in Care4Kids through the Department of Social Services. Enrollment totals reflect children who are primarily funded by state pre-K dollars. Children can have a secondary source of pre-K dollars. Children receiving special education services are funded by IDEA for the hours indicated on the IEP. The remaining portion of the day can be funded by School Readiness. The enrollment by auspice does not match up with total enrollment information because these numbers are based on capacities in communities per location. Hours vary by program. Full-day programs operate 7 to 10 hours, 50 weeks per year, while school-day programs are 6 hours, 180 days per year, and part-day programs operate 2.5 to 4 hours, 180 to 250 days per year. Extended-day programs provide the hours, days, and weeks to make an existing program, with funding from another source, equivalent to a full-day program. The minimum requirement in legislation is 2.5 hours per day for 450 hours per year. Numbers are contracted capacity slots rather than actual enrollment. Communities may allow a small number of kindergarten-eligible children to remain in the program (up to 5 percent of the total served) if the child has been enrolled in the School Readiness program for one year and if the parent or guardian, School Readiness provider, and the local or regional school district agree that the child is not ready for kindergarten. All families at all income levels can apply for School Readiness spaces in competitive and priority municipalities; however, 60 percent of children enrolled in each town must meet the income guidelines of at or below 75 percent SMI. Exemption from the sliding scale for part-time programs may be available if the School Readiness council establishes a policy. All children remain eligible for the program but the fee is reassessed every 6 months and residency is verified. Parent fees can change mid-year depending on change in income and family size. Children may no longer be eligible for the program if they no longer reside in the town that offers School Readiness or are over age. The School Readiness program encourages a class size of 18. Programs with Department of Public Health licensing are required to serve one snack to children who attend fewer than 5 hours per day and one snack plus one meal to children who attend 5 to 9 hours per day. Children on the premises more than 8 hours per day must be provided one snack and two meals or two snacks and one meal. Either the program or parent can provide food for meals. Public schools are encouraged to follow these requirements. A full physical exam must follow the federal EPSDT guidelines. Health forms are required. It is strongly suggested that programs provide a staff member or volunteer who speaks the child’s home language. There is no requirement specifying how many conferences should be conducted; however, each program must have policies and procedures addressing parent conferences and parent communication. A recent alignment was performed between the preschool standards and K–12 content standards. Preschool grade level expectations were added to the preschool to grade 12 grade level expectations documents. The minimum requirement is a CDA and 12 credits in early childhood education for School Readiness classrooms. It is not mandatory for public schools to apply for or offer the School Readiness program; therefore the public schools only need to follow grant requirements if granted funds. The majority of public schools with School Readiness classrooms have certified teachers present for at least 2.5 hours of the day. By 2015 the minimum requirement for lead teacher will be a BA degree in both public and nonpublic settings. School Readiness staff must have two annual 2-hour professional development sessions addressing early childhood and one annual 2-hour or more professional development session addressing serving children with special needs. Upon hire each staff member must have training in language/literacy and diversity. Most centers are licensed by the Department of Public Health where there are requirements for annual training in medication administration, first aid, and nutrition. Some communities use their quality enhancement dollars to purchase credit-bearing courses. State sources include appropriation for slot dollars, parent fee subsidies, and quality enhancement funds. Non-required local sources include parent fees collected and community contribution toward administrative costs. Individual sites may receive federal CACFP funding but that information is not collected. For priority districts, the funding level is based on previous year’s slot capacity and local requests for proposals addressing ability to increase capacity. The appropriation is set by the state. The state is working on developing a quality rating system, but there are currently no funds to support it. Program officials seek to visit all sites within eight years. Twice a year a snapshot of demographics collected through the Preschool Information System (PKIS).
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The Kindergarten Inventory was developed by the state for kindergarten teachers to use in the first six weeks of school and is based on the skills and knowledge outlined in the Connecticut Curriculum and Assessment Frameworks. Parent involvement, parenting education, and outreach are some of the specified quality components of the School Readiness Program. Grantees are required to monitor programs around these and all other quality components.
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DELAWARE – Early Childhood Assistance Program (ECAP) 2009-2010
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Services for children who have IEPs are funded by state ECAP and IDEA funds. Programs are required to provide a minimum of 3.5 hours of services per day. Programs that operate longer than 3.5 hours per day have blended funding from multiple sources to support the additional portion. Some ECAP programs align with school district schedules. Some programs use state subsidy (Purchase of Care) dollars to extend the program day for children. If a child is determined to be gifted and talented, the child may begin kindergarten at age 4. All children who are 5 years old by August 31 must be enrolled in kindergarten. State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. Income is the only state-specified risk factor. After meeting the income eligibility criteria, programs can set other risk factors to prioritize eligibility. At least one meal and one snack are provided. Some programs may serve two meals depending on the program’s hours of operation. A full physical exam must follow Federal Head Start Performance Standards for physical exams. Effective with the 2010-2011 school year, the state early learning standards will be linked to Teaching Strategies GOLD. Teachers in nonpublic programs must meet Delaware Office of Child Care Licensing requirements of nine college credits in EC, a CDA, or the state-approved courses Training Early Care and Education I and II. The Head Start Reauthorization Act of 2007 requires that by 2011, all lead teachers must have at least an AA; by 2013, 50 percent must have at least a BA. By 2013, all assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. Four of the 5 teachers with a high school diploma are enrolled in AA or BA programs.
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FLORIDA – Voluntary Prekindergarten Program (VPK) 2009-2010
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Each agency was assigned responsibilities that align with the agency’s statutory functions. The three state agencies share responsibility for the implementation of the program. School districts are required to offer the 300-hour VPK program during the summer. Public schools often have federal funding sources to provide services to children with special needs as well as state funding through VPK. In Florida, faith-based centers are a subset of private providers. The two auspices provide separate, unduplicated counts in this publication. Students may move between provider types. In addition, there may be overlap between the school-year and summer program enrollment. Minimum operating hours are 540 hours for the school-year program and 300 hours for the summer program. Providers are allowed to determine their individual calendars in order to meet those requirements. The most common schedule for the school-year program is 3 hours per day, 5 days per week for 180 days. Children participating in the state’s subsidized child care program can receive wrap-around services. Meals and snacks are required for full-day programs. All children participating in programs in licensed child care facilities or public schools must have evidence of vision, hearing, and immunization/general physical health screenings. For public schools programs, referrals for further follow-up are required. During the 2009-2010 legislative session, the Florida Department of Education was given the authority to provide waivers from performance requirements for specific populations, which include children with disabilities and ELL. The waiver is based on the percentage of the program that falls into one of these categories. Teachers in the summer programs must have a BA in early childhood, primary or preschool education, family and consumer science, or elementary education. Teachers in the school-year program must have a CDA or equivalent and have completed a Department of Education course on emergent literacy. Assistant teachers do not have to meet any degree requirements, but must complete a 40-hour training for licensed child care providers. Child care personnel with state credentials must earn 4.5 CEUs every five years. Lead teachers with a CDA are required to have 10 clock hours of professional development per year, and lead teachers with a BA and certification are required to have 120 clock hours of professional development every 5 years. The Legislature determines a Base Student Allocation based on anticipated enrollment. The Florida Kindergarten Readiness Screener is administered to all children in kindergarten by the Department of Education. The results of children participating in the VPK program are compared to those who have not participated in the program. Florida’s VPK program is reviewed annually as part of the legislative appropriation process. The most recent evaluation of the program was conducted by the Office of Program Policy Analysis and Government Accountability in June of 2008.
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GEORGIA – Georgia’s Pre-K Program 2009-2010
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Nineteen out of 182 school districts are not participating, but private providers located within those school systems offer the program, making it available to children in all of Georgia’s counties. The exact number of 5-year-olds who are eligible for kindergarten is unknown, but they are included in the enrollment total. Five-year-olds can participate in the program if they did not previously attend a Georgia’s Pre-K Program or if there are special circumstances. Students enrolled in Georgia’s Pre-K Program are fully funded by Bright from the Start and IDEA. Georgia’s Pre-K Program does not distinguish between Head Start and faith-based centers in the enrollment count; mostly, they would both be considered private. Child Care Development Funds or Head Start funds may be used for wrap-around or extended-day services. Only children whose birthdates are from September 2, 2004, through September 1, 2005, were eligible for participation in the 2009-2010 school year. Children who were age 5 on or before September 1, 2009, and had not attended pre-K as 4-year-olds were able to enroll. Bright from the Start reviews requests for children to repeat pre-K on a case-by-case basis. All requests should include reasons the student would be better served in pre-K than in kindergarten, among other documentation. Programs choosing not to accept children who are age 5 should have a written policy supporting their decision. All programs are required to serve lunch, but if a program participates in the Child and Adult Food Care Program (CACFP), they will be required to also serve a snack. Blended Pre-K Program/Head Start classrooms are required to have developmental screenings as well. All Georgia’s Pre-K programs are required to ask parents if their child has received his/her developmental health screening and provide a referral and appropriate follow-up to those children who have not. Children who are eligible for Medicaid or PeachCare, Georgia’s State Children’s Health Insurance Program (SCHIP), are required to have a 4-year-old developmental screening. For the 2009-2010 school year, there were several dual-language programs. Additionally, there was a pilot program offering multiple languages in a select number of pre-K classes, which will expanded for the 2010-2011 school year. Social service referrals are recommended for any child and/or family who may need additional services, and are required for any child meeting applicable income level requirements. The standards for Georgia’s Pre-K program are aligned to the Georgia Performance Standards for Kindergarten. The state currently has contracted with an outside organization to conduct an in-depth alignment analysis of all Georgia learning standards birth through third grade. There will be revisions based on the results from the analysis. Standards are expected to be revised in September 2011.
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Beginning with the 2010-2011 school year, all lead teachers will be required to have a minimum of a BA in ECE in both public and nonpublic settings. There will be a waiver process to help the 13 percent of teachers at the AA level make this transition. Georgia’s Pre-K Child Assessment is modified from Work Sampling System and is used statewide. In the 2009-2010 school year, the majority of classrooms used the pencil/paper version, though 8,000 children used the online version. For the 2010-2011 school year, the online version will be used for approximately 21,000 children. Georgia’s Department of Education developed a specific instrument for kindergarten assessment (GKIDS), which is similar to Work Sampling System. Programs with classrooms that serve populations where more than 50 percent of the children are eligible for means tested benefits such as free or reduced-price lunch may apply for a resource coordination grant, which offers additional services to families as they prepare their child for transition to kindergarten.
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ILLINOIS – Preschool for All 2009-2010
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Children from all counties participate; however, funding does not provide services for all children whose parents want them to attend. A full school day is permissible. Most programs operate 2.5 hours per day, but 13 percent of programs operate 21 to 26 hours per week, funded fully by state pre-K money. School districts may enroll children in kindergarten before they are age 5 based on local policy. Kindergarten-aged children with IEPs reflecting preschool placement may remain in the program. While at-risk children from lower income households are the first priority, children from lower middle-income families may be served if state funding allows. There is not a predetermined risk factor cut-off, but children are eligible based on multiple risk factors, and priority is given to children with the greatest risk as indicated by the number and severity of factors. Additional state funds include $40,894,079 for 0–3 programs and $6,073,276 for infrastructure. The state does not collect data on federal and local funds.
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IOWA – Shared Visions 2009-2010
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In addition, 34 classrooms are offered by 13 of Iowa’s 18 Head Start grantees and 12 are offered in child care centers. Enrollment breakdowns by auspice and operating schedule reflect the cumulative total of children served during the year. These numbers are obtained from a different data collection system from the enrollment by age. In the 2009-2010 school year, Shared Visions programs blended with SVPP and Head Start programs to increase hours in order to meet the needs of children and families. Programs met an average of 6 hours per day, 4 days per week for 184 days per year. State pre-K funds may be used to provide a full day to children if the program adds at least 10 hours of instruction by an early childhood endorsed teacher and the program meets NAEYC standards. Some of the grants are for 3- and 4-year-olds, some are for 3- to 5-year-olds, and some are for 4-year-olds only. All the grants are categorical funding so the minimum and maximum age depends on the funding source. Only 20 percent of the children may qualify based on secondary risk factors. Applicants for Shared Visions funding are required through their grant applications to address meals and meet the requirements of NAEYC accreditation. Meals are dependent on the hours of operation but are required by NAEYC criteria. The components of the full physical exam are determined by the physician, though it usually covers the reported components as well as medications and allergies. Dental screenings are required at kindergarten entry and are generally provided in preschool. Lead teachers in nonpublic settings follow NAEYC standards, which require a minimum of a CDA. Nonpublic settings follow NAEYC accreditation requirements that 50 percent of assistant teachers must have a CDA or be working toward a CDA. Certified teachers employed in school district programs must renew their licenses every five years, including six credit hours of training. Head Start grantees must follow federal Head Start requirements of 15 hours of professional development per year. There is no specific requirement for the amount of in-service training for the remaining grantees, although the year-end report indicates all lead teachers have 30 hours of staff development. The QRIS was voluntary when conducted at the beginning of program implementation. Year-end reports are reviewed to track progress towards the grant outcomes and budget reports. Also, grantees are monitored on how they are performing relative to NAEYC standards and whether they have met new standards. Safety records and classrooms records are checked by NAEYC. Immunization records are reported to state in the year-end report. In the spring of 2010 GOLD training will be provided for all grantees and this will become the expectation. All kindergarteners are assessed within the first six weeks of the school year and the results are reported to the state. Kindergarteners are also required to be assessed during the school year with results reported to parents. Activities may include family participation, family night, and classes for parents.
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IOWA – Statewide Voluntary Preschool Program (SVPP) 2009-2010
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In the 2010-2011 school year, 325 of Iowa’s 359 school districts will participate. For the 2009-2010 school year, funds were available on a competitive basis for new districts. Previously awarded districts were in the preschool funding formula and did not have to re-compete to continue their program. While 13,666 4-year-olds generated preschool funding, additional students were served using other funding sources. Two hundred and sixty-seven 3-year-olds were served, including one on a support-only IEP as well as 15 who generated special education weighted funding. The program also enrolled 410 5-year-olds on support-only IEPs and five 5-year-olds on instructional IEPs. If a child has a support-only IEP (e.g., speech, occupational or physical therapy), they generate the Preschool Foundation Aid and are included in the enrollment count. If they have an instructional IEP, they do not generate this aid, but they generate funds from other sources and are not included in the enrollment count. However, they may be enrolled in SVPP. State and federal special education funds are used to support special instruction. Programs operate a minimum of 10 hours per week. Some districts blend funding sources and work with collaborative partners to provide at least 12 hours per week. Programs operate at least 3 days per week and most operate 4 days. Districts collaborate with community-based early childhood providers to provide the preschool program. For example, the district may have an agreement with the Head Start grantee and, through braided funding, provide wrap-around or extended-day services. Children age 4 generate the preschool funding formula, which is 60 percent of the school funding formula. Children ages 3 and 5 may participate if space and funding are available, they but do not generate .6 funding. Five-year-olds may generate 1.0 for the school funding formula. Children who are Iowa residents and 4 years old may enroll in any district offering SVPP. Classrooms predominantly serve 4-year-olds. However, 3-year-olds can be served in the program with a maximum class size of 18 and a required staff-to-child ratio of 1:9. Programs are required to offer a snack. A meal must be provided if the program is longer than 10 hours per week. The majority of the programs provide lunch or breakfast to children who qualify for free and reduced-price meals. The components of the full physical exam are determined by the physician, though it usually covers the reported components as well as medications and allergies. Families may waive these services. Dental screenings are required due to the program standards of NAEYC, Head Start, and Quality Preschool Program Standards.
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Assistant teachers should have a CDA or paraeducator certificate, which requires 90 hours of generalized education courses plus 45 hours of ECE-specific training. Assistants may be hired with only a high school diploma and must immediately enroll in a CDA program, but there is no timeline to obtain the CDA. NAEYC annual reports and on-site monitoring look for evidence that 50 percent of assistant teachers have a CDA. Staff development is required but no minimum hours are specified. This amount is based on $303,000 allocated for state staff as well as the child count from fall 2008. For the state aid formula, each student is weighted 60 percent of the state per-pupil cost. The QRIS was voluntary when conducted at the beginning of program implementation. Most districts use Creative Curriculum Developmental Continuum or High Scope Child Observation Record. All kindergarteners are assessed within the first six weeks of the school year and the results are reported to the state. Kindergarteners are also required to be assessed during the school year with results reported to parents. Other activities are determined locally and may include advisory committees, orientations, workshops, etc.
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KANSAS – At-Risk Four-Year-Old Children Preschool Program 2009-2010
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Programs are required to provide 465 hours per year of instructional time. Length of school day and days per week are determined locally. Most programs operate 3 hours per day, 5 days per week, though some choose to operate 4 days per week for more hours. Some programs can extend their half-day program to a full-day program through collaboration with the Pre-K Pilot Program. Eligibility for free lunch (130 percent FPL) is one of eight eligibility criteria. Children must meet at least one of the eight risk factors noted in this report. A full physical exam is required, though components are determined locally. School districts receive 50 percent of the Base Student Aid per pupil. If applicable, they also receive weighting for transportation, serving at-risk population in the 2009-2010 school year, low/high enrollment, and/or local option budget. Public schools may contract with other agencies. These agencies may include Educational Service Units to provide professional development, teaching assistants, training, and coordination of programs among other forms of support. Data from 2006 to 2009 were collected on the program and a three-year report is in development. Programs must describe in their grant applications how parents and families are involved in the learning and educational experiences of their young children.
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KANSAS – Pre-K Pilot Program 2009-2010
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The Pre-K Pilot Program is offered in 14 counties, but not all districts in each county offered the program this year. The pilot program does include some children in the At-Risk Four-Year-Old Program in some districts. Twelve sites participated in the 2009-2010 school year. Programs are not required to provide a completely unduplicated number. Programs are funded based upon a budget, not slots. The number of children may include those also enrolled in Head Start, the At-Risk Four-Year-Old Program, or other pre-K programs. Approximately 50 percent of the spaces are in public schools and 50 percent are in existing child care and Head Start programs (including faith-based programs). Programs must provide 465 hours per year of education. The actual schedule is determined at the local level with most programs operating approximately 3 hours per day, 5 days per week. Pre-K Pilot funds are used to provide a half-day of instruction, which may be used to extend the day of a child in another supported program. If a community chooses to use their existing At-Risk Four-Year-Old Program as a Pre-K Pilot classroom, they must either add an additional 465 hours over the year to the pre-K experience or use the additional funding to improve the existing program. If a community chooses to use a Head Start classroom as a Pre-K Pilot classroom, they must add an additional 3 hours to the Head Start experience. Fifty percent of children must meet one of the risk factors, which include eligibility for free or reduced-price lunch. Other risk factors include single parent families, referrals of at-risk 4-year-olds from early childhood programs, developmentally or academically delayed based on assessments, and social rehabilitation services referral. Eligibility for the other 50 percent of children is based on the local program’s discretion. All sites have different models so the actual components are locally determined. A physical exam is required, though components are locally determined. Lead teachers in nonpublic settings must have an AA in ECE or a closely related field and must have a plan to get a BA within five years of becoming a state pre-K site. Assistant teachers must hold a minimum of a CDA or equivalent status as a highly qualified paraprofessional. Every four classrooms must have a family services worker who provides referrals and additional supports to families as needed. This professional must hold a Masters of Social Work or a minimum of a BA in social work or a closely related field with five years of closely related experience. Teachers and assistant teachers receive compensation and benefits equivalent to similarly qualified teachers in public schools. The amount of local funds, including tuition, grants, and blended funding, is unknown. Grants are awarded to school districts and non-profit community partnerships or community agencies on behalf of a coalition of service providers. Seventy percent of members of the partnership must include representations from: mental health centers, private child care providers, cooperative extensions, Head Start, Social and Rehabilitation Services, schools, the health department, the faith-based community, businesses, family representatives, community colleges or universities, libraries, government, child care resources and referral agencies, interagency coordinating councils, other nonprofit organizations, or foundations. Previously, this program required that all classrooms receive a Kansas Quality Rating System (QRS) assessment and receive at least three stars to obtain funding. However, there was no funding in the 2009-2010 budget for these annual assessments. Previously, all classrooms were observed using the CLASS instrument and teachers were asked to complete the Kansas Educational Leadership Initiative (KELI-4) child assessment for some children. However, funds were not available for these instruments in the 2009-2010 school year.
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KENTUCKY – Kentucky Preschool Program 2009-2010
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In one of the 174 districts, Head Start provides all state prekindergarten services. The total enrollment number includes a supplemental count of 1,295 3-year-olds who received special education services after reaching their third birthday after December 1. If 5-year-olds are in the preschool program, they are counted as primary students. Some children may have been 2 years old when they enrolled, but they were 3 by October 1. The state does not track these children. Some children receive special education services but are not enrolled in the preschool program. They are served in itinerant (such as home visiting or the children are brought to school for services), Head Start, or community child care settings. They include 634 3-year-olds and 1,027 4-year-olds. Funding sources include IDEA part B special education, state pre-K, and Head Start. Some children were served in Head Start settings and in private agencies. The number of children served in each setting is unknown. The operating schedule is locally determined provided it meets the minimum requirements of a half day. The majority of sessions are between 3 and 3.5 hours per day. Standard program operation is 4 to 5 days per week. Any deviation from this standard must be approved by the Kentucky Board of Education. Children with a diagnosed disability and IEP are eligible to attend preschool at 3 years old. At-risk preschool children must be 4 years old on or before October 1. If an Admissions and Release Committee determines that kindergarten is not appropriate to carry out a child’s IEP, the committee considers alternative settings, including preschool. Preschool regulations do not allow a child to be retained in the pre-K program unless they have profound disabilities, in which case they are funded with kindergarten dollars to remain in pre-K.
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Four-year-old children whose family income is up to 150 percent of FPL are eligible to attend the preschool program. Also, children who have an identified disability may enroll on their 3rd birthday or whenever they are identified. Districts have some discretion in admitting non-eligible 3- and 4-year-olds if space is available. If a district decides to enroll children who do not meet the income requirements, tuition may be charged using a sliding payment scale. Teachers hired as lead teachers before the 2004-2005 school year can hold a CDA or an AA in child development. These teachers are allowed to remain in their current positions but may not transfer to other districts. All lead teachers hired beginning fall 2004 were required to hold the IECE (Interdisciplinary Early Childhood Education) certificate. The salary scale for teachers in Head Start blended programs depends upon who is the grantee. If the Head Start is the holder of the grant, the teachers will be paid on the Head Start scale. If a blended program has the school district as the grantee, then the teacher will be paid on the single salary schedule for the district. State preschool program funding is in the state budget each biennium. Preschool allocations are determined based on the number of children from the previous year, the number of at-risk children, and by using three levels of disabilities. The state has a QRS for child care in which the state-funded preschool program does not participate, with the exception of contracted child care sites. Sites are required to achieve a minimum of three stars to be approved as a contracted site. During the 2009-2010 school year, the state piloted a monitoring program with seven districts. The state plans to expand its monitoring system statewide during the 2011-2012 school year. Site visits that include the ECERS-R will be conducted on a five-year rotation system as well as site visits of selected programs (at-risk, high performing, and randomly selected). The Kentucky Continuous Assessment Guide includes AEPS, Brigance Inventory of Early Development-II, Carolina Curriculum for Preschoolers with Special Needs, Creative Curriculum for Preschool, Preschool Child Observation Record, Early Learning Accomplishment Profile, Hawaii Early Learning Profile, The Ounce Scale, and Work Sampling System. Districts communicate with parents through newsletters, parent-child activity packets, workshops, and the Kentucky Early Childhood Standards Parent Guide Training. The Kentucky Department of Education has a Family Resource/Youth Service Center (FRYSC) liaison. Most of the school districts have an active FRYSC.
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LOUISIANA – 8(g) Student Enhancement Block Grant Program 2009-2010
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Most districts operate 5 days per week. The state does not set specific income eligibility but stipulates that priority be given to children from low-income families. Districts that do not provide universal access are expected to use screening in the selection process. Beyond that, eligibility is locally determined by individual child or family characteristics. Assistant teachers must possess a high school diploma or equivalent, have experience caring for a group of preschool age children, possess proficient oral and written communication skills, and meet all other district requirements for employment. Locals blend and braid 8(g) funds with other state and federal funding to provide programs. An attempt is made to collect information from local programs on the total funding from each source, but this information could not be verified. The board allocated $17,200,000 for the FY 2009-2010 8(g) Student Enhancement Block Grant Program. Of that amount, approximately, $15,178,133 was available to public systems to provide pre-K programs for at-risk 4-year-olds. Public systems targeted a total of $13,679,635 of their available allocations to provide pre-K programs. The 8(g) Student Enhancement Block Grant allocation for each public school district was calculated using a $75,000 base with a per-pupil amount of $15.50. Independent evaluators contracted by the state board make site visits, interview project administrators, and complete the necessary data collection. Evaluators then rate each program in the areas of design, personnel, participants, activities, evaluation, purpose, objectives, and timelines of implementation. Programs also receive on-site audits by the State Board’s compliance officers at the end of their funding cycles, including a review of both fiscal and programmatic procedures. Programs are required to use the Developmental Skills Checklist for assessing students in the fall and spring. Programs use DIBELS and DRA during the year. The DIAL and Brigance are two of the options they can use to screen students for admittance to the program. A program must include family early intervention strategies such as home visits, group meetings, and school-based parent resource centers.
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LOUISIANA – Cecil J. Picard LA4 Early Childhood Program 2009-2010
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Within the Louisiana Department of Education, the Preschool Section’s Literacy and Numeracy Initiative has administrative authority over the program. In addition to the 65 school districts, 15 charter schools participated in the 2009-2010 school year. Total enrollment does not include 513 tuition-paying students or an additional 1,927 students served in LA4 classes through braided funding sources. If the student qualifies for free or reduced-price meals, they are counted in the enrollment and state pre-K funds pay for that student while special education pays for related supports and services. If the student does not qualify for free or reduced-price meals, then special education funds pay for both placement and services. In addition to the minimum of 6 hours of instruction, school systems may also offer 4 hours of before- and after-school enrichment programs. If a child is evaluated as gifted, he or she may enter kindergarten early. The state provides funding for students eligible for free or reduced-price meals. Families that do not meet this income eligibility may be charged tuition by the local district. All children in the district are eligible to attend. For LA4 programs housed in child care and Head Start centers, teachers must meet same qualifications as those in public school settings. A teacher with an elementary certification may be employed while working toward an approved early childhood certification within a maximum of three years. Approximately 40 percent of lead teachers also have a MA. All teacher assistants must pass the Para Pro exam or equivalent and meet any other requirements determined by the local district. Public school salary scales apply to teachers who work in public school settings as well as those working in child care or Head Start settings where the teacher is an employee of the school system. This state spending allocation also includes fund to supplement the before- and after-school enrichment programs. In the 2009-2010 school year, centers had to have a four-star rating and be working toward a five-star rating, the highest rating. The 2008-2009 evaluation included child outcomes, demographic data, ECERS-R data, retention rates, referral rates to special education, and other information needed for longitudinal research of the program and its benefits. The 2009-2010 evaluation will be available in the fall of 2010.
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LOUISIANA – Nonpublic Schools Early Childhood Development Program (NSECD) 2009-2010
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The NSECD Program partners with nonpublic schools such as private, parochial, and charter schools and licensed Class A child care learning centers. Incumbent or new NSECD teachers must be certified in early childhood or working towards certification. Those who are not already state certified must have passed Praxis I and taken all prerequisites to enroll in a pre-K–third grade or early interventionist alternate certification program. They must continually be enrolled and complete certification within three years of their hire date. Current assistant teachers without a CDA must be enrolled in a CDA program and stay enrolled until completion of the program. All NSECD teachers and aides are required to complete the NSECD foundation/curriculum development online training and attend a mandatory three-day regional training workshop (at the beginning of the school year) in addition to completing 18 clock hours. NSECD child care centers are required to be NAEYC accredited or in the process of phase-three accreditation. The NSECD Program has not adopted the state’s rating system.
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The TANF funding is legislatively approved annually and receives a legislative audit. In a Memorandum of Understanding with the Louisiana Department of Social Services, the NSECD Program is also evaluated for performance indicators. The Comprehensive Five-Year Longitudinal Study will evaluate student performance from pre-K to third grade LEAP state exams. Students’ performance on pre- and post-DSC are correlated to factors and issues related to the end-of-year report. NSECD students are tested using the same Developing Skills Checklist pre- and post-testing methodology that is used for public pre-K and assessed by the same third party using the same statistical methodology and scrutiny.
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MAINE – Public Preschool Program 2009-2010
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There are a total of 543 schools labeled as elementary schools, but the 134 schools serving grades five through eight only are not included in the total count of 409. Once a school has an approved pre-K program, it is funded through the school funding formula as with any other elementary school grade. All children were reported under the Public Preschool Program category. There were some who were age eligible for kindergarten but placed in pre-K for a more developmentally appropriate program. The breakdown of this number is not available. Since the cut-off date is 4 years old by October 15, some children are 3 years old when they initially enroll. State pre-K funds provide an inclusive classroom setting while IDEA funds support special services needed within that setting. Of the 162 approved programs, 67 were in a partnership model with either Head Start or a community child care program. Many of the Head Start partnerships are located within a public school building as a preference of location. Some child care programs provide public pre-K embedded within the community full-day program, while others provide the program within the public school building. Schools receive a full per-pupil subsidy as long as they operate a minimum of 10 hours per week. Many schools operate four half days with the fifth used for home visits and teacher planning. Some operate 5 days per week as a full school-day program. It is a local district decision as to whether a district will continue to serve children who are not age eligible in a public preschool program. If a child attended kindergarten in another state with a different age eligibility requirement, this will be honored. Some districts without universal capacity have a first come/first serve, lottery, or targeted program. In addition, districts in partnership with Head Start programs may have eligibility requirements for a certain ratio of enrolled children. The program approval process encourages districts to follow either NAEYC criteria for classroom size or NIEER’s quality benchmarks for maximum class size. The majority of programs in Maine operate with a certified teacher and a teacher assistant for an average ratio of eight to 10 students for every staff member. Most programs offer a snack, and many offer breakfast and/or lunch, depending on the length of day. Those partnering with Head Start meet CACFP and Head Start meal and nutrition requirements. Schools that provide meals must meet USDA School Breakfast/Lunch Guidelines. Assistant teachers must have DOE-issued Educational Technician II Authorization, which requires at least 60 college credits “of approved study in an educationally related field” and in-service of three credit hours per 5 years. If a district employs teachers, they must be paid on the public school salary scale, wherever the program is located. If a community program employs teachers, they are not required to be paid on the public school salary scale wherever program is located. Children who are 4 years old by October 15 and in a program a minimum of 10 hours a week receive a full per-pupil subsidy based on Maine’s Essential Programs and Services school funding formula. Schools are required to provide a local match to draw down their per-pupil state subsidy. This is specified in the school funding formula. A community program must hold a quality certificate from the Department of Health and Human Services in order for a school district to partner or subcontract with it. This certificate is achieved by being at the top star level of the QRS. All public schools must have a comprehensive educational plan which includes ways to monitor effectiveness of programs. However, the state does not have a formal monitoring system specific to public pre-K and the monitoring process is determined at the local level. If the program is partnered with Head Start, it must meet Head Start requirements for family engagement. The program approval process asks for information about type of planned family engagement activities.
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MARYLAND – Prekindergarten Program 2009-2010
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Local districts may contract pre-K to qualified vendors (accredited centers or nonpublic nursery schools). Enrollment for the 2009-2010 school year includes only 4-year-olds enrolled in state-funded pre-K, including those enrolled in Judy Centers. Funding cannot be blended but can be coordinated. Preschool special education funds are considered dedicated funds and must be spent for preschool children with disabilities. In the 2009-2010 school year, 52 percent of all prekindergartners were in school day and 48 percent were in half-day programs. The state does not fund child care except through child care subsidy for eligible children. Transportation to wrap-around, extended-day services is provided by full-day state pre-K programs. State funds can be used to extend the program to a full day but not for wrap-around services. Local boards of education have established regulations for early admission to kindergarten. They may grant waivers on a case-by-case basis. Any remaining vacancies are filled by enrolling 4-year-old applicants who are not from low-income families but who exhibit a lack of readiness in identified domains. Eligibility can be determined by using other state-specified risk factors. A “body system head to toe” full physical exam is required, which is a comprehensive physical exam. In pre-K, a certificate is required proving that a blood test for lead has been done. Vision and health screenings and referrals are the responsibility of the school health services program in conjunction with the health department under Title I, which applies to all children. Head Start requirements are more stringent. All pre-K programs are required to adopt or align local school system curricula with Maryland content standards, indicators, and objectives for pre-K that are identified in the Maryland Model for School Readiness Framework & Standards for pre-K / State Curriculum for pre-K. Paraprofessionals in Title I schools must also have completed two years of college, hold an AA degree, or have a qualifying score of 455 on the Para Pro assessment administered by ETS. Some in-service requirements may be imposed locally. Pre-K program teachers receive Maryland Model for School Readiness training aligned with Maryland Teachers Professional Development Standards. In addition, teachers must meet highly qualified teacher requirements under NCLB. Local school systems provide professional development for classroom assistants. Scholarship programs are available through the Maryland Higher Education Community. Mentors and literacy coaches are supplied by local school systems. State aid accounts for foundation and compensatory funds. Foundation funds account for all mandatory state aid divided by the total enrollment for K–12. Compensatory funds account for weight associated with low-income, English Language Learners, and special education students. Local school systems must provide services for all eligible 4-year-olds using state and/or local funds. As of the 2007-2008 school year, there is no dedicated prekindergarten funding. A quality rating system is in development and will go into effect in winter 2011. A prekindergarten assessment was proposed in the business plan for preschool for all and presented to the governor’s office in December 2009. The prekindergarten assessment has not been put into place due to a lack of funding for the expansion of prekindergarten. Family engagement activities are only required in Title I schools.
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MASSACHUSETTS – Universal Pre-Kindergarten (UPK) and Grant 391 Program 2009-2010
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Grant 391 funds go to the school districts and then funding can be used at the schools/programs as decided by the district. The 391 program is also offered in one agency that runs center-based programs. UPK is at a school/site level. UPK is awarded on a competitive basis. Funds for Grant 391 are not competitive, with the funding given to programs who apply based on a funding formula. There were 9,831 children in UPK and 3,637 children in Grant 391. UPK and Grant 391 funds may be used for comprehensive services or teacher salaries but cannot be used for services in a child’s IEP plan, and services should benefit the entire classroom. The majority of Grant 391 children are located in public schools. Hours and operating schedule vary by type of program and setting. Programs providing care to children with financial assistance must operate based on the requirements determined in their contract or voucher agreement. Programs can operate either a school-year or full-year schedule. UPK programs are required to offer or provide access to full-day, full-year services. For Grant 391, grantees follow the public school calendar, which is determined locally. For UPK, full day is 10 or more hours, school day is 5 to 10 hours, and half day is fewer than 5 hours. Children must be in the classroom by the renewal date of the grant. The state does not have a cut-off date. Children are no longer eligible for pre-K when they are eligible to enter kindergarten in the city/town in which they live. Districts determine kindergarten age eligibility, and the UPK funding formula is based on the number of children who are not yet eligible for kindergarten. A child with special needs could remain in the preschool program, but they would no longer be counted in the UPK formula. Any child may enroll in any program, but programs are selected to receive UPK funding based on program characteristics and on the characteristics of the children in the program. The income requirement applies to all children in UPK receiving subsidy money. Tuition paying families do not have an income requirement. There is no income requirement for Grant 391. It is determined by UPK if a child is part of the financial assistance system, and the sliding fee scale for parent co-pay is determined by income. Any program receiving subsidy money may use the Massachusetts sliding fee scale. If the program does not receive subsidy money, they may use their own scale. Programs operating fewer than 4 hours per day must provide snacks. Programs operating between 4 and 9 hours must provide a regularly scheduled meal in addition to a snack. Programs operating more than 9 hours must provide two meals and two snacks. Parents or providers may provide snacks. For UPK, the program must design and implement a nutrition program that meets the USDA guidelines. Programs are not required to provide screenings directly. However, all LEAs are required to provide screening and referrals under “child find,” and screenings and referrals are available to children in non-LEAs through services in public schools. Health screenings are not specified. Comprehensive services are not required by UPK programs; however, funding may be used for comprehensive services that benefit the entire classroom. All teachers must have an early childhood certification. Public school teachers must have a pre-K–grade 2 certification. Nonpublic school teachers must be certified by the Department of Early Education and Care. Lead teachers must be either be 21 years old or have a HSD and must complete a three-credit college course in child growth and development. Total spending for Grant 391 was $12,898,221 and $39,564,596 for UPK. UPK program classrooms receive $500 for each tuition-paying child in the classroom. An additional $2,000 is given for each child receiving the financial assistance of a voucher or contract. EEC is currently piloting a Quality Rating and Improvement System. Full implementation is scheduled to occur in January 2011 based on funding. For programs funded through the UPK programs, EEC directly collects information on staff qualifications, child information, child assessment, program curriculum, etc. All EEC-funded programs are subject to periodic financial reviews and all licensed programs receive site visits by EEC staff to verify health and safety standards are met. In spring of 2009, EEC contracted with a vendor to conduct a study of program quality in UPK and non-UPK programs statewide. The evaluators used the CLASS tool and found that across the board the quality of instructional support in programs was low. EEC has used this information to tailor child assessment policy to program practice and individualization of instruction for children. Programs that receive a full-day kindergarten grant are required to assess children’s learning and development. All kindergarten programs are required to provide progress reports; however, programs are not instructed on how the progress reports must be completed.
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MICHIGAN – Great Start Readiness Program (GSRP) 2009-2010
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In addition, 33 agencies and one independent school district also competed successfully for grants. In the 2009-2010 school year, there was a legislative allowance for the repurposing of GSRP funds to fill shortfalls as a result of K–12 per-pupil reductions. Fifty-one of the reported school districts repurposed some portion of funds; another 10 districts repurposed 100 percent of funds and are not included in this report. This is the number of children that was planned to be served in center-based pre-K programs rather than the number of slots. Children served in the full-day programs using two half-day slots are only counted once in the enrollment. In addition, 234 children are served in a home-based option. Special education children are also enrolled in separate classrooms, but those children are not counted in the total enrollment count. Some children enrolled in GSRP are also receiving additional services paid for through ECSE funds. Grantees may choose part-day, alternate-day, or school-day classroom options, or a home-based (home visiting + cluster meetings) model. Part-day, alternate-day, and home-based models are reimbursed at one slot per child ($3,400). School-day classroom programs are reimbursed at two slots per child ($6,800). The minimum is 4 days per week, except for the all-day/alternate-day classroom model of 2 days per week, which is reimbursed the same as the part-day model. If there is a new grantee, it is allowable to operate only for 20 weeks during its first year. Subsequent years must be 30 weeks per year. All of these options are available if programs can afford them or work out agreements with other funding sources. Parents may pay tuition for extended time. Districts may enroll children in kindergarten who are not yet 5 by December 1, but the state does not forward any funding for them, so this rarely occurs. Per the School Aid Act, more than 50 percent of the children in each grantee’s enrollment must meet the income requirement. The State Board of Education adopted a new requirement in May 2009 that more than 75 percent meet low or extremely low income. The Michigan State Board of Education adopted a revised risk factors document in May 2009. There are now eight factors that determine eligibility: extremely low family income (below 200 percent of FPL), low family income (between 200 and 300 percent of FPL), diagnosed disability or identified developmental delay, severe and challenging behavior, primary language other than English, parent/s with low educational attainment, abuse/neglect of child or parent, and environmental risk. A state determined prioritization process was adopted along with the revised risk factors, allowing extremely low family income to automatically qualify a child, then low family income plus two risk factors, then low family income plus one risk factor, then family income above 300 percent of FPL plus two risk factors with a cap of 25 percent of the total slots that can fall under this level. Part-day programs provide a snack, and full-day programs provide one meal and two snacks or two meals and one snack. Part-day programs are encouraged to offer a meal and extend the minimum time to 3 hours, which is aligned with kindergarten for transportation. Programs must assure that children have health screenings, although they are often provided by the local health department. All programs must make appropriate referrals. The physical exam for licensing typically includes height/weight or BMI, blood pressure, and immunizations. Program policies and procedures are required to promote, support, and respect the home language, culture, and family composition of each child. The state encourages the hiring of at least some staff who speak the dominant languages of the community and provides translators for parents. All staff are expected to learn key words from each child’s home language.
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Programs are required to assess children’s progress using instruments that address the standards. All public school teachers must have BAs and elementary teaching certification with an early childhood endorsement. If training is incomplete, they may be considered “out of compliance” but must be enrolled in a training program and in compliance within four years. Teachers in nonpublic programs may have a BA in EE and an elementary teaching certificate with an early childhood endorsement, a BA with teaching certificate and CDA, or a BA in CD with a focus on preschool training. The state has its own equivalent to a CDA, which includes the same requirements but teachers do not have to take the CDA exam. The state approves each candidate individually instead. An assistant teacher may have a CDA or equivalent as approved by the State Board of Education, or an AA in ECE/CD. If a suitable person cannot be hired, someone can start “out of compliance” but must have completed at least one credit-bearing course in CD and have a plan to complete the requirements within two years. All classroom staff must complete 12 clock hours per year to keep required child care licenses current plus current CPR, first aid, and blood borne pathogen training. This generally adds up to more than 15 hours per year. Lead teachers who are certified teachers in public school settings must complete six hours or an equivalent number of State Board CEUs every five years to keep their teaching certification current. New lead teachers must complete even more training to renew the certificate the first time. Lead teachers who are in nonpublic school settings may not have certification and therefore may not need additional hours or equivalent time. Most recent data indicate that about 60 percent of GSRP teachers are paid on the teacher salary scale. It is recommended but not required. Other state supports include state-sponsored webinars, workshops, conference calls, conferences, and other trainings, plus a listserv for pre-K teachers and administrators. For the 2009-2010 school year only, there was a legislative allowance for repurposing of GSRP funds to fill shortfalls in K–12 as a result of per-pupil reductions. Only school districts/public school academies were allowed to repurpose so all repurposed funds came from the state school aid fund, not the general fund. GSRP cannot operate solely on the state funding, but the state does not collect data on local spending. Local districts may choose to use Title I funds for preschool programming. Grantees typically spend roughly another $1,500-$2,000 per child to cover costs not paid for by the state. Grantees must include in-kind space for GSRP because GSRP does not allow funding to cover the cost of facilities. Data are not collected on the total in-kind funding contribution. There are two funding streams. The community agency stream is a statewide competition. The school district portion has both a needs and capacity assessment and a formula component. School districts and competitive grantees can subcontract with for-profit or non-profit, public or private agencies. The state did not have a quality rating system in the 2009-2010 school year. Several locations around the state piloted a system. The state oversight agency’s monitoring plan includes site visits to programs, but the visits are not written into state policy requirements. GSRP collects electronic data on all programs every year. On-site monitoring is limited due to staff numbers, but programs are also monitored every other year for child care licensing purposes. Information collected includes staff qualifications, anonymous child eligibility data, program quality assessment data, and financial information. Each grantee must annually define and report on a program goal, a child development goal and a family involvement goal. The goals are chosen using data collected by the program quality assessment tool, aggregation of child assessment information, and parent surveys and other response tools. Michigan Department of Education staff review and send comments on each goal’s plan, and then review the final reports. Studies of Michigan’s program include: an ongoing longitudinal study covering kindergarten through eighth grade thus far (began 1995); a regression discontinuity study of 865 students assessed in pre-K and K (2005); a quasi-experimental/longitudinal study of 403 students in private child care, Head Start, and GSRP (2004–2007); a mixed methods regression discontinuity and quasi-experimental/longitudinal study of 482 pre-K and 443 kindergarten students followed (2007–present). Studies since 2004 have measured both child outcomes (direct assessments and teacher/parent reports) and process quality in pre-K and elementary classrooms (independent observation). The current, ongoing evaluation of GSRP combines a point in time regression discontinuity design study and a longitudinal, comparison group design that follows children through first grade. Language and literacy, early math, and social-emotional child outcomes have been measured through direct assessment as well as parent and teacher report (tools include the Woodcock-Johnson III Test of Achievement, the Peabody Picture Vocabulary). The longitudinal evaluation is funded in state legislation. Programs may choose tools that assess children according to the Early Learning Expectations in the Michigan Department of Education Early Childhood Standards of Quality for Prekindergarten. The state also recommends supplemental tools in particular areas to meet particular needs.
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MINNESOTA – Minnesota Head Start 2009-2010
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By statute, state Head Start funding is non-competitively allocated to all federally designated Head Start grantees in Minnesota. This includes one school district, seven tribal governments, and 27 private, nonprofit agencies, each serving one or more counties. Head Start services are available to eligible residents in all parts of the state. Total enrollment in the program has decreased over time due to a growing trend to allocate funds to both Early Head Start and Head Start. Local Head Start programs did not report the number of children served by age. Programs comply with the federal Head Start requirement of at least 3.5 hours per day, 4 days per week for 32 weeks, which is the most common schedule. Extended hours are primarily supported with child care assistance funds administered through the Minnesota Department of Human Services. Programs may also use state funds to provide Early Head Start services for children who are under the age of 3. Federal Head Start requirements determine eligibility. Independent school districts may establish an early entrance policy for kindergarten. State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. Other criteria for eligibility include homeless families and foster children. Also, families may be income eligible if they qualify for child care services as a participant in Minnesota’s TANF program. These factors may be considered in prioritizing applicants for enrollment in a limited number of enrollment slots. Eligibility can be reassessed if there is a major change in family circumstances such as income. Children are usually but not always allowed to continue enrollment through the end of the program year. Federal Head Start Performance Standards require part-day programs to provide children with at least one-third of their daily nutritional needs (breakfast or lunch), and full-day programs to provide one-half to two-thirds of daily nutritional needs. State authorizing statute requires compliance with federal Head Start requirements. Translators or bilingual staff must be available if 50 percent or more of the children in a class speak a language other than English. The Head Start Reauthorization Act of 2007 requires that by 2011, all lead teachers must have at least an AA; by 2013, 50 percent must have at least a BA. Currently, about 80 percent of Minnesota Head Start teachers have at least an AA and 60 percent have at least a BA in ECE or a related field. In a public school, teacher union rules require that teachers have at least a BA. Assistant teachers in settings subject to child care regulations must work under the supervision of a teacher, be at least 18 years old, and meet one of nine combined credential, educational, and experience requirements, such as a HSD. By 2013, all assistant teachers must have a CDA or be enrolled in a program to receive an AA, BA, or CDA in two years. Programs are scrutinized annually by the federal Office of Head Start to assess continuing progress toward meeting these goals. The requirement for in-service professional development is 2 percent of total work hours. However, as of December 2007, the Head Start reauthorization required 15 clock hours of professional development per year for teachers and assistant teachers. By federal law, Head Start staff must follow the highest standard. For those working full-time, that will be the 2 percent standard. Minnesota is piloting a quality rating system in three geographic areas with large populations of at-risk children. The pilot phase is anticipated to conclude during the 2010-2011 school year. State staff review PIR information and enrollment data, conduct additional surveys throughout the year, and review and approve program work plans.
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MISSOURI – Missouri Preschool Project (MPP) 2009-2010
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Special education funds are used for itinerant services. Services required by the child’s IEP are funded through IDEA. Other educational services may be paid with state pre-K or other funding. The amount and source of the funding is dependent on the IEP for the child. The program must provide 6.5 hours of school per day, 5 days per week for 12 months per year and operate between the hours of 7:30am and 5:00pm. Only governmental entities or public school districts can provide a half-day program (minimum of 3 hours) to better serve those children participating in other district programs, such as Title I and/or special education, and can provide services for no less than the school year. A sliding payment scale is required for all programs charging a fee. Part-day programs are required to provide one meal or one snack. School-day programs are required to provide one meal and two snacks or two meals and one snack. A full physical must meet child care licensing requirements. Lead teachers with less than a BA have been grandfathered in as long as they continue to pursue college credit toward a BA. Teachers with certification are also required to attend 30 clock hours within the first four years and 15 clock hours annually thereafter until they have achieved two of the following: 10 years of teaching, an MA, and/or National Board Certification. The family engagement plan must address how parents will be informed about their child’s development, opportunities to be involved in the preschool program, and how the preschool program will communicate with parents on an ongoing basis. Locally determined activities include newsletters, parent-teacher conferences, notes home, phone calls, and incorporating Strengthening Families strategies.
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NEBRASKA – Nebraska Early Childhood Education Programs – Ages 3 to 5 2009-2010
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Some school districts begin or add capacity with the help of competitive grants. Other school districts may start a program without grant funding, and may receive state aid funding for their 4-year-olds after three years of program approval. The 2009-2010 school year was the first year in which schools that funded a program without state grants were included in the geographic availability count. The Early Childhood Education Grant Program now counts the approved school numbers rather than just the grant numbers. For the last two years, legislation has allowed school districts that do not have an early childhood education grant or were receiving state aid to enroll kindergarten ageeligible children. These children are reported for the first time this year, while previously only children in grant-funded programs had been reported. School districts/educational service units may use federal and state special education funding, local district funds, Early Childhood Education Grant funds, state aid, Head Start funds, and/or other funding as appropriate to fund the inclusive classroom. Most programs operate part day, 3.5 to 4 hours per day, 4 or 5 days per week. Districts may enroll children under age 3, but they would have to meet staffing and group size requirements established for younger children. Kindergarten-age children with disabilities may be allowed to remain in district-operated programs only if the IEP team determines that the child’s needs cannot be met in kindergarten. For this school year, legislation allowed school districts that did not receive state funding (either a grant or state aid) to serve kindergarten-eligible 5-year-olds in pre-K. While all prekindergarten age-eligible children are eligible to be served in a school district early childhood program, regardless of their abilities, disabilities, or the social, linguistic, or economic diversity of the children’s families, funds are targeted to children with at least one risk factor. Some districts enroll all age-eligible children while others may use locally determined risk factors in addition to those specified by the state. Children with an IEP cannot be required to pay if the placement is identified in the IEP. Programs must provide a meal and/or a snack. If the majority of children use a common language other than English, at least one staff member who speaks the language must be an active participant in the classroom. If less than a majority of children speak a different language, a staff member, community resource person, or parent who speaks the language must be identified to serve as a resource to the program. If teachers have endorsements other than one of these, they must take college coursework and make annual progress until they obtain an early childhood endorsement. The Nebraska Department of Education collects federal, state, and local data from districts that have some Nebraska Early Childhood Education Grant fund. However, they do not have data (other than state aid figures) regarding programs that have never had an Early Childhood Education Grant. Funding for the program includes an allocation for the grant program as well as through the state aid formula. In the third year of approval by the Nebraska Department of Education, the count of 4-year-olds is put into the formula along with other data. Equalization aid is then calculated for the next year. Educational Service Units may receive grant funds but cannot receive state aid funding. Although a 100 percent match of state grant funds is required, it does not have to come from a local source. State aid requires that districts use federal and/or local sources to support the operation of the early childhood program in addition to state aid. Self-assessments are required for districts that have operated successfully for a number of years. Self-assessments must be done by someone with Environment Rating Scale training. A randomly selected percent of districts will also receive an assessment by a reliable observer for comparison. Programs less than three years old continue to receive a visit by a reliable observer. Randomly selected programs not visited through one of the other means will receive a site visit as well. However, due to random sampling, it is possible that not all sites will receive a visit. While an evaluation is required for grant-funded programs every other year, a subset of these programs receive annual evaluations, which cover program quality and child outcomes, both short-term and long-term. Due to fiscal constraints, evaluation is not being planned for programs not funded by grants.
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NEVADA – Nevada State PreKindergarten Education Program 2009-2010
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In addition to the 10 school districts that have a program, one community-based program (Great Basin College) also administers a state-funded pre-K program. All state pre-K programs are half-day programs as determined locally by individual programs due to limited funding. Programs are required to provide services a minimum of 10 hours per week. Local programs determine specific hours and schedule depending on location and track. Most programs operate 4 days per week for 2 to 4 hours per day. Some programs are able to provide some extended services by collaborating with other partners. Specific priorities for enrollment may be determined locally. Other eligibility requirements that may be used include low-income status, being an English Language Learner, and homelessness. Meals are not required, but all programs provide snack for half-day programs. Nevada is currently in the process of creating infant and toddler standards that are also aligned with existing pre-K standards. If teachers started with the program prior to 2002, they are grandfathered in. Positions that are deemed “difficult to fill” may develop a professional development plan that the hired teacher would follow if they do not currently have the approved certification. Nonpublic schools are encouraged to follow the local district’s teacher salary scale so as to be competitive and promote high-quality standards. Programs are not required to have other funding sources but are encouraged to collaborate with other sources to be more competitive. For the 2009-2010 program year, the program was flat-funded. However, through increased collaboration and blended funding streams such as Title I, programs have been able to serve more children. Family engagement activities may include but are not limited to: parent workshops, volunteering in the classroom, literacy activities, parent and child time together activities, and ESL classes.
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NEW JERSEY – Former Abbott and Expansion Districts 2009-2010
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Primary oversight of the preschool education program is through the state Department of Education’s Division of Early Childhood Education. The Department of Children and Families oversees licensing of private preschool providers. The Department of Human Services oversees the before- and after- school portion of the preschool program. Thirty-one districts are required to offer the program due to a state Supreme Court decision. The remaining four are required to offer the program after applying to expand their existing program starting in the 2008-2009 school year. Enrollment in any faith-based centers would be included in the count of children in private agencies. The Department of Education funds the program to operate for at least 6 hours per day for an academic year. Districts and private providers may also operate for an additional 4 hours and/or extend to a full calendar year in the form of a wrap-around program, funded by the Department of Human Services based on income-eligibility requirements. The Department of Education no longer mandates that programs provide wrap-around care. The Department of Human Services reported 30,625 students receiving wrap-around services in the former Abbott districts. The percentage represents participation within the 31 former Abbott districts and does not include whether the 622 children in the four “expansion districts” participated in wrap-around. All students receive at least a school-day program, but the state does not have a breakdown of the number of students who attend a full-day versus school-day program. Kindergarten-age eligible children with an IEP that requires enrollment in a preschool program may enroll in the program but are funded through special education. Only district residents are eligible for the program. Districts continually monitor to ensure that children are still district residents and therefore still eligible for the program. Children who move outside of the district would no longer be eligible to attend the program. Requirements of a physical exam, beyond those already listed, are locally determined. Teachers with an Elementary School (N-8) certificate may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4-yearolds or demonstrate content knowledge in line with a district’s established documentation requirement. Additionally, teachers with the following certifications may apply for preschool licensure, take the Praxis exam, and begin the process of obtaining a P–3 certificate: K–5 certificate, out-of-state certificate that includes preschool, Teacher of the Blind or Partially Sighted, Teacher of the Deaf or Hard of Hearing, Teacher of the Handicapped certificate, or Teacher of Students with Disabilities certificate. In districts or schools supported by Title I funding, assistant teachers are required to meet the education/degree requirements specified in NCLB. Assistant teachers must attend professional development sessions as they are offered by their district, but the district is not required to provide a specific number of hours. Districts receive a per-pupil amount for each projected child depending upon where the child is being served (i.e., district, Head Start, or provider setting). However, if this amount provides less for the district than it received in the 2008-2009 school year, the district’s aid amount reverts back to what it was in the 2008-2009 school year. When a district contracts with a private provider, the provider has to meet a minimum score on the ECERS (as set by the district) to be in compliance. The Self-Assessment Validation System (SAVS) is an annual process conducted by all 35 participating districts. The SAVS requires a review of district records on finances, professional development, curriculum, administration, community collaboration, and several other program areas. Funding for consultant visits was not available for the 2009-2010 school year. Districts are required to design and provide a parent involvement program based on identified needs and parent survey responses. Districts are also required to include parents on the Early Childhood Advisory Council.
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NEW JERSEY – Former Early Childhood Program Aid Districts (ECPA) 2009-2010
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Primary oversight of the preschool education program is through the state Department of Education’s Division of Early Childhood Education. The Department of Children and Families oversees licensing of private preschool providers. The Department of Human Services oversees the before- and after-school portion of the preschool program. The number of districts decreased from last year due to the transfer of districts from this program to the former Abbott program. Only districts where 20 to 40 percent of children qualify for free or reduced-price lunch receive funding through this initiative. All 3- and 4-year-old children within those districts are eligible to participate. However, the program is only open to 3-year-olds once the district has offered full-day kindergarten to all age-eligible children and either half- or full-day preschool to all 4-year-olds. If districts or providers participate in the wrap-around program, funding is provided by the Department of Human Services. Head Start, private agencies, and faith-based centers are all considered private providers. At this time, there are not any family child care homes included in the program. Length of program day varies by district. In some cases, both half- and full-day programs are offered. Half-day programs are most common. Kindergarten-age eligible children with an IEP that requires enrollment in a preschool program may enroll in the program but are funded through special education. Eligibility is based on residency. If a child moved to another district mid-year that does not offer the program, the child would no longer be eligible to participate. A resident student enrolled in the program would not be reassessed during the school year. Meals are required for full-day programs. Although not specified in the Early Childhood Administrative Code, meals provided in school programs would have to meet USDA guidelines. Requirements of a physical exam, beyond those already listed, are locally determined. Teachers with an Elementary School (N–8) certificate may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4year-olds or demonstrate content knowledge in line with a district’s established documentation requirement. Additionally, teachers with the following certifications may apply for preschool licensure, take the Praxis exam, and begin the process of obtaining a P–3 certificate: K–5 certificate, out-of-state certificate that includes preschool, Teacher of the Blind or Partially Sighted, Teacher of the Deaf or Hard of Hearing, Teacher of the Handicapped certificate, or Teacher of Students with Disabilities certificate. In districts or schools supported by Title I funding, assistant teachers are required to meet the education/degree requirements specified in NCLB. Assistant teachers must attend professional development sessions as they are offered by their district, but the district is not required to provide a specific number of hours. All state funding is technically run from the state aid formula. However, for the 2009-2010 school year, the former ECPA districts were funded in a manner similar to prior years, which was not according to the funding formula. When a district contracts with a private provider, the provider has to meet a minimum score on the ECERS (as set by the district) to be in compliance. The district must include parent education activities in the program with strategies that assist parents in remaining active in their child’s education.
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NEW JERSEY – Former Early Launch to Learning Initiative (ELLI) 2009-2010
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Primary oversight of the preschool education program is through the state Department of Education’s Division of Early Childhood Education. The Department of Children and Families oversees licensing of private preschool providers. The Department of Human Services oversees the before- and after-school portion of the preschool program. Nine of the 24 districts also receive funding as former ECPA districts. Districts also reported serving 104 3-year-olds, but those children are not funded with state dollars. Also, this number reflects only the districts that do not receive funding through the former ECPA program, so as not to double count any students. In some districts, the before- and after-care program may be supported locally or with parent payments. If districts or providers participate in the wrap-around program, funding is provided by the Department of Human Services. Transportation is not provided in all districts, and ELLI funding cannot support transportation costs. This program funds only 4-year-old general education students. Children with special needs may be permitted to enter/exit the program outside the age requirements if written in the child’s IEP that it is necessary and appropriate for the child. However, these children would be funded through special education funding. If a student is age-eligible for kindergarten, the district may make an exception for that student (with documented disabilities and if written in the child’s IEP), but the student would not be paid for with the funding for this program.
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In addition to children needing to qualify for free and reduced-price lunch and being a resident of the district, districts may allow for other students in unusual circumstances to be eligible for the program. Eligibility is based on residency. If a child moved mid-year to another district that does not offer the program, the child would no longer be eligible to participate. A resident student enrolled in the program would not be reassessed during the school year. Breakfast, lunch, and snack are required for full-day programs. Provision of meals is not addressed for this program. However, as all students are served in district buildings, USDA requirements would need to be met for all meals served. Requirements of a physical exam, beyond those already listed, are locally determined. Teachers with an Elementary School (N–8) certificate may teach preschool if they have an equivalent of two academic years of full-time experience teaching 3- and 4year-olds or demonstrate content knowledge in line with a district’s established documentation requirement. Additionally, teachers with the following certifications may apply for preschool licensure, take the Praxis exam, and begin the process of obtaining a P–3 certificate: K–5 certificate, out-of-state certificate that includes preschool, Teacher of the Blind or Partially Sighted, Teacher of the Deaf or Hard of Hearing, Teacher of the Handicapped certificate, or Teacher of Students with Disabilities certificate. In districts or schools supported by Title I funding, assistant teachers are required to meet the education/degree requirements specified in NCLB. Assistant teachers must attend professional development sessions as they are offered by their district, but the district is not required to provide a specific number of hours. Funding was frozen for the 2009-2010 school year. All state funding is technically run from the state aid formula. However, for the 2009-2010 school year, funding for these districts was kept the same as in prior years, which was not according to the funding formula. District must use local funds or charge tuition to serve regular income general education students and must also use special education funding to serve children with IEPs. When a district contracts with a private provider, the provider has to meet a minimum score on the ECERS (as set by the district) to be in compliance. The district must include parent education activities in the program with strategies that assist parents in remaining active in their child’s education.
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NEW MEXICO – New Mexico PreK 2009-2010
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All age-eligible children in locations offering the program are eligible, but funding priority is children who will attend Title I schools with the highest percentages of children failing to meet No Child Left Behind’s AYP in math and reading. Sixty-six percent of children attending the program must live within an attendance zone of a Title I elementary school. Children may receive ancillary services while attending the program. Children receiving classroom-based special education services may be in an integrated classroom but are funded separately. The state funds 2.5 hours per day, but programs can extend the day. The most common schedule is 2.5 to 3 hours daily for 5 days a week. If a child has a developmental delay, the IEP group and parents may recommend a pre-K placement instead of kindergarten. This is handled on a case-by-case basis and requires permission from state agencies. All age-eligible children in locations offering the program are eligible, but funding priority is children who will attend Title I schools with the highest percentages of children failing to met NCLB AYP in math and reading. Sixty-six percent of children attending the program must live within an attendance zone of a Title I elementary school. Lead teachers must get an early childhood education birth to grade 3 certification within five years of being hired. Programs are permitted to employ someone without this licensure with a professional development plan to achieve the requirement within five years of being hired. All teachers, regardless of degree type, begin receiving specialized training immediately. Assistant teachers in public and nonpublic schools are expected to obtain an AA in early childhood education within five years of being hired. Nonpublic school settings that hire staff with equivalent qualifications to public school licensure are expected to pay commensurate salary for the specific hours of New Mexico PreK. Total spending does not include $2,456,819 for training, technical assistance, and professional development funds and $488,687.40 for evaluation. In previous years the half-day funding formula used was half the unit value applied kindergarten students, which is 1.44 times the per-pupil allocation or unit value. Because of budget shortfalls the unit value did not increase as it has previously. Mentors visit each program on a scheduled basis to assist with the implementation of the observational assessment process and program standards based upon individual program needs.
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NEW YORK – Universal Prekindergarten (UPK) 2009-2010
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Funding had been made available to all 677 districts in the past but for the 2009-2010 school year, the UPK program was flat funded, meaning only districts that had previously had a program would be offered an allocation. All districts that had previously done so operated a program in the 2009-2010 school year. Three-year-olds can participate in UPK only if a district had received funding for a 3-year-old program from TPK in the 2007-2008 program year. In the 2009-2010 school year, three districts were able to offer the program to 215 3-year-olds. UPK funding supports 2.5 hours of the children’s instructional program while the rest of the day is funded through other sources. This breakdown does not include the 215 3-year-olds reported in the total program enrollment. Of the 25,212 children in full-day programs, 21,032 are in the public schools. The UPK funding is for a minimum of 2.5 hours, but many programs opt to run a full-day program using other funding sources. Programs must operate 5 days per week for a minimum of 180 days per year. Programs that are 3 hours or fewer provide snack. Programs that are more than 3 hours provide a meal and a snack. A full physical exam includes a medical history, Tanner scale, scoliosis, and asthma and hypertension screenings. The state also requires a social and emotional assessment as part of initial screening, progress monitoring, and outcomes assessment for UPK students. The New York State Board of Regents adopted the Prekindergarten Learning Standards in January 2011. Lead teachers in public school settings are required to have a BA if hired prior to 1978 and an MA if hired after 1978, and lead teachers in nonpublic settings are required to have an AA or CDA. Since 2004, programs in nonpublic settings have been required to meet the same certification requirements as those in public settings. A legislative amendment allowed certain community-based organizations to be exempt from this requirement until at least 2013. These teachers must also have a plan to become certified within five years or by 2013. Effective July 1, 2010, all newly hired teachers in nonpublic settings must have a bachelor’s degree in early childhood education or a related field. New hires must also have a written plan to earn a New York State (NYS) teaching license or certificate valid for services in the childhood grades within five years. Until all UPK teachers in nonpublic settings possess a NYS teaching license or certificate, programs must employ an on-site education director who has a NYS teaching license or certificate for the early childhood or childhood grades. Of the 5,153 UPK teachers, 4,131 are certified, meaning they have or are about to complete an MA. Another 811 have a BA and are working toward initial certification, while 211 are working towards a BA and initial certification. Level I Teaching Assistant Certificate, the entry level certificate for teacher assistants, permits the holder to provide direct instruction to students under the general supervision of a certified teacher. Assistant teachers in nonpublic settings are required to have a HSD or meet standards of the licensing or registering agency. Some nonpublic school settings require a temporary license, continuing certificate, which permits the continued employment of an individual who has completed one year of experience under a temporary license and who has six semester hours of study in education. The state aid formula takes into account several factors including: foundation cost (the cost of providing the average student with an education that meets state learning standards), pupil need (the proportion of pupils eligible for free and reduced-price lunch), regional cost index, and expected local contribution.
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QUALITYstarsNY is New York state’s voluntary quality rating and improvement system for early care and learning programs. Some UPK sites participate in this system. New York is currently field testing the QRIS with plans to implement it statewide in the 2010-2011 school year in centers, schools, and family-based programs. School districts may select a valid and reliable instrument that assesses, at a minimum, a developmental baseline for language and literacy skills, cognitive skills, and social skills. An assessment of the UPK program must be conducted to determine the extent that goals and objectives have been met. Each school operating a prekindergarten program shall develop procedures to ensure the active engagement of parents and/or guardians in the education of their children.
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NORTH CAROLINA – More at Four Pre-Kindergarten Program 2009-2010
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The Office of Early Learning contracts with one entity per county/region to facilitate the implementation of the program locally. Typically, that entity is the local education agency, the local Smart Start partnership for children, or another agency such as Head Start. They, in turn, subcontract with providers, including public schools, licensed child care centers, and Head Start programs, creating a diverse delivery system. More at Four funds may be blended with IDEA funds to support children receiving special education and to provide for inclusive classroom settings. Faith-based centers may be included in the count of private agencies. Before- and after-school care may be provided for children in a More at Four class, but More at Four funds may not support this activity and this number is not tracked. State statute allows for a child’s early entry into kindergarten using state established guidelines and based on information submitted by the child’s parent or guardian that the child is gifted and has the maturity to justify admission to school. Twenty percent of a county’s More at Four slots allocation may be used to serve children above 75 percent of SMI if they have another designated risk factor. A full physical exam is required, though components are not specified. More at Four is developing new policies that will strengthen supports for children who do not speak English as their primary language, including encouraging practices such as screenings in the child’s primary language. Programs must provide information to families on access to health insurance and the importance of a medical home for their children. Parent conferences and home visits are strongly recommended but not required. An online orientation to state standards, which was piloted in the 2008-2009 school year, was available in the 2009-2010 school year. All lead teachers in More at Four classrooms are required to hold a BA in ECE or a related field and a North Carolina birth-kindergarten teacher licensure. Teachers in nonpublic settings may begin in a More at Four classroom with a minimum of an AA but must work to achieve a BA in ECE or a related field and a birth-kindergarten licensure within four years of the classroom beginning to receive More at Four funds. There are a limited number of lead teachers working in the private sector with a HSD as the highest degree completed. However, these teachers are granted an exception due to their near completion of a BA. Assistant teachers in public schools must meet requirements specified by NCLB. NCLB generally requires assistant teachers to hold a two-year degree. More at Four requires assistant teachers who meet NCLB requirements but do not hold a CDA to have six semester hours of ECE coursework or two years experience in an early childhood classroom. An AA in early childhood education is highly encouraged for assistant teachers. Licensed teachers will participate in professional development at a rate of 15 CEUs every five years. Teachers and assistant teachers working toward licensure requirements will participate in a minimum of six documented semester hours per year. Teachers in nonpublic settings are required to receive comparable salary and benefits once they obtain a birth–kindergarten licensure, based on available state and local resources. The Teacher Licensure Unit in the Office of Early Learning supports teachers in nonpublic settings in obtaining a birth–kindergarten licensure. The unit facilitates the development and completion of professional growth plans and provides mentors and evaluation services to support teacher growth. The Teacher Licensure Unit is also implementing the North Carolina Teacher Evaluation Process with state-funded pre-K teachers in nonpublic schools. In the 2009-2010 school year, More at Four received $28,001,161 in federal TANF funds in lieu of state general fund monies. There is a required contribution of local resources to support the full cost of providing high-quality prekindergarten, but no specified percentage is required. Programs in nonpublic schools must hold a four- or five-star license under the North Carolina Division of Child Development’s five-star rated licensing system. Every site receives at least one on-site monitoring annually by the local contracting agency, which is monitored by the state. Any agency that receives desk-top monitoring by the state will receive an on-site visit in a future year. ECERS-R evaluations are conducted on all second-year classrooms, as well as randomly through QRS evaluations of licensed programs. An RDD study was conducted of 1,020 children who were entering More at Four compared to children who had completed More at Four the previous year and were entering kindergarten, along with observations of the pre-K classrooms. Preliminary planning has begun for a random assignment experimental design evaluation following children through to at least sixth grade with a possible start date of the 2011-2012 school year, and a quasi-experimental design cohort analysis comparing third grade reading and math scores of previous More at Four participants to other low-income household students who had not previously participated in More at Four is being completed. Two other cohorts are also being followed. Specific activities are not required, but a comprehensive list is offered as guidance to programs to establish meaningful parent/family engagement activities.
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OHIO – Early Childhood Education (ECE) 2009-2010
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Since the 2006-2007 school year, new ECE grants were awarded based upon a poverty index. Districts that have been receiving ECE funds since 1986 could not receive additional funding to serve more children. In the 2009-2010 school year, Ohio funded 5,700 children with a per-child allocation of $4,000. Programs could also choose to enroll additional children by charging tuition or using local or Title I funds but exact funding amounts are unknown. Total enrollment in the ECE program, including children funded entirely by non-state sources, was 9,367. Enrollment breakdowns are estimated figures based on the funded enrollment of 5,700 children only and not the total enrollment. Although legislation says that children should not be age eligible for kindergarten (age 5) when in pre-K, there are two school entrance dates (August 1 or September 30) in Ohio, so 5-year-olds may enroll in the program if they turn 5 after August 1 but before September 30. The number of children receiving special education services in the ECE program increased significantly from the 2008-2009 school year. Per legislation for the ECE program, children with IEPs do not have to meet income eligibility requirements. In addition, ODE has been working with districts to assure the least restrictive environment and meet the commitment of serving children in community-based programs. Children receiving a portion of funding via ECE funds may also be receiving center-based or itinerant special education services (preschool special education services are funded at the teacher level rather than the child level). State funding is for a half-day program (3-3.5 hours per day), 5 days per week. Districts may elect to use other funding sources to extend the day to a full day. On average, programs operate 4 days per week due to transportation issues, but they are required to provide home visits, parent conferences, parent education, professional development, or link families to social services on the fifth day. Age eligibilities are based on the kindergarten cutoff dates of August 1 or September 30. These are the only two dates possible, but each district may choose which one to use. Family income is the determining factor for this program. The program is free for families up to 100 percent FPL. Families between 101 and 200 percent FPL pay a fee based on the district’s sliding fee scale. Districts may offer services to children over 200 percent FPL, but those families pay full tuition. Programs are required to provide breakfast, lunch or snack depending on hours of attendance. Components of the full physical exam are not specified, though a report from a licensed physician is required. Ohio currently has draft revisions to pre-K English language arts, mathematics, social studies, and science standards being reviewed.
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Teachers in public schools are required to have one of these licenses/certificates. The Intervention Specialist License would only be acceptable if the teacher also had an endorsement related to early childhood or a second license in early childhood. The Pre-K Associate license requires an AA in ECE; the others require a BA. For all types of settings, the Ohio Revised Code specifies a timeline by which a percentage of teachers must attain certain degree levels. As of July 1, 2009, all teachers in programs that began in fiscal year 2006 are required to have an AA or higher in ECE. By July 1, 2011, all teachers in programs that began in fiscal year 2007 or later will be required to have an AA or higher in ECE. Assistant teachers receive in-service training in one or more of four areas: child development or early childhood education, child abuse recognition and prevention, first aid, or prevention of communicable diseases. Although the amounts are unknown, Title I and local sources may be used by districts to fund the additional 3,667 children who are receiving services through ECE but are not funded through the state. Starting with the district with highest poverty rate, the Ohio Department of Education funded awards of up to two classrooms per district until all dollars were allocated. For review of program self-assessments, beginning in fiscal year 2010 all ECE programs are required to complete and submit a program plan. Due to budget cuts for the 2009-2010 school year, site visits are no longer required for monitoring and program quality. Annual visits are conducted for basic health and safety compliance indicators, and these visits also include the monitoring of quality in many cases, although it is not required. In addition, programs must engage in a continuous improvement process by developing a program plan and rating themselves on a set of compliance and performance indicators of program quality. Programs annually report the results of this process through a program monitoring tool, IMPACT (Integrated Monitoring Process and Continuous Improvement Tool). The Ohio Department of Education reviews the results and provides feedback to individual programs annually. A 1.5-year external evaluation of the quality of the literacy environment of this program was completed in the spring of 2009. A new 1.5-year external evaluation using ELLCO and again focusing on the quality of the literacy environment began in the spring of 2010 and continues through the 2010-2011 school year. Districts are required to also use a curriculum-embedded performance measure, but the instrument is determined locally.
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OKLAHOMA – Early Childhood Four-Year-Old Program 2009-2010
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The program is voluntary for school districts to offer and voluntary for families to attend. State funding is not available for the 2,325 3-year-olds in the prekindergarten program, and some 5-year-olds may be in the program although age eligible for kindergarten. Oklahoma also has a pilot early childhood program for at-risk children from birth through age 3, which served 611 3-year-olds in the 2009-2010 school year. There are also 2,923 children under 3 years old and 1,436 3-year-olds with special needs served by the public schools, but they do not receive state funding. There are also 586 5-year-olds who received special education services in the pre-K program. Even in collaboration programs, all students are considered public school enrollees and are matched with a site elementary school. They receive the same services as onsite public school students. Public school numbers also indicate on-site Head Start facilities, while Head Start settings are strictly off-site Head Start facilities. Enrollment by auspice and total enrollment are reported from different systems. Programs have the option of operating a part-day or a full-day program or a combination of both. Districts can choose to offer a longer day but will not receive additional state funds through the state aid formula. Programs must be offered at least 175 days per year. Enrollment information by schedule and total enrollment are reported from different systems. Children who are age 5 may attend the prekindergarten program, and 4-year-olds or 6-year-olds may attend kindergarten. However, the funding that a district receives relates to the child’s age. Promotion and retention are local district decisions. At least one meal is provided through the federal Child Nutrition Program. The federal government does not provide snacks for 4-year-olds in public schools during regular class time, so snacks are determined locally. Other support services include mental health services (counselor), health services (school nurse), and all other typical public school program services, such as early intervention, transition programs, and literacy coaches. Assistant teachers must meet requirements to be highly qualified under NCLB. They must have an AA, 48 hours of college credit, or pass one of the two state-approved tests that do not have specific educational requirements. One test is the Oklahoma general education test (an exam required for pre-K–12 public school teachers) and the other is a national test for paraprofessional status. There is no state mandate on the professional development of assistant teachers in general education classrooms. However, paraprofessionals in special education classrooms are required to complete training to be in compliance with state and federal regulations and to complete six hours annually of professional development. State law requires equivalent salary and benefits of on-site public school teachers for offsite teachers. Pay for assistant teachers is a local district decision. Mentors are available to support a licensed teacher becoming a certified teacher after one year as a paraprofessional and after taking the Oklahoma Subject Area Test. This is an estimate of total spending as the state did not report actual spending. All funding flows through the public school system, regardless of the type of setting. Districts receive the funds directly and then have the option of choosing with what facility/agency they collaborate. Typically, districts choose a three-star facility although it is not state policy. The annual accreditation report is collected in October and the other two audits by the Regional Accreditation Office are made at the beginning and the end of the school year. It is a district decision which comprehensive assessment to use. For the required Reading Sufficiency Act, districts must choose on of three assessments for reading: DIBELS, Literacy First, or Basic Early Assessment of Reading (BEAR).
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OREGON – Oregon Head Start Prekindergarten 2009-2010
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Children receiving special education use IDEA funding to support their IFSPs and also receive all state pre-K comprehensive services that other children receive. Programs must be offered for at least 3.5 hours per day. Full-day programs are supported with other funding. Programs operate 3-4 days per week, plus required home visits. Full year programs are supported with other funding. State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. If grantee has both federal Head Start and state pre-K funding, 90 percent of children must meet the income requirement. If a grantee only has state pre-K funding, 80 percent must meet the income requirement. A minimum of 10 percent of total enrollment must be for children with disabilities. Programs are required to offer meals and snack that provide one-third of the child’s daily nutritional needs. All programs follow Head Start Performance Standards, which require doctor’s note confirming up-to-date age appropriate prevention and health care, including medical, dental, and mental health. Programs that receive state funding are required to follow Oregon’s “Interventions Considered and Recommended for the Periodic Health Examination,” which guides requirements for a full physical exam. If 50 percent or more of children speak a language other than English, programs must ensure that all non-English speaking children are provided language support as needed. In public schools, lead teachers must have a teaching license, a BA, and 15 ECE credits. In nonpublic schools, half of grantee teachers must have at least an AA or higher in ECE or a related credential with a minimum of 15 credits in ECE. Teachers in nonpublic settings who do not have an AA must have a CDA. The Head Start Reauthorization Act of 2007 requires that by 2011, all lead teachers must have at least an AA; by 2013, 50 percent must have at least a BA. By 2013, all assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA or BA within two years.
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All staff with the position title of “teacher” are considered to be lead teachers. These figures may include assistant teachers who were recently promoted to teachers during a major expansion. Programs are required to use a developmentally appropriate assessment determined by the local grantee. Most programs use the Creative Curriculum Developmental Continuum, but some use the Galileo Assessment.
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PENNSYLVANIA – Education Accountability Block Grant (EABG) 2009-2010
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The Office of Child Development and Early Learning (OCDEL), which is funded through both the Departments of Education and Public Welfare, administers EABG, but funding for EABG comes from the Department of Education. Pre-K is one option for spending resources that all districts receive as part of EABG allocation. This is a school district-administered program resource for pre-K. Although all students are funded through school districts, some of these district-sponsored programs may be in partnership with Head Start or child care where the other agency is the lead. Numbers of children served in such programs are not available. Most programs operate either 2.5 or 5 hours per day, 5 days per week, for a minimum of 180 days per year (programs operate 450 hours for a half day or 900 hours for a full day). EABG can pay for coordination of wrap-around services but not the service itself. Pennsylvania considers the minimum age eligibility for pre-K as two years prior to kindergarten age. Districts determine the eligibility requirements. Children in EABG pre-K programs may not be age-eligible for kindergarten. Although the eligibility date is determined locally, Pennsylvania recommends that districts use September 1 as the entry date. Approximately 80 percent use this entry date. The recommended cut-off for kindergarten is 5 years old by September 5, but this is determined locally. Districts determine their own prioritization for services and eligibility requirements. For nonpublic school settings contracted by an LEA prior to September 2006, teachers have until September 2012 to become ECE certified. If contracts were initiated after September 2006, teachers have five years to become ECE certified. Beginning in January 2012, only PK–4 will be applicable for certification; prior to that, all ECE certifications apply. Beginning in the 2009-2010 school year, assistant teachers must meet NCLB requirements and are required to have two years of post-secondary education/60 college credits, an AA or higher, or the ability to meet a rigorous standard of quality and to demonstrate through formal state or local assessments knowledge of the ability to assist in instruction. Seventy-five percent of allocated funding is for students who have not achieved state-test proficiency on the Pennsylvania System of School Assessment, and 25 percent of all allocated funding is for students who have achieved proficiency. Transition to kindergarten, parent-teacher conferences, referrals to social services, volunteerism, and parent education are recommended but they are not required.
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PENNSYLVANIA – Head Start Supplemental Assistance Program (HSSAP) 2009-2010
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For the 2009-2010 school year, funds were ordered solely as continuation grants from previous year’s grantees. No new grants were opened or awarded. There are an additional 159 home-based children funded. Breakdown by age is unavailable. By program requirements, children cannot be under 3 or eligible for kindergarten and be counted in the total enrollment. Programs must operate according to federal Head Start Performance Standards, which require a minimum of 3.5 hours per day, 4 days per week. Full day for HSSAP is considered greater than 5.5 hours per day. Center-based programs can operate 4 or 5 days per week; home-based programs offer home visits once per week with socialization days. Most programs operate between 128 to 180 days a year with a few offering full year services of approximately 240 days a year. Most children who are age eligible for kindergarten will not be eligible for HSSAP. The recommended age cut-off is 5 by September 5, but this is determined locally. More than 80 percent of districts are currently using September 1 as the cut-off date. If a child with special needs remains in the pre-K program, they are not funded by HSSAP, but instead by other resources. HSSAP funds cannot be used to support a child who is eligible for kindergarten, but another funding source may be available to support the continued participation of the child in the HSSAP program. Therefore, these children are not identified as HSSAP and cost allocation applies. State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. In addition to income requirements, priority for enrollment slots is determined locally based on children having multiple risk factors. The Head Start Reauthorization Act of 2007 requires that by 2011, all lead teachers must have at least an AA; by 2013, 50 percent must have at least a BA. By 2013, all assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. If teachers are employed by a school district, ECE certification is required.
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PENNSYLVANIA – Kindergarten for Four-Year-Olds (K4) and School Based Pre-K (SBPK) 2009-2010
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The Office of Child Development and Early Learning (OCDEL) administers the early childhood programs with funding from both the Departments of Education and Public Welfare. The enrollment total includes children in the Kindergarten for Four-Year-Olds program and children in the School Based Pre-K program that are not already enrolled in public schools in EABG and Pre-K Counts. Early intervention funds may supplement other pre-K funds. Enrollment by operating schedule is estimated from enrollment totals and includes children not already enrolled in EABG and Pre-K Counts. The recommended age cut-off for kindergarten is 5 by September 5, but this is determined locally. K4 programs follow kindergarten requirements so there are no class size limits, but most programs have 20 children and a 1:10 staff-to-child ratio. SBPK follows the school board regulations for pre-K that require a maximum class size of 20 and staff-to-child ratio of 1:10. Beginning in the 2009-2010 school year, all assistant teachers in SBPK will be required to meet the highly qualified requirements of NCLB. The state funding amount is based on an estimated calculation using an average K–12 per-child expenditure.
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PENNSYLVANIA – Pennsylvania Pre-K Counts 2009-2010
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Special education services are paid for with federal and state special education funding. Children must be at least 3 years old and no more than 5 years old by the beginning of the program year. Children who are kindergarten age eligible are not eligible for Pre-K Counts. The recommended kindergarten age cut-off is 5 by September 5, but this is determined locally. Children whose IEPs recommend an additional third year of pre-K may continue in the Pre-K Counts program, but they may not be funded through Pre-K Counts. Children who are not age eligible for enrollment in Pre-K Counts may be enrolled if funding is provided by a non-state source. Risk factors are in addition to the income requirement of 300 percent of FPL. The support services are required via guidance, not law or regulation, and they are monitored. By December 2011 lead teachers in all settings must have a BA and ECE certification.
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Beginning in the 2009-2010 school year, assistant teachers must meet NCLB requirements and are required to have two years of post-secondary education/60 college credits, an AA or higher, or the ability to meet a rigorous standard of quality and to demonstrate through formal state or local assessments knowledge of the ability to assist in instruction. Pay is based on salaries in public schools in the area, but exact equivalency is not required, although it must fall within a specified range. The minimum rating of STAR 3 is required. There was a 2009 study, “Pre-K Counts in Pennsylvania for youngster’s early school success: Authentic outcomes for an innovative prevention and promotion initiative,” but it is not available online. Providers are required to have a plan for family engagement.
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RHODE ISLAND – Rhode Island Prekindergarten Demonstration Project 2009-2010
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Competitive funding was available in six selected communities. The programs selected to administer pre-K are located in four communities. The project blends state funds with federal Title I funds to support 50 children. Another 76 children are funded by state funds only. Participation in the pre-K classroom is supported using state funds. Additional special education services are provided by the local school district using IDEA or local funds. The children reported under public school attended a pre-K classroom provided by a charter school in collaboration with a private agency. In private agencies, 40 children were funded by the state and 50 children were funded by Title I. Extended-day services were offered by all programs but were not funded with state dollars. Families were responsible for the costs associated with extended-day programming. Districts have the option to adopt policies which allow for early entry based on the determination that a child is developmentally ready for kindergarten. Each pre-K program is required to collaborate with its local child outreach program, which conducts screenings and referrals. Programs must also follow child care licensing regulations related to immunizations and physical examinations. Child outreach screening is conducted by the LEA and referrals are made according to screening protocols. Child outreach developmental screenings include required speech and language screening in the child’s native language and a home language survey. Additional services are locally determined. Title I funds were used to support the enrollment of 50 additional children. Pre-K programs are required to engage families in meaningful activities in support of their child’s learning and development.
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SOUTH CAROLINA – Half-Day Child Development Program (4K) 2009-2010
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Those districts not participating in CDEPP are required to offer 4K. Districts are required to have at least one half-day program. Some districts offer full-day programs but they are locally funded. Districts may decide to offer programs for 3-year-olds as an exception and they are locally funded. Effective in the 2009-2010 school year, the income requirement applies to all children; prior to that it applied to 95 percent of children. Health screenings and referrals are and always have been determined locally. Most districts offer health screenings even though this is not required in the State Board of Education regulations. Because of budget reductions, technical assistance is used as requested by school districts. Total state spending is the appropriated amount rather than actual spending. Federal and local spending reflects the 2008-2009 levels as the state was unable to provide federal or local spending for the 2009-2010 school year. The formula is based on the number of kindergarten students who are reported as eligible for free or reduced-price lunch. During the 2009-2010 school year, budget reductions only allowed for site visits in the full-day program. Because of budget reductions, state department staff provide mentoring and technical assistance at the request of districts and upon past knowledge of district programs. Adjustments to curricula come as a result of technical assistance.
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SOUTH CAROLINA – Child Development Education Pilot Program (CDEPP) 2009-2010
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The state Department of Education provides oversight for public providers, and the South Carolina First Steps State Office oversees private providers. Those districts involved in a funding lawsuit are required to offer CDEPP. Enrollment includes 524 children served through First Steps in private/community settings. Other sources include preschool handicapped funds and IDEA funds. Funding for wrap-around or extended-day services is not provided by the state, but the services are offered to parents for a fee. There are exceptions for kindergarten-age eligible children with disabilities in limited instances to enroll in pre-K. Income eligibility for Medicaid and/or free or reduced-price lunch are the primary criteria for eligibility. If classes are not full, developmental delay can be considered. Lead teachers in nonpublic settings must have at least a two-year degree in early childhood education or a related field and must be enrolled in and demonstrating progress toward the completion of a teacher education program within four years. A large percentage of lead teachers in nonpublic settings have a BA. Assistant teachers are required to complete the early childhood development credential within 12 months of hire. Districts may request waivers to the assistant teacher specialization requirement if assistant teachers have been working in early childhood for a number of years. State spending includes $550,000 in carryover funds from the state general fund from the prior year.
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TENNESSEE – Voluntary Pre-K 2009-2010
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Pre-K funds pay for pre-K class components, while special education funds pay for the special services identified students are required to receive. Naptime cannot be counted in the 5.5 hour minimum. Forty-two of the 133 systems offering VPK programs operate for 5.5 hours a day. Fifteen LEAs offered 6-hour days, 25 offered 6.5 hours per day, and 51 offered 7-hour days. Another state agency might pay for wrap-around services if the family qualifies for Families First or other child care certificate programs offered through the Department of Human Services and adequate funding is available. Pilot pre-K programs may serve 3-year-olds as well. Five-year-olds may participate if they have an IEP that identifies placement in a pre-K setting as the most appropriate program to meet the goals set out in the IEP. The LEA is required to identify and enroll all children meeting income eligibility first. If vacancies exist after this other children may be enrolled. Tennessee has a three-tier eligibility system. Tier 1 includes those who qualify for free or reduced-price lunch as well as children who are homeless or in foster care. The second tier includes students with an IEP, a history of abuse or neglect, or who are English Language Learners. The third tier includes locally determined factors, which include (among other possibilities) students whose parents have low education levels, parental substance abuse, risk that child will not be ready for kindergarten, teen parent, low birth weight or other health risk, or a parent on active military duty.
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In mixed-age groups, a maximum of eight 3-year-olds can be in the class with 12 4-year-olds. If there are nine or more 3-year-olds, the classroom capacity is 16 students. Vision and hearing screenings may or may not be separate from the general physical health exam. Statewide, the only requirements for the physical exam are forms verifying the student was seen by a doctor in the last 12 months and that all shots are up to date. The state regulates ELL services for K–12 students but because pre-K is not mandatory, LEAs are not required to provide ELL services. However, all programs include preK children in ELL screening and do provide some level of service. The pre-K–4 early childhood certification is no longer issued, but it is still accepted for pre-K teachers in public and nonpublic settings. Assistant teachers hired prior to the 2005-2006 school year were required to hold a minimum of a CDA. For VPK, if one is not available, the LEA may hire an assistant with a HSD and relevant experience working with ECE programs. He or she must demonstrate completion toward a CDA or he or she will not be rehired. All lead teachers working in schools must meet the state requirement of 30 hours of in-service credit per year. The 18 hours required in early childhood may be included in the 30 hours. For assistant teachers, 18 clock hours are required the first year of employment and 12 clock hours are required in the following years. If teachers are hired by the LEA, they are paid the same salary regardless of location of classroom. If a non-LEA agency hires the teacher, they can determine salary independently regardless of classroom location. Various institutions of higher education offer intensive summer workshops to assist teachers in receiving an add-on pre-K endorsement. Each candidate must successfully complete the workshop and pass the Early Childhood Praxis exam to be recommended for a pre-K endorsement. The LEA is required to provide a local match. However, the local match does not have to be in dollars. It can be in facilities, utilities, staffing, etc. The Basic Education Plan (BEP) formula is used to determine state share and local match based on the county’s tax base. The average local match is 75 percent. State statute mandates that an LEA may contract only with those agencies that have received the highest star rating (three stars) from the Department of Human Services, the licensing agency for all child care programs. LEA classrooms are not required to participate in the QRS; however, all community-based and Head Start child care facilities must have received the highest star rating in order to partner with the LEA. Program level outcomes are incorporated into a Plan of Action, which identifies areas of weakness found as a result of the ECERS-R and ELLCO. The program also documents progress toward these goals biannually. Program evaluators conduct a minimum of two visits per year to each classroom for compliance with health and safety rules. Education consultants visit every classroom every year and conduct structured observations of classroom quality using the ECERS-R and ELLCO. The Peabody Research Institute study was not mandated by the state.
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TEXAS – Texas Public School Prekindergarten 2009-2010
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Districts are required to offer a program if they have 15 or more eligible 4-year- olds. As per state policy, the extent to which funding can be blended depends on the child’s needs and instructional arrangement. The Texas Education Agency (TEA) does not collect enrollment information for settings other than public schools. The majority of children are served in public settings. The Texas Public School Prekindergarten Program provides funding for half-day classrooms. Districts that receive pre-K expansion grant funding are required to offer 6 hours of services per day. Foundation funding covers half-day services only. Students receiving multiple funding sources may attend full day. Including these students, the breakdown is: Full day, 71,672; Half day, 141,721; Locally determined/other, 1,301. The TEA specifically established the pre-K program to serve students who have not reached age 5. Five-year-olds do not receive state funding for pre-K and are paid for by the school district if enrolled. Districts are required to verify documentation of eligibility prior to enrolling students in the pre-K program. Once a student is determined to be eligible for pre-K, the student remains eligible for the remainder of the current school year in the district in which he or she resides or is otherwise entitled to Foundation School Program benefits. Class size is mandated for grades K–4 only. Pre-K classes no larger than 15 3-year-olds and 18 4-year-olds are preferred but not required. Districts are not required to serve meals to pre-K students. However, most districts do serve either breakfast or lunch, and some offer both meals. All districts offering a full-day program provide lunch. Translators are used for Language Proficiency Assessment Committees for parents who do not speak English and during parent/teacher meetings. Each school district with an enrollment of 20 or more students of limited English proficiency in any language classification in the same grade level must offer a bilingual education or special language program. In previous years, the Generalist Teacher Certificate covered ECE through grade 4. In 2009, it changed to extend through grade 6. TxBESS is a systemic initiative to support beginning teachers that includes standards-based trainings involving mentoring, professional development, and formative assessment. Of this amount, $77,496,704 was included for the Early Start Program. Prekindergarten students generate formula funding based on average daily attendance (ADA) in the same manner as K–12 students with the provision that they are eligible for a maximum of one half day ADA. The Texas School Readiness Certification System (SRCS) is a state-funded voluntary QRS that is being phased in across the state. Funds for serving students are not directly tied to the SRCS. Districts are required to administer a kindergarten reading instrument from a list adopted by the commissioner or by the district-level committee. Children are assessed in kindergarten at the beginning, middle, and end of the year.
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VERMONT – Vermont Prekindergarten Education - Act 62 2009-2010
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The Department of Education (DOE) and the Department for Children and Families (DCF) within the Agency of Human Services are required to jointly administer Prekindergarten Education (Act 62). Other sources include IDEA 619, State Essential Early Education (EEE) funds, and local pre-K funds. Most programs operate about 3 hours a day, 6 to10 hours per week, 3 to 4 days per week, for at least 35 weeks per year. Depending on the type of setting, the child may receive wrap-around or extended-day services. Extended-day services are sometimes paid for through child care subsidies and medical/dental services. Typically, the minimum age is two years prior to the kindergarten entry date. Kindergarten entry date is determined locally but needs to be between August 31 and December 31. In addition, Act 62 caps the number of children towns can count in their school census, so some towns limit their program to just 4-year-olds, since one of the possible caps is universal pre-K for 4-year-olds. While most children leave pre-K to enter kindergarten at age 5, Act 62 does allow families and districts to serve children who are age eligible for kindergarten in a pre-K program. There is a cap on the number of pre-K children, which is roughly one half of all 3- and 4-year-olds, or all 4-year-olds who may be included. Except for serving all children with disabilities, communities cannot prioritize which children have this opportunity. Teachers in public settings must have a BA with an Early Childhood Educator (ECE) birth-grade 3 or Early Childhood Special Educator (ECSE) birth–age 5 certification. Effective July 2008, nonpublic centers only must have one licensed teacher per center rather than one per classroom, and registered child care homes require only brief supervision by a licensed teacher. All other teachers in nonpublic settings are not required to have a minimum degree or certification. Assistant teachers must have an AA or equivalent and must meet “highly qualified” standards in public settings. In nonpublic settings, there are two types of assistant teachers, teaching associates and teaching assistants. Teaching assistants need to have a high school diploma and a 30-hour course in child development. Other training is not specified in Act 62 and depends on the type of pre-K provider.
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The state education fund provides funding for pre-K–12 education spending. Budgets are determined at the local level and then funded through the education fund. Effective July 1, 2009, programs must be NAEYC accredited or have four STARS (Vermont’s quality rating system). Programs with at least three STARS may participate as long as they have a plan approved by the commissioners of the Departments of Education and Children and Families to obtain the fourth STAR within three years. The 2009-2010 school year was the first year that pre-K programs were required to collect child progress data. Child assessments will be used to determine the efficacy of pre-K education; however, an evaluation has not yet been done. The state collects statewide kindergarten readiness data using the Vermont Kindergarten Readiness Survey. Schools collect ongoing progress data on kindergartners, but the use and frequency of these tools are locally determined.
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VERMONT – Early Education Initiative (EEI) 2009-2010
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EEI grants are given to supervisory unions or school districts. Some children receiving services through EEI are not included in a school district’s pre-K count. Other sources include IDEA 619, State Essential Early Education (EEE) funds, and local pre-K funds. EEI supports various services (e.g., home visiting, playgroups) that are not considered part of the state’s pre-K program. Several full-day child care centers administer or host EEI programs. The EEI funds only pay for a portion (6 to 10 hours per week) of the time the child is in a full-day program. Most EEI programs are half-day, 6 to 10 hours per week, for 2 to 3 days per week. Some children in the center-based programs may be in the program 40 to 50 hours per week. Head Start programs that have an EEI grant have wrap-around services, although EEI funds do not support those services. EEI is for children ages 3 to 5, but grantees determine which ages within those parameters they will serve. State law mandates the date must be between August 31 and December 31, but local school boards establish the date within these parameters. There is no policy on meals. Some of the EEI programs serve snacks or meals, but that depends upon the service delivery model of the grantee. Teachers in public settings must have a BA with an Early Childhood Educator (ECE) birth-grade 3 or Early Childhood Special Educator (ECSE) birth–age 5 certification. State policy does not explicitly require teachers in nonpublic settings to hold a BA. All teachers in nonpublic settings must have a minimum of an AA in ECE, a CDA, or a child care certificate from the Community College of Vermont with two years of experience. Assistant teachers must have an AA or equivalent and must meet “highly qualified” standards in public settings. In nonpublic settings, there are two types of assistant teachers, teaching associates and teaching assistants. Teaching associates need to have an AA in ECE, a CDA, or a child care certificate from the Community College of Vermont with two years experience; teaching assistants only need to have a high school diploma and a 30-hour course in child development. Other training is not specified and depends on the type of pre-K provider. If a teacher is not licensed in a nonpublic setting, the requirement is 12 clock hours per year. All EEI programs must conduct child progress assessments. However, only center-based programs must participate in the state quality rating system. State policy does not formally require monitoring for EEI, except financial reports and a program’s annual report, including child progress data. The state collects statewide kindergarten readiness data using the Vermont Kindergarten Readiness Survey. Schools collect ongoing progress data on kindergartners, but the use and frequency of these tools are locally determined. Grantees propose a set of family engagement activities when they apply for the EEI grant.
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VIRGINIA – Virginia Preschool Initiative 2009-2010
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Localities are eligible as long as they are determined to serve 4-year-olds eligible for free lunch who are not served by Head Start. The enrollment total may include children who are also receiving special education services, but the state does not collect this information. Funds from federal, state, and local sources may be used to support special education children in preschool classrooms. The state encourages the use of single point of entry for enrollment and use of blended classrooms. The majority of students are enrolled in public school settings though some students are served in private agencies. Student level information is not collected. Local school divisions may select full-day or part-day schedules. One locality offered extended services during the 2009-2010 year. School divisions may assess a child born between October 1 and December 13 to determine his or her readiness for the kindergarten program. While allocations to local school divisions are made based on free lunch eligibility, enrollment criteria are based on locally determined risk factors. The Appropriation Act does not mandate meals, but the state offers the opportunity for all programs to provide meals. In the 2009-2010 school year, all but six programs provided at least one meal. For program sites where public funds are paying for nonpublic personnel, localities report the highest degree and/or credential for only the teacher who is the instructional lead. The instructional lead, who must hold a BA and appropriate specialized training, supervises the classroom teachers and is responsible for management and oversight of the program’s curriculum and instructional practices. This individual must be on-site for a substantial portion of instructional time. Based on this clarification, this policy does not meet NIEER’s benchmark requirement. The state funding formula for the Virginia Preschool Initiative provides a per-pupil rate of $6,000, of which the state pays a portion and requires a local match based on the composite index of local ability to pay. Beginning in the 2009-2010 school year, the local match is capped at one-half the per-pupil amount. The General Assembly directed the Joint Legislative Audit and Review Commission (JLARC) to study the initiative. Through the support of the state-funded Early Intervention Reading Initiative, localities may choose to use the Phonological Awareness Literacy Screening (PALS). All but one school division uses PALS.
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WASHINGTON – Washington Early Childhood Education and Assistance Program (ECEAP) 2009-2010
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The most recent competitive request for proposal was in 2008. In 2009, the legislature reduced the slots by 176 due to state revenue shortfall. These numbers represent children who were already on an IEP at the time of enrollment. The state does not have data on how many children are identified and receive IEPs after enrollment. The children counted in the special education enrollment total were in state pre-K classrooms but received additional special education services provided by their school district either during the ECEAP class or in addition. A minimum of 320 hours per year is required, and each class session must be at least 2.5 hours. A typical program operates 3 hours a day, 3 or 4 days a week for the school year. These children receive child care subsidies for care outside of pre-K hours, which may be provided as wrap-around services by the same program or may be provided by a different agency in a different location. Transportation is provided in some programs. Younger children can be admitted via testing, but this is rare. Risk factors are determined locally but must be prioritized to serve children with the greatest need. Priority is given to children identified as homeless, in foster care, from low-income families, or displaying multiple risk factors. Contractors offering sessions lasting fewer than three hours must provide a breakfast or lunch. An additional snack or meal must be offered when round-trip transportation extends the time children are away from home by an hour or more. Contractors must participate in the USDA CACFP or National School Breakfast and Lunch program.
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A full physical exam must meet EPSDT requirements. The pre-K curriculum must support ongoing development of each child’s home language, while helping each child learn English. Many programs present information to parents in their home language and employ translators and/or bilingual staff. Additional support services include intensive family support services with goal setting and mental health follow-up, including three hours of one-on-one meetings per family per year as well as health coordination and follow-up, dietician services, and oral dental health services. Standards were revised in spring 2010 and in effect July 1, 2010. Benchmarks are under revision in 2010 and this revision will likely be in effect for the 2011-2012 school year. All persons serving in the role of ECEAP lead teacher must meet one of the following qualifications: an AA or higher degree with the equivalent of 30 college quarter credits in early childhood education or a valid Washington state teaching certificate with an endorsement in early childhood education (pre-K–grade 3) or early childhood special education. In parts of the state with a shortage of qualified teachers, some teachers currently have a HSD or CDA, but they are on an approved professional development plan to attain the full qualifications. Exceptions to these requirements are made for assistant teachers employed by the same agency since before July 1, 1999. Scholarships only apply to pre-K teachers within licensed child care centers. Non-required local spending amounts are unknown and include both financial resources and in-kind aid. The state’s rating system is in the pilot stage. The intensive program review is similar to Head Start reviews and occurs every four years. Interim site visits are based on risk factors. The longitudinal study required by state statute has not been funded since 1998. Each program chooses additional tools to assess social-emotional, physical, and cognitive development at least twice per year. Pilot for a kindergarten assessment will occur in fall 2010. Per ECEAP performance standards, parents must be invited to participate in family engagement activities but are not required to do so. Family support services, including informing and providing assistance to parents about accessing community resources, are mandatory for all programs.
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WEST VIRGINIA – West Virginia Universal Pre-K 2009-2010
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State aid allocation and federal special needs funds are used to support universal pre-K classrooms and inclusive settings. These numbers are estimates based on percentages of children by auspice from the state-approved county collaborative plans. Data for the 2008-2009 school year were based on enrollment by partnerships in pre-K rather than actual location or setting. For the 2009-2010 program year, these numbers reflect the total enrollment in collaborative settings, which indicates the number of children in universal pre-K Head Start collaborative settings who are not necessarily enrolled in Head Start. Programs must operate for at least 12 hours per week, with a maximum of 30 hours per week, and at least 108 instructional days. Full-day is defined as 24 to 30 hours per week and part-day is defined as 12 hours per week. In the 2009-2010 school year, 88 percent operated 4 days per week and 12 percent operated 5 days per week. Three-year-olds with special needs may attend state pre-K. Some special exceptions are made for kindergarten age-eligible children with documented disabilities. By 2013, the program will be universal, available in all counties to all 4-year-olds and 3-year-olds with disabilities. Until then, every program must fill their slots by prioritizing risk factors. About half of the programs currently prioritize by risk factor and the rest can serve all children. Revised state policy requires two adults present with children, regardless of group size. Effective with the 2009-2010 school year, breakfast and/or lunch are required regardless of the number of hours a program operates per day, but which one is served depends on the time of day for the program. Half-day programs must offer one, and full-day programs typically offer both. Snacks are provided depending on the meal pattern. A full physical exam must examine neurological, head, eyes, nose, lungs, abdomen, back, strabismus, ears, heart, skin, reflexes, neck, throat, pulses, genitalia, and extremities. If a classroom is a community collaborative site, the teacher may acquire a permanent authorization for community programs, provided the teacher has at least an AA in an approved field and has completed or is working toward an approved list of core early childhood courses. However, policy revisions allow use of the permanent authorization only until August 2013, at which time all newly hired teachers in nonpublic settings must have a minimum of a BA in a related field. Counties conduct a self-assessment as part of the auditing process for universality, which includes standards and curriculum implementation. Universal counties prepare an annual report reviewing ECERS-R data as well as professional development. Programs must also submit information on program structure and funding each year. REL-A is performing a follow-up study for the 2010-2011 school year. State policy was revised in July 2010 to adopt a state on-line assessment tool, which is in development, for all.
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WISCONSIN – Four-Year-Old Kindergarten Program (4K) 2009-2010
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There are 415 elementary school districts, not including high school-only districts. Of these districts, 102 work with child care or Head Start partners to implement the program in community settings. There is a slight discrepancy in the total and age breakdown as the total comes from the audited pupil count and the breakdown comes from the public enrollment report. The enrollment total of children receiving special education services is a duplicated count. Age breakdown does not equal to total enrollment because it includes children who are not between the ages of 3 and 5. Districts receive state membership aid for each child in 4K and also receive funding for children in the IDEA child count. The state does not collect data on the number of children enrolled in specific locations. In the 2009-2010, 102 districts implemented 4K in child care and/or Head Start settings, an increase from 80 in the previous year. The number of hours required varies. Districts must provide a minimum of 437 hours of direct instruction per year, or 349.5 hours of instruction plus 87.5 hours of parent outreach. Most programs are part-day 4-5 days per week, but districts may offer full-day programs 2-3 days per week. The 4K program may be provided through community approach models with Head Start or child care so that extended-day or extended-year services are available. Some children with disabilities get extended services as per their IEP. Districts may adopt early entrance policies. Districts may consider the following staff-to-child ratios and class sizes: a 1:10 staff-to-child ratio with a maximum class size of 20; a 1:13 staff-to-child ratio with a maximum group size of 24; a 1:15 ratio, required by the Student Achievement Guarantee in Education class size reduction program and early childhood special education inclusion models; or two teachers working with groups of 16 to 20 children as advised by NAEYC. Programs in child care or Head Start must follow those requirements. If a school-based program operates longer than 2.5 hours per day, they provide a meal or snack through the school nutrition program. State law supports vision, hearing, and health screenings prior to enrollment. When 4K uses the community approach with Head Start, screenings are required. Students entering 4K must have a physical exam (unless waived for religious reasons). There is a standard form but the physician has some discretion in what is done. Referrals and follow-up policies are locally determined. Assistant teachers can meet one of three requirements: At least two years of higher education, an AA or higher, or meet a rigorous standard of quality through a state or local academic assessment regardless of degree. The requirement for assistant teachers in nonpublic settings reflects child care licensing regulations. School districts that are federal Head Start grantees may require assistant teachers to have an AA and assistant teacher license. In-service requirements for assistants vary as per Title I funding, 4K contracts with community programs, and local school district policy.
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When children with disabilities are enrolled in 4K, IDEA funds support their services as per the IEP. Local districts may use Title I funds to supplement 4K. When districts partner with child care or Head Start, they may use TANF, CCDF, and USDA to support the program or extend services based on the agreements and program models. 4K funding is 0.5 of the funding for other grade levels. Districts may receive 0.6 if they provide 87.5 hours of parent outreach. Other agencies include Boys and Girls Clubs, the YMCA, and other community programs that may help implement the parent outreach component of 4K. Local property taxes are part of the funding formula. The state did not have a quality rating system during the 2009-2010 school year. However, the state plans to implement one during the 2010-2011 school year.
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WISCONSIN – Wisconsin Head Start State Supplement 2009-2010
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Funds are available to federal Head Start grantees choosing to implement the supplement. School districts receive IDEA funding for all children with IEPs. If children are enrolled in Head Start, the district may provide special education and related services in the Head Start setting. Head Start programs fund separate services for children with IFSP/IEPs enrolled in federal Head Start. Head Start may collaborate with child care or schools for programs but data are not collected on the number of children in each setting. Head Start grantees may be public schools but are still considered Head Start settings. Local programs determine operating schedule by the approved federal grant application model. Half-day is the most common schedule for hours per day, and summer school and full-year programs exist. Districts and Head Start programs can establish early entrance policies. State pre-K children must meet the federal Head Start income guidelines. Effective as of 2007, 35 percent of enrollment may be children whose family incomes are between 100 and 130 percent FPL after priority is given to children at or below 100 percent FPL. Income is the primary determinant of eligibility. However, children in foster care and who are experiencing homelessness are also eligible. With a federal waiver, children eligible for free lunch are also eligible. Regulations also allow 10 percent of the children to be over-income and 10 percent with disabilities. Each Head Start grantee can prioritize risk in their selection process. Children with more risk factors have greater priority for enrollment. The federal Head Start Performance Standards require that part-day programs provide children with at least one-third of their daily nutritional needs and full-day programs provide one-half to two-thirds of daily nutritional needs, depending on the length of the program day. School districts that are federal Head Start grantees may require lead teachers to have a BA and appropriate licensure. The federal Head Start program requires teachers to have at least a CDA. The Head Start Reauthorization Act of 2007 requires that by 2011, all lead teachers must have at least an AA; by 2013, 50 percent must have at least a BA. By 2013, all assistant teachers must have at least a CDA or be enrolled in a program to receive a CDA, AA, or BA within two years. As per federal requirements, grantees must establish and implement a structured approach to staff training and development and provide academic credit whenever possible. The state did not have a quality rating system during the 2009-2010 school year. However, the state plans to implement one during the 2010-2011 school year.
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DISTRICT OF COLUMBIA – Pre-Kindergarten Enhancement and Expansion Program 2009-2010
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The program supports access to high-quality pre-K for all age-eligible children across all educational sectors in D.C. Public Schools (DCPS) and community-based organizations (CBO). For mixed age groups, the maximum is 16 for class size and 2:16 for staff-to-child ratio. All nonpublic, community-based teachers must hold at least an AA in child development, early childhood education, or child and family studies and must be enrolled in a BA program and on track to receive the degree by September 1, 2017. In public settings, an assistant teacher must have an AA, 48 college credit hours, or have passed the paraprofessional exam, which is a basic skills test. It is not required that the degree be in ECE. For nonpublic assistant teachers, they must be enrolled at the time of employment in an early education degree program. Although there are no district-specified required hours, assistant teachers attend the same professional development as the lead teachers. The CBO lead teacher must be paid a salary comparable to DCPS teachers with equivalent education and experience. Spending was based on the per-pupil funding amount of $11,401. The program uses Going for the Gold, which is a tiered rate reimbursement system tied to quality indicators. The evaluation covered program operations, curriculum, parent involvement, support of English language learners, and classroom observations. Programs are assessed using the ECERS-R, ELLCO and CLASS measures but programs do not assess individual child outcomes and learning and development. The CBO require monthly meetings with parents and their participation in classroom related activities, which are outlined in monthly reports.
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DISTRICT OF COLUMBIA – D.C. Public Charter School Pre-K Program 2009-2010
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D.C. Public Charter Schools that are approved by way of their charters to provide preschool offer programming to all age-eligible students who are D.C. residents. Charter schools access D.C. local funds as well as federal funds for special education students. LEAs can choose their operating schedule as long as they are offering at least 180 days or 900 hours of instruction per year. Most LEAs offer 5 days a week although some opt to offer a longer school day to accommodate a half-day for professional development within a 4.5 day per week schedule for students. LEAs vary in the wraparound services they provide. Charter schools have the option of choosing one of the given cutoff dates for their pre-K students. Most LEAs also provide breakfast and snack. Charter schools are free to choose assessments as long as they are aligned with the ELS. Teacher supports were not offered in the 2009-2010 school year but will be in the future. Spending data were based on the per-pupil funding amount of $11,752 for 3-year-olds and $11,401 for 4-year-olds. Charter schools receive an additional $2,800 per-pupil for facilities allotment in addition to the per-pupil allotment. This amount is not included in the total spending amount. The Uniform Per Pupil Funding Formula is used to determine funding for pre-K in charter schools. Charter law prevents the Public Charter School Board from mandating any specific assessment. The Public Charter School Board holds charter schools accountable to what is outlined in their respective charter agreements. The majority of charter school agreements have parent engagement activities that the Board in turn monitors.
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APPENDIX B: HEAD START DATA
STATE STATE-FUNDED HEAD START State enrollment: additional funded Federal slots for 3- and 4State funding year-olds (Program actual spending 1 (Fiscal Year 2010)2 (Fiscal Year 2010) Year 2009-2010)
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 50 States + DC14 Data sources $147,553,267 a 16,913 a $6,960,062 1,1601 Not reported13 3211 $2,452,53311 $54,897,578 $38,645,052 $1,000,00012 0 6,4061 5,1081 156 $800,00010 3610 $312,7309 0 $13,682,074 1,7321 Not reported6 $1,800,0007 $7,500,0008 2181 0 2641 $1,500,0005 1951 $4,982,8384 $5,727,800 4211 843 $7,292,600 531 $128,795,386 $26,088,946 $190,893,444 $79,686,440 $1,023,119,647 $86,426,170 $58,684,386 $15,322,257 $27,834,801 $343,981,599 $201,990,482 $25,564,131 $37,102,374 $318,393,527 $115,065,187 $59,193,525 $60,402,087 $126,735,890 $167,769,210 $32,153,323 $89,282,638 $123,525,886 $285,081,505 $99,705,881 $182,385,869 $138,784,655 $40,141,416 $45,235,012 $33,886,592 $15,520,982 $151,222,061 $78,047,977 $500,805,950 $182,226,238 $29,354,771 $286,301,051 $125,111,754 $98,816,371 $265,563,416 $25,013,144 $103,567,362 $38,038,186 $139,485,096 $635,812,037 $51,267,889 $15,125,641 $118,228,838 $163,359,624 $58,127,999 $118,438,485 $15,605,794 $7,378,283,397 b
FEDERAL HEAD START Funded enrollment by state (Program Year 2009-2010)3
3-year-olds 5,853 483 3,251 4,564 31,123 3,487 2,779 785 1,007 12,728 12,020 907 528 15,328 4,807 2,822 2,879 5,946 11,619 1,004 4,993 4,561 11,172 3,472 10,956 6,384 1,032 1,580 1,155 595 6,097 2,638 18,678 6,174 709 14,696 6,023 1,935 10,990 565 5,991 960 4,954 28,116 1,267 450 4,728 2,939 2,182 5,931 568 296,411 b 4-year-olds 9,618 740 8,619 5,222 59,008 4,991 3,306 639 1,746 19,811 10,171 1,768 2,052 19,223 8,246 3,782 3,667 8,912 8,909 1,637 4,546 5,556 19,794 5,383 14,383 8,662 1,627 2,603 1,393 819 7,659 3,850 24,824 11,108 1,106 19,209 6,646 3,615 16,197 1,211 5,782 1,412 10,122 35,683 3,811 667 7,505 6,366 4,890 5,937 898 425,331 b
American Indian/ Alaskan Native enrollment (Program Year 2009-2010)
3-year-olds 0 453 1,840 0 237 76 0 0 0 0 0 0 77 0 0 0 26 0 0 28 0 0 158 289 145 0 630 106 181 0 0 547 78 77 391 0 1,187 107 0 0 42 484 0 18 93 0 0 440 0 346 97 8,154 c 4-year-olds 0 529 3,317 0 325 66 0 0 0 0 0 0 120 0 0 0 36 0 0 32 0 0 191 409 63 0 658 107 179 0 0 650 65 99 431 0 1,323 185 0 0 38 719 0 16 122 0 0 575 0 403 102 10,761 c
Migrant enrollment (Program Year 2009-2010)
3-year-olds 70 0 270 120 1,531 89 0 0 0 638 84 0 172 84 0 0 0 37 0 0 0 31 259 171 0 0 0 11 0 0 46 0 123 185 0 0 0 572 96 0 71 0 60 2,247 68 0 64 738 0 99 0 7,936 c 4-year-olds 58 0 327 91 1,462 63 0 0 0 499 61 0 0 86 0 0 0 37 0 0 0 19 221 143 0 0 0 8 0 0 24 0 94 143 0 0 0 463 81 0 55 0 42 1,552 78 0 54 574 0 68 0 6,485 c
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APPENDIX B: HEAD START DATA
STATE Percent of children enrolled full-day five days per week, all ages (Program Year 2009-2010)
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 50 States + DC 14 Data sources 92% 5% 2% 97% 26% 12% 54% 10% 68% 93% 93% 37% 1% 35% 18% 46% 20% 23% 78% 14% 51% 36% 6% 6% 80% 34% 6% 18% 7% 6% 90% 26% 56% 89% 10% 18% 60% 13% 44% 10% 91% 7% 69% 73% 3% 25% 65% 11% 5% 9% 1% 47% c
(continued)
AVERAGE SALARIES FOR HEAD START TEACHERS AND ASSISTANT TEACHERS (PROGRAM YEAR 2009-2010) Teachers, all degree levels
$21,090 $25,407 $27,443 $25,782 $33,244 $27,534 $36,696 $20,822 $40,227 $27,884 $26,127 $33,713 $22,044 $28,993 $23,535 $28,005 $28,687 $27,375 $32,483 $26,327 $32,251 $28,774 $31,926 $27,038 $19,485 $22,168 $18,042 $27,698 $32,997 $22,122 $36,412 $27,158 $34,773 $26,599 $27,399 $23,645 $27,594 $26,420 $25,492 $25,938 $21,001 $25,728 $37,395 $32,423 $20,358 $25,266 $31,500 $27,170 $29,122 $31,244 $28,222 $28,824 c
Teachers with CDA credentials
$20,720 $22,762 $23,266 $20,275 $29,125 $22,042 $25,507 $17,263 $26,649 $22,740 $20,273 $29,334 $16,544 $23,239 $18,554 $21,621 $19,719 $20,344 $22,848 $22,333 $22,771 $25,375 $26,485 $25,917 $16,877 $18,278 $16,794 $16,714 $29,894 $20,879 $23,161 $20,622 $23,892 $19,605 $24,625 $20,776 $21,075 $21,971 $21,940 $17,991 $18,832 $22,830 $18,609 $21,408 $18,800 $19,027 $23,515 $21,587 $18,720 $23,042 $19,801 $22,385 c
Teachers with AA degrees
$20,573 $28,247 $26,475 $23,560 $31,865 $23,253 $28,461 $20,874 $30,060 $24,929 $23,894 $33,145 $20,316 $25,215 $21,316 $23,337 $22,911 $22,701 $68,897 $26,839 $28,683 $27,978 $26,181 $25,362 $18,171 $20,896 $18,911 $22,142 $33,811 $22,512 $27,695 $23,467 $26,279 $22,283 $27,272 $22,487 $22,480 $23,855 $22,701 $24,813 $19,302 $17,951 $22,737 $24,887 $19,826 $22,651 $25,411 $26,267 $20,813 $24,417 $23,798 $26,004 c
Teachers with BA degrees
$25,251 $30,192 $29,080 $29,006 $34,938 $28,544 $34,972 $21,623 $40,705 $30,208 $28,176 $35,095 $22,664 $30,519 $24,686 $28,589 $30,016 $29,542 $30,237 $27,553 $33,000 $31,348 $30,261 $26,679 $19,955 $23,194 $17,864 $28,200 $32,840 $22,929 $38,229 $31,743 $31,609 $28,560 $27,932 $24,304 $30,731 $27,161 $25,531 $27,747 $22,305 $25,226 $29,073 $34,696 $21,491 $25,088 $32,898 $27,986 $31,148 $31,253 $29,286 $29,494 c
Teachers with graduate degrees
$28,488 $30,240 $28,295 $31,996 $40,823 $35,822 $42,083 $30,436 $61,507 $35,654 $33,466 $32,375 $27,761 $36,837 $32,597 $35,230 $40,104 $37,190 $30,171 $25,075 $40,541 $31,031 $37,943 $31,178 $20,204 $26,893 $21,599 $35,369 $32,740 $21,137 $44,874 $40,106 $38,453 $32,942 $29,525 $31,722 $35,084 $28,221 $31,710 $24,459 $23,350 $32,126 $34,662 $43,004 $20,515 $29,110 $40,248 $30,977 $41,006 $42,537 $43,406 $35,766 c
Assistant teachers
$15,792 $18,905 $16,714 $16,930 $21,356 $15,777 $19,288 $12,715 $25,308 $16,927 $16,854 $22,132 $12,224 $19,971 $13,935 $16,699 $15,366 $14,142 $16,224 $17,251 $18,149 $19,300 $17,546 $16,541 $13,958 $14,438 $11,533 $14,063 $20,298 $16,264 $19,394 $15,188 $31,435 $17,236 $14,530 $16,034 $16,607 $16,802 $15,123 $17,320 $14,469 $13,798 $15,795 $16,679 $14,498 $17,865 $17,225 $18,297 $16,900 $16,133 $15,483 $17,584 c
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APPENDIX B: HEAD START DATA
(continued)
DATA SOURCES
a Data were reported by Head Start State Collaboration Office directors. b Federal spending and enrollment data from Association for Children and Families (ACF). c Data from Head Start Program Information Reports (PIR) for 2009-2010.
NOTES
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Several states providing Head Start supplements were not able to report the number of children served with these state funds. In some cases, this was because a portion of state funds were used to enhance services for federally funded Head Start participants rather than for separate, additional slots. For these states, and states where enrollment was not available by single year of age, enrollment was estimated based on non-ACF-funded enrollment and proportions of all enrollees who were age 3 or age 4, as reported in the 2009-2010 Head Start PIR. This sum for federal Head Start funding only represents the portion of funding provided to states and does not include funding for programs in U.S. territories, but does include Native American and Migrant programs. Total federal Head Start funding, including U.S. territories, was $7,673,316,241 in FY 2010. These totals may include funding awarded through the American Recovery and Reinvestment Act (ARRA) for one year of operation of Head Start and Early Head Start expansion. Funding for support activities such as research, training and technical assistance, and monitoring was $238,352,000 in fiscal year 2010. Funded enrollment was not available by single year of age. Data shown here are estimated based on the percentage of all 3- and 4-year-olds enrolled, as reported in the 2000-2010 Head Start PIR, and the enrollment by state as reported by ACF. These numbers do not include children funded by state match. In addition to funding slots, funds are used to provide additional services, extend the program day and year, and support program quality enhancement. State funding to federal Head Start for the 2009-2010 school year began as $5,521,150 but subsequently received two 5 percent cuts. This sum represents TANF funds dedicated to Head Start and Early Head Start. The most recent funding data obtained from the Maine Head Start State Collaboration Office is $3,937,668 for the 2007-2008 school year. Due to decreased funding, programs were limited in the 2009-2010 school year to providing extended-day/year services only and no new slots or quality improvements were funded by the state. The state provided extended-day/year services for 2,232 children ages 3 to 5. In addition to funding slots, Massachussetts’s state Head Start funds are used for teacher salary enhancement and other quality improvements. New Hampshire’s state Head Start funds are used for teacher salary enhancement. This sum represents TANF funds dedicated to Head Start. Funding also provided slots for eight 5-year-olds and 130 infants and toddlers. Funding represents the allocated amount for the program. However, the program was only funded for September 2009-December 2009, after which the supplement was eliminated by a legislative action designed to curb state spending. Funds are used to provide extended-day and additional services. This sum also represents $200,000 in TANF funds dedicated to Head Start. According to the Head Start State Collaboration Office, Washington does not provide any supplemental funds aside from a state match. National salary averages include data from programs in the U.S. territories, including Puerto Rico, as well.
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APPENDIX C: CHILD CARE DATA
STATE INCOME ELIGIBILITY LIMIT FOR CHILD CARE ASSISTANCE FOR A FAMILY OF 3 (AS REPORTED FOR FY 2009)
Eligibility limit as annual income figure
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Data sources $23,808 $46,236 $30,216 $27,144 $45,228 $54,108 $41,028 $36,624 $27,468 $26,556 $47,124 $23,184 $36,624 $23,256 $26,556 $33,876 $27,468 $37,896 $45,775 $29,988 $39,204 $23,880 $32,940 $35,004 $22,620 $27,468 $21,756 $43,248 $45,780 $36,624 $36,620 $36,624 $37,476 $29,556 $35,208 $35,100 $33,876 $36,624 $32,964 $27,468 $36,624 $31,044 $27,468 $30,792 $35,484 $45,780 $36,624 $27,468 $33,876 $45,780 a
Eligibility limit as monthly income figure
$1,984 $3,853 $2,518 $2,262 $3,769 $4,509 $3,419 $3,052 $2,289 $2,213 $3,927 $1,932 $3,052 $1,938 $2,213 $2,823 $2,289 $3,158 $3,815 $2,499 $3,267 $1,990 $2,745 $2,917 $1,885 $2,289 $1,813 $3,604 $3,815 $3,052 $3,052 $3,052 $3,123 $2,463 $2,934 $2,925 $2,823 $3,052 $2,747 $2,289 $3,052 $2,587 $2,289 $2,566 $2,957 $3,815 $3,052 $2,289 $2,823 $3,815 a
Eligibility limit as percent of state median income (SMI)
47% 77% 54% 60% 75% 85% 50% 55% 50% 47% 85% 46% 60% 41% 45% 59% 59% 75% 81% 50% 50% 38% 47% 85% 40% 54% 37% 75% 62% 46% 79% 56% 75% 59% 59% 79% 65% 59% 50% 55% 69% 60% 55% 56% 83% 67% 56% 59% 57% 75% a
SMI Year
2009 2002 2010 2007 2007 2009 2009 2010 2009 2009 2004 2010 2008 2009 2010 2009 2008 2009 2010 2001 2009 2010 2009 2004 2010 2009 2010 2010 2009 2009 2009 2010 2008 2008 2010 2008 2008 2009 2009 2009 2009 2009 2010 2010 2000 2010 2010 2009 2008 2010 a
246
APPENDIX C: CHILD CARE DATA
STATE
(continued)
ESTIMATED FUNDING FOR CHILD CARE (FY 2009) Child Care and Child Care and Child Care and TANF transfers Development Development Fund: Development Total CCDF to the Child Care Fund: Federal State maintenance Fund: State funding and Development of effort allocations1 matching funds (federal and state) Fund
$121,020,605 $15,914,643 $163,546,702 $73,036,660 $750,713,619 $87,860,996 $65,164,077 $19,210,751 $351,613,808 $265,437,267 $24,747,305 $36,859,253 $281,692,067 $150,392,704 $61,864,851 $63,662,195 $111,319,080 $120,739,520 $22,992,609 $103,369,511 $126,292,039 $206,932,377 $105,632,277 $87,530,546 $136,485,608 $19,891,732 $45,110,812 $47,414,184 $20,872,141 $143,161,293 $56,401,352 $399,357,809 $259,834,651 $13,199,835 $272,267,821 $107,667,643 $85,281,725 $240,779,564 $22,521,475 $108,551,652 $17,414,413 $157,460,686 $657,131,465 $78,075,884 $12,584,541 $141,045,810 $145,242,491 $44,300,353 $116,759,831 $10,976,062 b $6,896,417 $3,544,811 $10,032,936 $1,886,543 $85,593,217 $8,985,901 $18,738,358 $5,179,325 $33,415,872 $22,182,651 $4,971,630 $1,175,819 $56,873,825 $15,356,947 $5,078,586 $6,673,024 $7,274,537 $5,219,488 $1,749,818 $23,301,407 $44,973,368 $24,411,364 $19,690,299 $1,715,430 $16,548,755 $1,313,990 $6,498,998 $2,580,421 $4,581,866 $26,374,178 $2,895,259 $101,983,998 $37,927,282 $1,017,036 $45,403,943 $10,630,233 $11,714,966 $46,629,051 $5,321,126 $4,085,269 $802,914 $18,975,782 $34,681,421 $4,474,923 $2,666,323 $21,328,762 $38,707,605 $2,971,392 $16,449,406 $1,553,707 b $11,967,814 $3,978,576 $20,307,203 $5,979,788 $211,811,933 $27,654,144 $18,261,647 $4,676,609 $73,922,330 $32,154,201 $5,298,388 $4,075,702 $72,070,798 $20,136,244 $9,590,108 $10,599,780 $9,710,376 $9,868,551 $3,352,130 $30,594,603 $31,996,348 $35,655,235 $28,558,200 $5,567,169 $18,764,848 $2,289,479 $6,954,390 $15,373,785 $6,543,419 $46,599,284 $4,695,256 $98,195,618 $28,054,937 $1,864,380 $37,722,306 $10,707,728 $11,753,947 $51,440,157 $4,630,841 $10,229,189 $2,674,633 $18,595,892 $105,860,998 $8,059,810 $1,929,857 $41,738,446 $33,443,012 $3,108,032 $20,176,838 $2,838,131 b $139,884,836 $23,438,030 $193,886,841 $80,902,991 $1,048,118,769 $124,501,041 $102,164,082 $29,066,685 $458,952,010 $319,774,119 $35,017,323 $42,110,774 $410,636,690 $185,885,895 $76,533,545 $80,934,999 $128,303,993 $135,827,559 $28,094,557 $157,265,521 $203,261,755 $266,998,976 $153,880,776 $94,813,145 $171,799,211 $23,495,201 $58,564,200 $65,368,390 $31,997,426 $216,134,755 $63,991,867 $599,537,425 $325,816,870 $16,081,251 $355,394,070 $129,005,604 $108,750,638 $338,848,772 $32,473,442 $122,866,110 $20,891,960 $195,032,360 $797,673,884 $90,610,617 $17,180,721 $204,113,018 $217,393,108 $50,379,777 $153,386,075 $15,367,900 b $2,000,000 $10,608,900 $0 $5,000,000 $10,000,000 $29,925,276 $0 $6,458,196 $122,549,157 $0 $18,950,000 $7,554,900 $0 $37,158,599 $26,236,177 $20,792,923 $54,386,300 $32,526,386 $0 $5,885,667 $91,874,224 $103,526,180 $34,061,000 $19,116,519 $23,000,000 $7,676,010 $16,000,000 $0 $3,441,455 $80,701,284 $32,409,714 $413,976,257 $84,330,900 $0 $0 $29,056,288 $0 $141,305,000 $15,875,472 $0 $0 $50,600,000 $0 $0 $9,224,074 $13,056,465 $104,574,062 $0 $62,899,870 $0 c
Percent TANF transfer of total CCDF funds
2% 10% 0% 3% 0% 11% 0% 14% 18% 0% 9% 18% 0% 14% 16% 15% 22% 16% 0% 2% 15% 9% 8% 14% 10% 9% 18% 0% 5% 15% 17% 13% 13% 0% 0% 12% 0% 16% 16% 0% 0% 12% 0% 0% 19% 8% 16% 0% 17% 0% c
TANF direct spending on child care
$0 $4,050,223 $0 $0 $198,092,301 $0 $0 $4,969,234 $23,783,211 $0 $0 $0 $0 $0 $0 $0 $3,366,377 $0 $5,861,844 $0 $0 $46,019,065 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $15,740,681 $0 $406,284 $0 $0 $25,423,928 $0 $9,504,462 $0 $1,464,961 $0 $13,576,570 $0 $0 c
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Data sources
247
APPENDIX C: CHILD CARE DATA
STATE
(continued)
MAXIMUM CHILD:STAFF RATIOS IN CHILD CARE CENTERS (2008)
MAXIMUM GROUP SIZE IN CHILD CARE CENTERS (2008)
3-year-olds
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Data sources
NR = Not regulated
4-year-olds
18:1 10:1 15:1 15:1 12:1 12:1 10:1 12:12 20:1 18:1 16:1 Not licensed 10:1 12:1 12:1 12:1 14:1 16:1 8:1/10:13 10:1 10:14 12:1 10:1 16:1 10:1 10:1 12:1 13:1 12:1 12:1 12:1 8:1 15:1 10:1 14:1 15:1 10:1 10:1 10:1 18:1 10:1 13:1 18:1 15:1 10:1 10:1 10:1 12:1 13:1 12:1 d
3-year-olds
NR 20 NR 24 NR 20 20 NR NR 30 NR Not licensed 20 20 NR 24 24 NR 24/203 20 204 NR 20 14 NR NR NR NR 24 20 NR 18 25 14 24 24 20 20 18 NR 20 18 30 24 20 NR 20 20 20 24 d
4-year-olds
NR 20 NR 30 NR 24 20 NR NR 36 NR Not licensed 20 24 NR 24 28 NR 24/203 20 204 NR 20 20 NR NR NR NR 24 20 NR 21 25 20 28 30 20 20 20 NR 20 20 35 30 20 NR 20 24 24 30 d
8:1 10:1 13:1 12:1 12:1 10:1 10:1 10:12 15:1 15:1 12:1 Not licensed 10:1 10:1 8:1 12:1 12:1 14:1 8:1/10:13 10:1 10:14 10:1 10:1 14:1 10:1 8:1 10:1 13:1 8:1 10:1 12:1 7:1 15:1 7:1 12:1 12:1 10:1 10:1 9:1 13:1 10:1 9:1 15:1 12:1 10:1 10:1 10:1 10:1 10:1 10:1 d
248
APPENDIX C: CHILD CARE DATA
STATE Child care center teachers: education/ training requirements
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Data sources 12 clock hours training None None None CC certificate + 95 clock hours Vocational CD program None Vocational CC program 40-hour CC training None CDA or ECE certification Not licensed CDA or CCP credential None None None None None None 90 clock hours ECD training 2-year vocational CC course None CDA None None None None None 2-year vocational CC course CDA or CCP credential 45-hour or 3 credit ECE course None None None None None None None None None None None None5 None CDA 24 clock hours CC training None None 2 non-credit ECE courses6 None e
(continued)
CHILD CARE STAFF PRE-SERVICE QUALIFICATIONS (2008) Child care center teachers: experience required?
N N N N Y (150 hours) Y (1 year) N Y (1 year) N N Y (1 year) Not licensed N N N N N N N Y (1 year) N N Y (1,560 hours) N N N N N N Y (1 year) N N N N N N N N N N N N N5 N N N N N Y (80 days) N e
Child care center directors: education/ training requirements
124 clock hours training CDA 60 clock hours ECE/CD training None 12 EC credits 18 ECE credits CDA CDA State director credential None CDA Not licensed CDA or CCP + 12 ECE credits AA in ECE 75 clock hours CD training CDA None Vocational CC program 135 clock hours training 90 clock hours ECD training CDA + 5 CD/ECE credits CDA + 12 child-related credits 90 clock hours CD or supervisory CDA or CC director credential CDA + 6 child-related credits None None CDA CDA BA 1-year vocational certificate CDA None CDA CDA Director credential (bronze level) None AA with 30 child-related credits CDA + 4 college courses in ECE/CD None None TN EC training alliance certificate Director credential National administrator credential + 6 CCR&R courses CDA 120 hours training CDA None 2 non-credit ECE courses 100 clock hours training f
Child care center directors: experience required?
Y (1 year) N Y (2 years) N Y (4 years) Y (2 years) Y (1,080 hours) Y (2 years) N N Y (4 years) Not licensed Y (2 years) Y (3 years) Y (> 1 year) Y (1 year) N Y (1 year) Y (5 years) N Y (33 months) N Y (1,040 hours) Y (2 years) Y (1 year) N N N Y (4,000 hours) Y (1 year) Y (2 years) Y (4 years) N Y (1 year) Y (2 years) N N Y (4 years) Y (3 years) N N N Y (2 years) N Y (2 years) Y (3 years) Y (2 years) N Y (80 days) Y (2 years) f
Average annual child care worker salary (May 2009)
$17,560 $23,670 $19,970 $16,750 $23,730 $22,890 $23,280 $20,030 $19,660 $18,360 $19,660 $17,850 $22,010 $18,940 $19,210 $18,980 $18,430 $18,190 $21,780 $21,940 $24,480 $21,590 $20,340 $16,950 $19,880 $17,740 $18,150 $19,850 $20,520 $22,710 $18,960 $24,040 $18,800 $17,440 $22,030 $17,880 $21,340 $20,170 $22,530 $17,960 $18,300 $17,800 $18,210 $18,640 $22,100 $21,400 $22,520 $18,070 $23,080 $20,720 g
249
APPENDIX C: CHILD CARE DATA
(continued)
DATA SOURCES
a Data were retrieved from the U.S. Department of Health and Human Services report Child Care and Development Fund: Report of State and Territory Plans FY 20102011. Available at http://nccic.acf.hhs.gov/pubs/stateplan2010-11/index.html. b Child Care Bureau, FY 2009 CCDF Final Allocations (Including Realloted Funds). Available at: http://www.acf.hhs.gov/programs/ccb/law/allocations/current/state2009/final_allocations2009.htm. c Fiscal year 2009 TANF financial data were retrieved from the U.S. Department of Health and Human Services, Administration for Children and Families. Available at http://www.acf.hhs.gov/programs/ofs/data/2009/tanf_2009.html. d State Requirements for Child-Staff Ratios and Maximum Group Sizes for Child Care Centers in 2008. Data compiled from the results of The 2008 Child Care Licensing Study (2010) by National Child Care Information and Technical Assistance Center (NCCIC) and the National Association for Regulatory Administration (NARA). Available at http://nccic.acf.hhs.gov/resource/state-requirements-child-staff-ratios-and-maximum-group-sizes-child-care-centers-2008. e Minimum Requirements for Preservice Qualifications and Annual Ongoing Training Hours for Center Teaching Roles in 2008. Data compiled from the results of The 2008 Child Care Licensing Study (2010) by the National Child Care Information and Technical Assistance Center (NCCIC) and the National Association for Regulatory Administration (NARA). Available at http://nccic.acf.hhs.gov/pubs/cclicensingreq/cclr-teachers.html. f Minimum Requirements for Preservice Qualifications, Administrative Training, and Annual Ongoing Training Hours for Center Directors in 2008. Data compiled from the results of The 2008 Child Care Licensing Study (2010) by the National Child Care Information and Technical Assistance Center (NCCIC) and the National Association for Regulatory Administration (NARA). Available at http://nccic.acf.hhs.gov/pubs/cclicensingreq/cclr-directors.html. g U.S. Department of Labor, Bureau of Labor Statistics (2009). Available at http://www.bls.gov.
NOTES
1
These data represent the sums of mandatory, discretionary, and the federal share of the matching funds. For FY 2009, discretionary funds included funding from the American Recovery and Reinvestment Act (ARRA). Centers licensed before January 1, 2007, have four calendar years, or no later than January 1, 2011, to achieve compliance with child-staff ratio requirements. As of September 15, 2006, the child:staff ratio for 3 to not yet school-age 5 years old is 8:1 with a maximum group size of 24, or 10:1 with a maximum group size of 20. This ratio applies to 3- and 4-year-old children who attend full-day programs. The ratio for half-day programs is 12:1 with a maximum class size of 24. Teachers with less than 6 months prior experience in a regulated child care center must attain 8 hours of preservice training in child development or have documentation of equivalent child care training. Approved non-credit courses involve at least 36 clock hours of training.
2 3 4 5
6
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APPENDIX D: U.S. CENSUS POPULATION ESTIMATES
STATE NUMBERS OF 3- AND 4-YEAR-OLDS, BY STATE 2009
3-year-olds
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 50 states District of Columbia 62,645 10,471 103,600 40,487 543,121 72,663 42,380 11,894 233,050 150,183 17,174 24,650 176,798 89,435 40,933 40,388 57,414 56,467 14,287 75,227 77,155 122,941 72,336 43,215 80,137 12,236 26,348 41,015 15,635 109,511 29,877 239,951 131,882 8,543 147,683 53,528 49,118 149,714 11,957 62,196 11,512 84,513 414,474 54,014 6,232 105,934 90,301 21,275 72,192 7,889 4,216,581 7,015
4-year-olds
61,923 10,258 102,947 40,358 538,269 72,361 42,662 11,800 229,036 148,605 16,758 24,230 176,466 87,416 39,426 39,550 56,811 63,047 14,274 74,379 76,332 123,089 70,921 42,811 78,623 11,878 26,068 39,626 15,853 111,062 30,194 237,986 130,453 8,028 145,469 52,837 48,410 147,600 11,619 60,208 11,483 82,286 411,247 51,777 6,474 104,296 86,958 20,835 71,285 7,608 4,173,892 6,794
Total 3- and 4-year-olds
124,568 20,729 206,547 80,845 1,081,390 145,024 85,042 23,694 462,086 298,788 33,932 48,880 353,264 176,851 80,359 79,938 114,225 119,514 28,561 149,606 153,487 246,030 143,257 86,026 158,760 24,114 52,416 80,641 31,488 220,573 60,071 477,937 262,335 16,571 293,152 106,365 97,528 297,314 23,576 122,404 22,995 166,799 825,721 105,791 12,706 210,230 177,259 42,110 143,477 15,497 8,390,473 13,809
Source: U.S. Census Population Estimates, State Population Datasets (State by Age, Sex, Race, and Hispanic Origin - 6 Race Groups). Downloaded from: http://www.census.gov/popest/datasets.html
251
APPENDIX E: PRE-K SPECIAL EDUCATION ENROLLMENT
STATE NUMBERS AND PERCENTAGES OF 3- AND 4-YEAR-OLDS, BY STATE 2009-2010 3-year-olds Number Enrolled
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 50 states District of Columbia 1,412 420 3,520 3,329 18,034 2,818 2,239 620 7,511 3,450 658 918 8,790 4,677 1,530 2,493 4,084 2,054 969 3,322 4,023 5,881 3,403 1,767 3,116 320 1,247 1,559 865 4,265 1,657 20,049 4,119 414 5,616 1,436 2,395 8,232 685 2,121 612 2,321 9,634 2,123 485 3,751 3,235 1,028 3,600 845 173,652 122
4-year-olds Number Enrolled
2,401 677 5,339 5,333 25,464 4,054 2,765 881 11,919 5,381 850 1,360 12,752 6,089 2,095 3,631 6,710 3,155 1,407 4,205 5,853 7,758 5,117 2,969 5,770 599 1,702 2,486 1,120 5,956 2,392 24,676 6,204 573 8,384 2,485 3,292 11,635 997 3,523 921 4,340 13,448 3,180 638 5,944 4,797 1,878 5,362 1,269 251,736 242
Total 3- and 4-year-olds Number Enrolled
3,813 1,097 8,859 8,662 43,498 6,872 5,004 1,501 19,430 8,831 1,508 2,278 21,542 10,766 3,625 6,124 10,794 5,209 2,376 7,527 9,876 13,639 8,520 4,736 8,886 919 2,949 4,045 1,985 10,221 4,049 44,725 10,323 987 14,000 3,921 5,687 19,867 1,682 5,644 1,533 6,661 23,082 5,303 1,123 9,695 8,032 2,906 8,962 2,114 425,388 364
Percent of State Population
2.3% 4.0% 3.4% 8.2% 3.3% 3.9% 5.3% 5.2% 3.2% 2.3% 3.8% 3.7% 5.0% 5.2% 3.7% 6.2% 7.1% 3.6% 6.8% 4.4% 5.2% 4.8% 4.7% 4.1% 3.9% 2.6% 4.7% 3.8% 5.5% 3.9% 5.5% 8.4% 3.1% 4.8% 3.8% 2.7% 4.9% 5.5% 5.7% 3.4% 5.3% 2.7% 2.3% 3.9% 7.8% 3.5% 3.6% 4.8% 5.0% 10.7% 4.1% 1.7%
Percent of State Population
3.9% 6.6% 5.2% 13.2% 4.7% 5.6% 6.5% 7.5% 5.2% 3.6% 5.1% 5.6% 7.2% 7.0% 5.3% 9.2% 11.8% 5.0% 9.9% 5.7% 7.7% 6.3% 7.2% 6.9% 7.3% 5.0% 6.5% 6.3% 7.1% 5.4% 7.9% 10.4% 4.8% 7.1% 5.8% 4.7% 6.8% 7.9% 8.6% 5.9% 8.0% 5.3% 3.3% 6.1% 9.9% 5.7% 5.5% 9.0% 7.5% 16.7% 6.0% 3.6%
Percent of State Population
3.1% 5.3% 4.3% 10.7% 4.0% 4.7% 5.9% 6.3% 4.2% 3.0% 4.4% 4.7% 6.1% 6.1% 4.5% 7.7% 9.4% 4.4% 8.3% 5.0% 6.4% 5.5% 5.9% 5.5% 5.6% 3.8% 5.6% 5.0% 6.3% 4.6% 6.7% 9.4% 3.9% 6.0% 4.8% 3.7% 5.8% 6.7% 7.1% 4.6% 6.7% 4.0% 2.8% 5.0% 8.8% 4.6% 4.5% 6.9% 6.2% 13.6% 5.1% 2.6%
Source: U.S. Department of Education, Office of Special Education Programs, Data Accountability Center (DAC). IDEA Data, Part B, Child Count 2009. Data updated as of January 2011.
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ACKNOWLEDGEMENTS—This publication was made possible through the support of The Pew Charitable Trusts. The Trusts’ Advancing Quality Pre-Kindergarten for All initiative seeks to advance high-quality prekindergarten for all the nation’s 3- and 4-year-olds through objective, policy-focused research, state public education campaigns, and national outreach. The opinions expressed in this report are those of the authors and do not necessarily reflect the views of The Pew Charitable Trusts.
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