In September 2001, Pew launched a 10-year initiative—combining research, communications and advocacy—with the goal of significantly increasing state investments in high-quality pre-k programs for three and four year olds. We are now in the final weeks and days of that effort, and the stunning results—results thanks to you—are reason to celebrate ...and to think bigger.
Pew's pre-k initiative was founded on the idea that we could accelerate and shape how pre-kindergarten policy unfolded across the country. Today, a record number of American children and their families have access to quality, state-funded pre-k programs. What we could not have foreseen a decade ago was how that success would create a new opportunity—to transform public education in America by having it start with pre-k, not kindergarten or first grade.
But that is exactly what has happened, and now we must seize the day. Although the Pre-K Now campaign is ending, the partnerships built among foundations, advocates, policy makers, business leaders, law enforcement, educators and families across the country will continue to act as a driver for the important work ahead. Please visit our list of early childhood resources that will help you stay informed on this critical issue.
Thank you for your years of support and invaluable work in the pre-k movement. We've made tremendous progress toward ensuring that every young child receives the life-long benefits of high-quality pre-k.
With enormous gratitude,
Marci Young
Project Director, Pre-K Now
Please note, the Pre-K Now website will redirect to the Pew Center on the States on January 3, 2012.
Today in Pre-K
Pre-K Now and ECS host webinar on evaluating pre-k-3 teacher effectiveness
On November 8, 2011, more than 200 local, state, and federal education leaders joined Pre-K Now and the Education Commission of the States for a national webinar titled "One Size Can't Fit All - Developing Smart Policies to Evaluate Pre-K-3 Teacher Effectiveness." Expert panelists included Lisa Guernsey, Director, Early Education Initiative, New America Foundation; Dr. Cheryl Ohlson, Senior Master Educator, Early Childhood Education, District of Columbia Public Schools; and Dr. Robert Pianta, Dean, Novartis Professor of Education, and Director of the Center for Advanced Study of Teaching and Learning at the University of Virginia Curry School of Education. > watch the recording (WMV)
> download our PPT slides (PDF)
Connecticut Governor pledges to expand pre-k to 1,000 more children
Just one week after issuing an executive order to create an Early Childhood Office within his Office of Policy and Management, Connecticut Governor Dannel P. Malloy has pledged to expand pre-k programs to serve an additional 1,000 children in his state. His intention to do so was spelled out in the state's recently submitted cover letter for the Race to the Top -- Early Learning Challenge application. Jacqueline Rabe Thomas, a reporter for the Connecticut Mirror, likened the Governor's pledge to a try for "extra credit" (Race to the Top does not require expansions of early learning programs). Through his commitment to pre-k, Governor Malloy has made a statement that he is serious about building a strong early learning system and growing the programs within it to help reduce the achievement gap in Connecticut.
The Pew Center on the States identifies and advances state policy solutions. Pre-K Now, a campaign of the Pew Center on the States, collaborates with advocates and policymakers to lead a movement toward high-quality, voluntary pre-kindergarten for all three and four year olds.
Fifty years of evidence shows that high-quality, voluntary pre-k is among the best strategies for education reform. Our brief highlights findings from the latest state pre-k program evaluations that continue to document gains in key measures of student learning, including early literacy, math and vocabulary; reduced need for special and remedial education; and lower incidences of grade retention.
