Pre-K Now
Pre-K: The First Step in Education Reform

In these tough economic times, policy makers need to prioritize investments in proven programs. For elected officials seeking to improve school performance, 50 years of evidence shows that high-quality, voluntary pre-kindergarten is among the best strategies for education reform. High-quality pre-k saves tax payers money; improves children's cognitive, social and emotional skills; decreases the need for grade retention and special education services and helps to close the achievement gap.

On this page, you will find resources that demonstrate why pre-k is integral to education reform and should be part of the nation's premier education law, the Elementary and Secondary Education Act (ESEA).

The evidence supporting pre-k

Fifty years of evidence shows that high-quality, voluntary pre-k is among the best strategies for education reform. Our Case for Pre-K issue brief highlights findings from the latest state pre-k program evaluations that continue to document gains in key measures of student learning.

Recommendations for the inclusion of pre-k in ESEA

The pending reauthorization of ESEA offers Congress a unique opportunity to apply proven research on the benefits of a high-quality pre-k education.

We urge Congress to:

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>> Authorize federal support for high-quality state pre-kindergarten.

We support legislation introduced in Congress that would create a new federal grant program that provides funding for high-quality state pre-kindergarten, consistent with our campaign's goal of access for three and four-year-olds. We have been pleased to work with members of the Senate HELP Committee on such legislation, and urge the committee to consider providing legislative authority in the context of the ESEA reauthorization. We recognize the difficult fiscal climate facing federal policymakers, as well as the difficult financial climate faced by the states. One option for supporting state pre-k is a Pre-k-3rd Incentive Fund that governors can allocate to improve early education from pre-kindergarten to third grade based on the unique needs and capacities of each state. As the federal budget improves, funds could be allocated to states for a specific, limited, research-proven set of interventions including matching school system investments in full-day kindergarten or new or expanded pre-kindergarten, and support for aligning curriculum, standards, and assessments to bolster each child's development and growth.
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>> Include the Race to the Top - Early Learning Challenge competition to improve state early learning systems.
This program, funded at $500 million in the FY11 Continuing Resolution, authorized the Department of Education and the Department of Health and Human Services to jointly administer competitive grants to states to strengthen their early learning systems, increasing access to and quality of early education programs for low-income and at-risk children through coordination. This effort should be continued in the ESEA and schools should be an active participant in building quality early learning systems so that what is being taught in the early years aligns with what they need to know in the later grades.
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>> Designate high-quality pre-k as an option for turning around low-performing schools.

Research demonstrates that low cognitive, linguistic and social functioning in the years prior to kindergarten leads to poor academic achievement in kindergarten and beyond. High school interventions are critical, but if not coupled with turnaround strategies in the early grades, then schools and school districts could be in the same low-performing status in five to ten years. Both Florida and Tennessee have recognized this by including pre-k expansion and improvement plans in their Race to the Top applications. School districts should have the option to use turnaround funds to either implement a pre-k classroom or improve pre-k quality in their district to ensure that educational improvement spans the pre-k to 12th grade spectrum.
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>> Recognize high-quality early education programs as an eligible use of funds designated to extend learning time.
Proposals to extend learning time in order to improve academic achievement should include early education programs. State pre-k, Head Start, and full-day kindergarten's role is precisely that - to increase learning time.
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>> Include pre-k teachers in training and professional development provisions.
Teachers in federal, state- and district-funded early childhood programs should be explicitly included in all ESEA programs that seek to improve teacher quality. School-based and community-based teachers, including state pre-k and Head Start teachers, as well as teachers in child care centers that contract with local educational agencies, should be included in professional development programs under ESEA. We recommend that pre-k teachers be included in Section 1119 and 9101(23) consistent with research that the most effective pre-k teachers have earned bachelor's degrees and have additional, specialized training in early-childhood education. Title II authorizes funds to recruit and train K-12 teachers, and we recommend the provisions be broadened to include pre-k teachers. We recommend that funds also be permitted to enable principals to gain the knowledge of early childhood development they need to lead high-quality pre-k programs.
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>> Support the integration of early childhood data in state longitudinal data systems.
Despite the progress states have made in building longitudinal student data systems, many states still do not have the capacity to link information on children's involvement in pre-k, Head Start, state-funded home visiting, and other early childhood programs within their data systems. America COMPETES and Race to the Top grants already foster efforts to spur and support the development of state longitudinal data systems that cover the prenatal-to-college years. Adding this element to ESEA would build on and integrate those initiatives.
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>> Provide incentives for the development of valid and reliable measurement tools that are appropriate for young children and the classrooms in which they learn.
As is the case with standards, states have led the way in developing age-appropriate assessments. This work should be supported with incentives for all states to move in the direction of continuously improving program quality. One example is New Jersey's comprehensive approach, which includes portfolio assessments of children's learning, observations of classroom quality, and statewide program evaluation by independent researchers to ensure the quality of providers in its Abbott preschool program. As you work to develop better accountability mechanisms for ESEA, you have the opportunity to encourage states and districts to embrace research-based, quality-focused evaluation of teacher practice and classroom environments.

See other resources that support adding pre-k to the ESEA:


Pre-K Now in the News

Now more than ever, reporters are making the connection between improving our education system and implementing high-quality pre-k for all children.

See instances of pre-k in the news:


Who supports the inclusion of pre-k in the ESEA?

Our broad base of support includes elected and military officials, law enforcement officers, senior citizens, advocates, business leaders, K-12 educators and national organizations. Most recently, a coalition of national education organizations came together to call on Congress to include pre-k in ESEA.

See statements of support from our growing list of organizational partners:

The following national advocacy and research organizations signed a letter to the Senate Committee on Health, Education, Labor and Pensions (HELP), providing recommendations for Elementary and Secondary Education Act (ESEA) reauthorization:

  • Children’s Defense Fund
  • First Focus Campaign for Children
  • FirstSchool-FPG Child Development Institute
  • Foundation for Child Development
  • Generations United
  • National Association of State Boards of Education (NASBE)
  • National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE)
  • National Black Child Development Institute
  • National PTA
  • The Center for Advanced Study of Teaching and Learning (CASTL)
  • Voices for America’s Children

 
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Votes Count FY11
Redefining ESEA
Looking for resources on pre-k and the Elementary and Secondary Education Act (ESEA)? See our web page and PowerPoint presentation on the topic here.
visit our ESEA web page
see our PowerPoint presentation (PDF)
Explore the Pre-K Evidence
Our collection of original reports and links to other studies will give you a deeper view into pre-k policy.
browse reports on pre-k
The Case for Pre-K in Education Reform
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.
read the brief (PDF)
We've underestimated young children for too long. If we want better students, we must begin by strengthening pre-k.