 |
 |
|
State Profiles
Maryland
Exciting opportunities presented by a pre-k-for-all task force and recent pre-k program expansion to serve all at-risk children through the state's school funding formula have helped put Maryland back on the list of states to watch. All 24 school districts in Maryland receive state funding for pre-k, and districts may subcontract with Head Start and private child care centers to provide services that meet program standards.
Maryland also uses state funds to supplement Head Start, providing extended-year and extended-day services as well as quality improvement. The state funds another initiative, the Judith P. Hoyer Early Care and Education Enhancement Program, to support comprehensive early childhood centers that are based in or linked to schools. Also, the state has implemented a Five-Year Action Plan to improve school readiness for all children entering kindergarten and has developed program and early learning standards for pre-k, Head Start, and child care centers.
In 2008, Maryland achieved two more National Institute for Early Education Research quality benchmarks bringing the program total to nine of 10 and making Maryland a national leader in early education quality.
Key Milestones
| 1979 |
|
Maryland's Prekindergarten Program begins as a pilot in Baltimore and Prince George's counties. The pre-k program is eventually expanded into a full state initiative for four year olds, called the Extended Elementary Education Program (EEEP) with funds appropriated by the General Assembly. |
| |
|
|
| 1998 |
|
The state establishes the Maryland Model for School Readiness (MMSR) as the framework that defines school readiness goals for young children's early learning. The MMSR includes extensive professional development for early educators. |
| |
|
|
| 2001 |
|
Maryland begins statewide implementation of a modified Work Sampling System (WSS) as MMSR's assessment tool that allows the state to measure whether children are entering school ready to learn and where children might benefit from additional support and practice. |
| |
|
|
| 2002 |
|
The  Bridge to Excellence in Public Schools Act mandates a sweeping reform of state public education funding. Among the key components of legislation are provisions to require phased-in expansion of pre-k to serve all income-eligible four year olds by the 2007-2008 school year through the school funding formula. Once all children from economically disadvantaged backgrounds are enrolled, districts may also enroll other children who exhibit a lack of readiness in personal and social development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, or physical development and health. |
| |
|
|
| 2005 |
|
Maryland creates the Division of Early Childhood Development within the state
Department of Education (SDE). The new division combines several programs from the former Early Learning Branch in SDE and the former Child Care Administration at the Department of Human Resources (DHR), including pre-kindergarten, child care regulation, and child care quality improvement initiatives. |
| |
|
|
| 2006 |
|
The state completes the process of consolidating programs for early learning and care by moving the child care subsidy administration from DHR to the Division of Early Childhood Development.
The state legislature passes a bill establishing a Task Force on Universal Preschool Education. Authorization for the Task Force expires June 30, 2008. |
| |
|
|
| 2007 |
|
The Task Force on Universal Preschool Education issues its final report in December, recommending that Maryland establish by law a pre-k-for-all program for four year olds. The report further recommends that, in programs where additional slots exist, three year olds be allowed to enroll. |
| |
|
|
| 2008 |
|
State Delegate Tom Hucker introduces H.B. 1319, a bill to expand pre-k eligibility to military-connected children. The bill is reported favorably by the House Ways and Means Committee and makes it to the House floor, but the Senate takes no action, allowing the bill to die at the end of the session. |
| |
|
|
| 2009 |
|
Maryland lawmakers pass H.B. 184 requiring the Department of Education to develop a business plan for pre-k expansion
— including strategies to ensure availability increases across a variety of settings — and present it to the governor by December 1. The legislation, which has no cost attached, is endorsed by the Baltimore Sun.
The Maryland State department of Education completes the Preschool for All business plan based upon the recommendations of the task force and feedback from community stakeholders. The plan includes a three-tiered expansion of the Maryland pre-k program over time that maintains the state's diverse delivery model for pre-k services. |
Pre-K Champions
Dr. Rolf Grafwallner, the assistant state superintendent of the Division of Early Childhood Development at the Maryland State Department of Education, leads the statewide effort to implement Maryland's early learning programs. He has more than 20 years of experience in early childhood education as a teacher, education supervisor, program director, and state administrator.
The Maryland Committee for Children (MCC) is the state's foremost child advocacy organization, working to: promote early childhood education and development opportunities; provide technical assistance and training to current and prospective child care providers; promote the establishment of child care programs and professional opportunities within the field; help working parents in need of child care; and assist employers on work/family policy issues.
Next Steps for Maryland
The Maryland State Board of Education, the governor's office, and the state legislature must work with advocates to fulfill the recommendations of the Task Force on Universal Preschool Education.
|
|
|
|
|
|
|
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.
|
|
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.
|
|
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.
|
|
Meeting the Challenge of Rural Pre-K
Families everywhere struggle to find high-quality pre-k programs for their children, but the problem is even more acute in rural areas. Pre-K Now has come out with recommendations for federal policymakers to help states meet the unique challenges of rural pre-k.
|
|
Tour a Pre-K Classroom
Through our virtual classroom tour and our short video following real children through their pre-k year, we will help you recognize high quality, understand why it makes a difference, and show you how children benefit.
|
|
|
|
Print this page
Email this Page
Pre-K: The First Step in Education Reform
