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ED435461 PS028025
Title: Seeds of Success: State Prekindergarten Initiatives, 1998-1999.
Author(s): Schulman, Karen; Blank, Helen; Ewen, Danielle
Author Affiliation: Children's Defense Fund, Washington, DC.(BBB13369)
Pages: 242
Publication Date: September 1999
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Children's Defense Fund, 25 E Street, N.W., Washington, DC 20001 ($9.95, plus shipping and handling). Tel: 202-662-3652; Fax: 202-628-8333; E-mail: cdfinfo@childrensdefense.org; Web site: <http://www.childrensdefense.org>.
Language: English
Document Type: Reference materials--Directories/Catalogs (132); Reports--Evaluative (142)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAPR2000
Many states
have initiated prekindergarten programs to better prepare young
children to enter school. A "blueprint for quality" was
used as the basis for evaluating state prekindergarten initiatives;
the blueprint focused on four components: (1) ensuring the availability
of prekindergarten; (2) ensuring high quality prekindergarten; (3)
ensuring accessibility of prekindergarten programs; and (4) integrating
prekindergarten initiatives with other early childhood programs.
The findings indicated that although 42 states now invest in state
prekindergarten initiatives, funding in most states is not adequate
to meet the need for high quality programs. The majority of states
allow participation by a broad range of providers. However, eight
states restrict programs to public schools. Most states limit eligibility
to children who are low-income or to four year olds. Most states
have adopted quality standards addressing some essential quality
components. Nevertheless, many state standards do not address the
full range of childhood and family needs. States also vary in the
degree to which they promote quality through various means. State
prekindergarten initiatives are generally structured to provide
part-day/part-year programs. A few states either fund and require
full-day/full-year services for some families or coordinate resources
to provide such programs. Additional barriers remain in a number
of states, including transportation and language barriers. In many
states, collaborative efforts enable state initiatives to be coordinated
with the federal Head Start and child care programs and others.
Based on the findings, it was concluded that although states have
made significant progress toward the goal of enabling all children
to enter school ready to learn, there is still much work to be done.
(Evaluation findings and individual state summary pages are appended.
Contains 104 references.) (KB)
Descriptors: Childhood Needs; *Early Intervention; *Educational
Quality; Evaluation Criteria; Preschool Education; Program Evaluation;
Public Policy; Standards; *State
Programs
Identifiers: Program Characteristics
