Advancing Quality Pre-K
in ALL States
Sara Watson
The Pew Charitable Trusts
Speaking of child outcomes… meet
Owen Hernandez
Owen is a loveable four year
old bursting with a drive to
learn.
Attending a dual language
pre-k in Texas was his first
school experience.
At the beginning of the year, Owen could not write his
name and his representational drawings were difficult
to identify. During circle time he talked to the teacher
as if he was the only child there. He stood up and
explored the classroom. While walking in a line to
the cafeteria, he wandered off into the yard.
A grocery store
Later, he
could use
drawings
to
represent
places and
things
Post-Assessment: What did you see at the fire station?
Pre-k provided Owen the
opportunity to learn English
and how to operate within a
school setting. He developed
his vocabulary in both English
and Spanish, learned how to
handle a book, became adept
at using the computer,
drawing, writing letters, and
counting.
Advancing
Quality Pre-K for All
 In 2001, Pew Charitable Trusts started its initiative
“Advancing Quality Pre-Kindergarten for All,” to
encourage quality early learning opportunities for all 3
and 4 year olds
 Public education campaigns in over half the states
 In 2004, 14 states increased opportunities for pre-k
In 2005, 26 states did so – half the states had
Republican governors, half had Democrats
 Illinois a national leader
Source: National Institute for Early Education Research, 2005
Legislative Action on Pre-K Budgets Fiscal Year 2006
Exciting Progress in 2006
(in addition to Illinois)
 Tennessee - increased high quality pilot by 57%
 Texas – included children of military families
 California – no to ballot initiative but then $100 M new
money
 New York – 4 years ago, governor tried to eliminate
program. Now $50 M of increased funding
 Massachusetts – legislature passed pre-k for all 4’s
unanimously, but vetoed by governor. They’ll be back.
 Louisiana – yes Louisiana – increased funding by $1.5 M
What we don’t mean by quality
pre-k for all
What we do mean
High pressure
Low quality/only care about access
Academic only
Prek for all = same size fits all
Prek for all = every single child right
now
Only 4’s
Only in schools
Ignore parents
Mandatory
Silver bullet
Fun – “can I go to pre-K?”
Improving quality AND access (TN)
Social/emotional development plus
wrap around
Core for all plus more for at-risk
Prek for all = Goal of all, reach most,
over time (Arkansas)
3’s and 4’s
Diverse settings, parent choice (NY)
Support parents too
Absolutely voluntary
Essential but not sufficient – children
need other supports as well (Illinois)
What the Trusts’ initiative offers






Infrastructure of organizations
Technical assistance and financial support
Help with communications and messages
Peer network
Research including state data
Help in engaging key constituencies (business,
law enforcement, K-12, seniors, physicians, media)
National Grantee Partners
Committee for Economic Development
Education Law Center
Education Writers Association
Fight Crime: Invest in Kids
Hechinger Institute on Education and the Media
National Association of Elementary School Principals
National Conference of State Legislatures
National Institute for Early Education Research
National School Boards Association
Pre-K Now
Bottom line...
Each state needs to make its own decisions
about how to support kids and families but…
 Momentum is growing – with Illinois
leading the way
 Many ways to start
 Window of opportunity is open now
For more information…
Sara Watson, swatson@pewtrusts.org, 202-552-2134
www.pewtrusts.org
www.preknow.org
www.nieer.org
www.startingat3.org (Ed Law Center)
www.fightcrime.org
www.ced.org
www.ewa.org
www.tc.columbia.edu/hechinger