ERIC Number: ED473709
Record Type: Non-Journal
Publication Date: 2002-Oct
Reference Count: N/A
Achieving Full-Day Kindergarten in New Mexico: A Case Study. Working Paper Series.
The state of New Mexico passed legislation in 2000 to phase-in voluntary full-day kindergarten (FDK) classes for all 5-year-olds. This case study traces the evolution and development of New Mexico's FDK program. The case study highlights several elements and strategies of the FDK campaign, including framing FDK as a cost-effective educational reform, the strategic crafting of legislation, identification of funding sources, and attracting support and involvement of influential stakeholders. The case study also describes how, with abundant experience at confronting the political and budgetary realities that state policymakers face, the FDK supporters effectively defined the problem of inadequate student achievement, offered FDK as a policy solution, built political pressure and momentum, provided policymakers with funding solutions and implementation strategies, and monitored and influenced implementation after passage of the legislation. The case study notes that while far from a universal blueprint for state-level education policy reform, the advocacy campaign for FDK in New Mexico nonetheless offers lessons that can inform policymaking in other states, and lists several lessons learned about effective legislative advocacy, including the following: (1) successful advocacy campaigns may not require substantial resources or the support of broad coalitions; (2) child and family advocacy organizations should strive for bipartisan, issue-driven alliances and support; and (3) advocates should provide policymakers with funding solutions and implementation strategies. Lessons learned about FDK as an education reform are also detailed including the following: (1) policymakers are more likely to embrace FDK when it is framed as enhancing children's educational success; (2) FDK can be funded without substantial increase in tax revenues; and (3) legislation is only the first step--implementation matters. (Contains 114 references.) (HTH)
Descriptors: Advocacy, Case Studies, Change Strategies, Educational Improvement, Educational Policy, Full Day Half Day Schedules, Kindergarten, State Legislation
Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/RadenNewMexico.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Foundation for Child Development, New York, NY.
Identifiers - Location: New Mexico