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ERIC Number: ED484645
Record Type: Non-Journal
Publication Date: 2005-Feb
Pages: 61
Abstractor: ERIC
All Together Now: State Experiences In Using Community-Based Child Care To Provide Pre-Kindergarten
Schumacher, Rachel; Ewen, Danielle; Hart, Katherine; Lombardi, Joan
Center for Law and Social Policy CLASP
State pre kindergarten programs have grown dramatically in the last two decades, and much more attention is being paid to the school readiness of children. Six states, Georgia, New Jersey, New York, Oklahoma, West Virginia, and Wisconsin have policies in place or a goal to move toward universal access to pre kindergarten, and other state leaders are contemplating universal access as well. All six states that offer or are working toward offering universal pre kindergarten allow delivery of pre kindergarten in community based settings, and four of the six have or plan to have more than half the children in community based pre kindergarten settings. However, many of the states that allow a mixed delivery system have relatively small percentages of children in non school based settings or are unable to determine the exact proportions. Nationally, almost 30 percent of pre kindergarteners are in non school settings; a study by the National Institute of Early Education Research has estimated that 71 percent of children in a state prekindergarten program were served in a public school, 15 percent in child care centers, seven per cent in Head Start, less than one percent in family child care homes, less than one percent in faith based settings, and the rest in other settings. This paper studies the emergence of the mixed delivery model, in which pre kindergarten is delivered in community based settings and schools. Research was focused specifically on the policies associated with implementing pre kindergarten programs in community based child care settings, as opposed to Head Start programs, community colleges, and other types of programs as noted above. The majority of states implementing pre kindergarten programs have opted for some version of mixed delivery. Moreover, the emergence of this model is significant to the future of early childhood education.
Publication Type: Reports - Descriptive; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Brookings Institution, Washington, DC.; Joyce Foundation, Chicago, IL.
Authoring Institution: Center for Law and Social Policy, Washington, DC.
Grant or Contract Numbers: N/A