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ERIC Number: ED565368
Record Type: Non-Journal
Publication Date: 2013-May-2
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
The United States Is Far behind Other Countries on Pre-K
Herman, Juliana; Post, Sasha; O'Halloran, Scott
Center for American Progress
Early childhood education and school readiness is essential to preparing children to succeed in an increasingly competitive global economy. Compared to other countries, however, the United States lags far behind on preschool, trailing a number of other countries in enrollment, investment, and quality. In February 2013, however, President Barack Obama put forth a bold plan to significantly expand access to preschool. His plan would invest $75 billion in high-quality preschool, helping the nation catch up with other countries. On almost every element (preschool participation, typical age children begin early-childhood programs, teacher-to-child ratio in early childhood-education programs, and total investment in early childhood-education programs) the United States ranks behind most of the other countries in the Organisation for Economic Co-operation and Development, or OECD. This paper shows how far behind the United States is on preschool, making it evident that the president's plan needs to be implemented. Each of these elements is explored and compared with other countries' numbers. If the United States is to train a world-class workforce, it is imperative that it catches up to the rest of the world on pre-K.
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education; Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for American Progress
Identifiers - Location: Belgium; China; Denmark; Estonia; Finland; France; Germany; India; Israel; Italy; Japan; Luxembourg; Mexico; Norway; Poland; Russia; Spain; Sweden; Tennessee; United Kingdom; United States
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study