Author: Illinois Early Learning Council
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 34

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Author: California. Superintendent's Universal Preschool Task Force
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 60

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In November 1997, recognizing the critical importance of preschool as a foundation for success both in school and in life, California's State Superintendent of Public Instruction convened a task force of distinguished educators, parents, researchers, and civic and business leaders from throughout the state to consider how to make preschool programs universally available within the next 10 years to all 3- and 4-year-olds whose families want this option. This report presents the findings and recommendations of the Universal Preschool Task Force, offering details and proposals for a comprehensive program. The report details six major recommendations: (1) offering universal preschool; (2) developing a master plan; (3) taking immediate action to phase in universal preschool; (4) raising program standards of preschool providers; (5) making universal preschool available in a variety of settings and coordinating programs with other services; and (6) committing funds for the long-term. The report's two appendices include the accreditation criteria and procedures of the National Association for the Education of Young Children, and the Child Development Permit Matrix. (JPB)

Author: Robyn R. Winblad
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 428

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The purpose of this study is to explore access to low-cost and high-quality universal preschool for all, specifically for all families with children three and four years old. This quantitative study is to determine the necessity of preschool attendance and the relationship of preparing a student to be kindergarten ready, transitioning to kindergarten, and also to analyze the impact preschool attendance might have on high school graduation completion. The problem is that in California and throughout the United States of America, access to affordable and high-quality preschool programs is still limited, although there is funding allocation within many state budgets. While there are federal and state programs that fund preschool for preschool-aged children from lower economic families, those programs are limited to the families they serve. Data for this study is collected from publicly available websites concerning preschool attendance and high school graduation rates from all 50 states within the United States for the 2016-2017 school year. A correlation test is run using the data retrieved from multiple websites. Research findings and conclusions determine there is no statistically significant impact on preschool attendance and high school graduation completion. Practice and policy implications for implementation are yearly ongoing professional development, family engagement, increase in requirements of lead preschool teacher qualifications, and an increase in equitable corresponding pay to kindergarten teachers.

Author: Brenda K. Bushouse
Publisher: State University of New York Press
ISBN: 0791493997
Category : Political Science
Languages : en
Pages : 229

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Winner of the 2011 Virginia A. Hodgkinson Book Prize presented by the Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) The spectacular recent success of state-funded preschool education is revealed and explained in this absorbing study. A quiet revolution has been underway in American education policy since 1995, with forty-one states and the District of Columbia creating some form of state-funded preschool learning. Brenda K. Bushouse tells why it became politically advantageous for state legislators to support universal access to preschool programs and how political and budgetary stability was achieved to spur this initiative. In 2001, the Pew Charitable Trusts announced an ambitious new giving program aimed at creating universal preschool for all three- and four-year-olds. Bushouse reveals Pew's unorthodox giving program and complex strategy for advancing universal preschool policy change.

Author: Elizabeth Rose
Publisher: OUP USA
ISBN: 0195395077
Category : Education
Languages : en
Pages : 289

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The past 45 years have seen the emergence of education for young children as a national issue, spurred by the initiation of the Head Start program in the 1960s, efforts to create a child care system in the 1970s, and the campaign to reform K-12 schooling in the 1980s. Today, the push to make preschool the beginning of public education for all children has gained support in many parts of the country and promises to put early education policy on the national agenda. Yet questions still remain about the best ways to shape policy that will fulfill the promise of preschool.In The Promise of Preschool, Elizabeth Rose traces the history of decisions on early education made by presidents from Lyndon Johnson to George W. Bush, by other lawmakers, and by experts, advocates, activists, and others. Using this historical context as a lens, the book shows how the past shapes today's preschool debate and provides meaningful perspective on the policy questions that need to be addressed as we move forward: Should we provide preschool to all children, or just to the neediest? Should it be run by public schools, or incorporate private child care providers? How do we most effectively ensure educational quality and success?The Promise of Preschool is a balanced, in-depth investigation into these and other important questions and demonstrates how an understanding of the past can stimulate valuable debate about the care and education of young children today.

Author:
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 14

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Author: Gina Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 57

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Preschool for All (PFA) is a part-day (2.5 hours for up to five days a week) early childhood education program for 3- and 4-year-olds in Illinois. The program is voluntary to families and is designed to be a high-quality preschool option for all children--especially those at risk of academic failure. PFA was implemented in 2006 and is free to parents. Some key components include: (1) curriculum that meets Illinois Early Learning Standards; (2) set teacher credential and training standards; (3) a maximum staff-child ratio of 1 to 10; and (4) additional features including screening and professional development. The study involved interviews with families from Nigeria and Pakistan living on Chicago's North Side to examine their experiences and perspectives around accessing Preschool for All. Researchers conducted focus groups with parents and spoke with PFA providers for their perspective on issues families raised. The findings suggest Nigerian and Pakistani families can face numerous barriers accessing Preschool for All. While some barriers are unique to their immigration status, others are experienced by other low-income and vulnerable families as well. The report concludes with implications for policy and recommendations for future research. If the findings of this study are true in other parts of Chicago and the state, it suggests that the PFA program could be changed in several ways to facilitate enrollment among immigrant populations. The findings also underscore the importance of talking with families about their experiences, and of not assuming that the experiences of any particular immigrant group would be identical to the experiences of another. Appended to this report are: (1) Incidence of Immigrant Populations in Illinois and Metro Chicago (2000); and (2) Study Methodology. (Contains 22 notes and 1 table.).

Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 1384

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Author: Kimberly A. Gordon Biddle
Publisher: SAGE Publications
ISBN: 1483301095
Category : Education
Languages : en
Pages : 577

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Early Childhood Education: Becoming a Professional is an inspiring introduction to the world of early childhood education, preparing the teachers of tomorrow to reach their full potential in their schools and communities. Written by a diverse and experienced author team (Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree-Henderson, and Alicia Valero-Kerrick), this text engages readers to connect contemporary educational and developmental theory and research to developmentally appropriate practices and applications that are easily implemented in the classroom. In response to today's ever-changing educational environment, the text focuses on both the importance of taking personal and professional responsibility, as well as today's issues in diversity—from supporting children with exceptionalities to supporting children and families in broader cultural contexts.

Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : Administrative agencies
Languages : en
Pages : 1444

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