Early Education
Quality Early Education
Numerous studies have confirmed the social and economic benefits of early education for children, especially those who are low-income. Children who attend effective preschool programs are better prepared for kindergarten and have higher language and cognitive skills in the first years of elementary school.
New research from the California Dropout Research Project shows that preschool is one of the most effective means of increasing school graduation rates. For example, evidence from two long-term evaluations of the effects of preschool show that participating in high-quality preschool increases high school graduation rates by as much as 44 percent.
Additionally, children who attend quality preschools are far less likely to get involved in crime down the road. In fact, one randomized study found that children who did not attend a quality preschool were five times more likely to become chronic lawbreakers by the time they were 27 years old, compared to similar children who did attend a quality preschool.
Preschool also provides tremendous economic benefits “with estimated rates of return that would make a venture capitalist envious,” according to Brookings Institution researchers. One study showed that preschool cut crime, welfare and other costs so much that it saved the public more than $16 for every $1 invested—including more than $11 in crime savings.
High-quality programs—those with well-trained teachers, effective curriculum and parental involvement—are required to reap these great public safety and educational benefits. However, the state needs to do more to promote quality in preschool and child care. Research found that only one out of every seven child care centers (primarily preschools) studied in California was of good or excellent quality. Low quality significantly diminishes the state’s opportunity to reduce crime by offering preschool.
Despite the advantages of early education, the budget measure enacted in February 2009 included $200 million in cuts to preschool and child care, which would cut spaces for up to 18,000 children as well as reduce reimbursement rates. These cuts would threaten both program quality and accessibility for infants, toddlers, preschool-age and school-age children.
AB 2553 (Brownley) would improve efforts around the state to promote kindergarten readiness, better alignment between preschool and kindergarten, and more effective evaluation of preschool quality. This bill would require CDE to develop a voluntary kindergarten readiness observation tool, or set of tools, that are practical to administer, guide and inform instruction, support local kindergarten readiness efforts, and help policymakers gauge the state-level progress of school readiness.
As we have seen from local efforts as well as the 31 other states that collect kindergarten readiness data, having access to such information can support kindergarten and preschool teachers, parents, and school administrators, as well as local and state policymakers as they work to improve school readiness. In addition, a commitment to kindergarten readiness assessments will help make California competitive for up to $1 billion through the federal Early Learning Challenge Fund program, which is pending in Congress.
AB 2592 (Buchanan), would establish an Early Learning Quality Improvement System, in order to increase program quality and help California draw down federal dollars from the Early Learning Challenge Fund program, which is pending in Congress. Since assuming office, President Obama has proposed significant new federal funding for states to improve early learning programs through a Quality Rating Scale (QRS) as part of his proposed multi-billion dollar Early Learning Challenge Fund. To date, 21 other states have already established a QRS. In order for California to compete for any future federal funding opportunities, it is critical that we place in statute a statewide QRS.
Elimination of the First 5 Commission or diversion of First 5 funds would threaten public safety because much of First 5 funding supports quality preschool—which is proven to prevent crime—and in-home parent coaching programs—which are proven to prevent child abuse and future crime by would-be victims of abuse, who would not turn to crime if not for being abused.
Talented, qualified teachers are the cornerstone of effective early education. However, there is a critical shortage of Early Childhood Educators (ECEs) in California, and students studying to be ECEs face barriers as they move from one post-secondary education system to another due to a lack of consistency in colleges and confusing educational requirements. In order for California to meet the demand for high-quality early education programs, the Legislature should improve the articulation and transfer pathway for obtaining ECE degrees.
SB 1126 (Liu) would help bring more high-quality teachers into the early childhood workforce by removing barriers to completing degrees and better preparing students to transfer to a CSU or UC and obtain a four-year degree. The measure would require the Academic Senates of the CSU and CCC to review the Lower Division 8 Core Courses in Child Development or Early Education in order to improve ECE program articulation and ensure students transferring from the community colleges are not required to take more total units for the major than native UC or CSU students.
AB 1683 (Torres) would improve long-term outcomes for high-risk young children who have a biological parent who is, or who has been within the previous six months, a dependent or ward of the juvenile court by increasing their access to State-funded early care and education programs. Research shows that young children who have been exposed to violence, neglect or maltreatment, or who have a parent who is in the juvenile justice system, are much more likely than their peers to have developmental delays, poor school performance, emotional and behavior problems, and difficulty in maintaining relationships.
