Latest Yearbook Findings: A Wake-Up Call?

April 26, 2011

When NIEER’s research team analyzed the 2009–2010 data for this year’s State Preschool Yearbook, it was not without some trepidation. News coming from the states has been anything but encouraging and we knew the previous year’s data had not captured the full impact of the recession. In many respects, the 2009-2010 data does present a fuller appreciation of the economic stresses affecting the states. For the first time since we began tracking state pre-K, total spending for the country fell in real (inflation adjusted) dollars. So did per-child spending, which now sits $700 below what states, on average, spent in the 2001–2002 school year.

Beyond the national averages, however, there’s a very mixed picture — some of it good, some bad and some downright ugly. First, the good: Enrollment increased nationally with nearly 1.3 million children attending state-funded preschool education. While the enrollment increase was not large, it does stand as testimony to the value many state leaders grappling with tough economies place on preschool education. Alaska and Rhode Island started programs for the first time – the first new states to provide pre-K in many years.

But there was plenty of bad news. After adjusting for inflation, state funding per child declined in 19 of 40 states with programs. Many of these were relatively large states. Nine state (Alabama, Arizona, Kansas, Kentucky, Louisiana, Massachusetts, Nebraska, Ohio, and South Carolina) cut per-child spending by more than 10 percent. While four states (Georgia, Kentucky, Missouri, and West Virginia) improved on NIEER’s Quality Standards Checklist, two states (Ohio and Nebraska) lost ground. And, despite increased enrollment at age 4, enrollment of 3-year-olds decreased across the country with nine states (Connecticut, Illinois, Maryland, Minnesota, Missouri, New York, Ohio, South Carolina, and Washington) cutting enrollment at age 3 by 10 percent or more.

In talking with members of the early education community as we prepared to release the report, it sounded like more bad news is in the offing in states like North Carolina, New York, and Illinois. These are states that have made good progress in state pre-K in recent years – progress which is now being threatened by the proposed cuts and changes in governance. Barbara Bowman, a NIEER scientific advisory board member who runs Chicago’s pre-K program, describes the funding situation in Illinois as “dire” and points out that if the federal stimulus money she used this year to support public pre-K in Chicago isn’t replaced she will have to cut the number of kids they serve next year.

This state of affairs is not lost on U.S. Secretary of Education Arne Duncan who joined me in Washington to present the yearbook findings. Duncan remarked that educational inequality is the civil rights issue of our time and increased access to quality pre-K and other early learning opportunities is the way to begin addressing disparities.

– Steve Barnett
Co-director, NIEER


At a Critical Crossroads: Why Austerity Now is a False Cure

December 3, 2010

I have written in recent weeks about the difficult circumstances in which middle- and low-income families have found themselves over the past decade, as amply illustrated by the most recent census report, and pointed out the hardships the recession is placing on public budgets in general and early childhood education in particular. That this confluence of events poses a grave danger to the progress made in early childhood education should be apparent to one and all. Yet it apparently is not in this political season of achieving fiscal austerity at all costs.

This is an ominous sign for those of us whose responsibility it is to look at public investments through the prism of the returns they provide the nation in the form of future human capital formation (better-educated workforce) and our global competitiveness. Erskine Bowles and Alan Simpson, chairmen of the president’s deficit commission charged with making recommendations for returning the nation to prosperity recognize the need to invest in education. But they were unable to convince enough elected officials in their group, whose ears are bent to the call for austerity sweeping the country, to sign on to the report.

Now come two reports that offer sensible analyses and additional prescriptions for making critical investments in programs like early education while setting the nation on a course to recovery. Both point out that at this crossroads in our economy, austerity at this point in time represents a false cure. One, a special report in the November issue of The American Prospect, devotes 10 articles to various aspects of the economic debate. Its purpose is, as editor Robert Kuttner writes, to disentangle the proper sequencing of recovery spending and deficit reduction, agreeing with Bowles, Simpson, Alice Rivlin, Pete Domenici, and others that the nation needs better fiscal balance once we emerge from this deep recession. But now, when unemployment is unacceptably high and families are struggling, is no time to cut back on social investment. In fact, stepping up social investment at this time is critical to achieving the recovery the deficit hawks seek through austerity.

In the Prospect report, political scientists Christopher Howard and Richard Valelly aptly refer to the post-election obsession with austerity as “deficit-attention disorder” pointing out that even though Americans are worried about the deficit, the great majority of polls show they are far more worried about the economy’s weakness than the nation’s public debt. Once again, the public is displaying more wisdom than many of those representing them in Washington give them credit for. Perhaps some recall that during the Great Depression, it was the premature fiscal tightening that pushed the U.S. economy back into recession — an outcome we now run the risk of repeating.

Economist James K. Galbraith points out that fully half the increase in the budget deficit is due to collapsing tax revenues. Less than 10 percent is due to increases in discretionary public expenditure such as the American Recovery and Reinvestment Act. He separates the deficit into the active deficit — comprised of social spending for things like stimulating employment and education — and the passive deficit, which is incurred due to high unemployment which reduces tax revenues necessary to pay for public spending. It is, in fact, this passive, recession-induced deficit that makes it impossible, no matter how much austerity is imposed on social spending, to wipe out the public debt. Read the rest of this entry »


Teaching Science: For Students and Teachers

July 7, 2009

According to an article in The Sacramento Bee, the American Recovery and Reinvestment Act (ARRA) includes $33 million in stimulus monies to develop paid research positions in the sciences. For the next two summers, these positions will be available for university students and science teachers. The Sacramento Bee states, “the goal is to fuel the economy with new jobs while supporting innovations in alternative energy and new medical cures.”

Science teachers from all grades, from high school all the way down to elementary school, are taking advantage of this summer research opportunity. The hope is that these teachers will then import their knowledge to the students they teach throughout the school year.

While the article notes even first-grade science teachers are hopping on board this stimulus train, there is no mention of preschool teachers taking part. A recently published NIEER policy brief notes that science, along with mathematics, is a largely overlooked subject in preschool curricula. The authors conclude part of the reason is that most preschool teachers are not trained in, and thus are not comfortable, teaching science and math.

How does your district or school incorporate scientific (and mathematical) concepts in the preschool experience? Are stimulus funds going to change the approach to teaching science?


Anchorage School District Banks on Preschool to Boost Graduation Rates

June 30, 2009

With an eye towards boosting high school graduation rates, the Anchorage School District plans for its share of stimulus funding include adding preschool. According to a June 25 editorial in the Anchorage Daily News, the district “will begin offering preschool classes in parts of town with the biggest need, and where there are schools with space available.” In the editorial, schools Superintendent Carol Comeau notes that “some children head down the path toward eventually dropping out during their pre-school and kindergarten years.”

The district also plans to use the stimulus funds to keep marginal students in school, help students set career and education goals, and for early alert monitoring for students in danger of failing, as well as for one-time expenses such as staff training, technology upgrades, building projects, and new textbooks.

The Anchorage Daily News editorial can be found here:
http://www.adn.com/opinion/view/story/844011.html.


Capitalizing on the Stimulus: A Rare Opportunity That Calls for Creative Thinking

May 21, 2009

We want your ideas!! There are many ways early education can capitalize on the billions being made available in the American Recovery and Reinvestment Act. Local Education Agencies (LEAs) and State Education Agencies (SEAs) have access to a number of funding streams to further efforts that include professional development, quality improvement, program expansion and infrastructure development, just to name a few. Doing so, however, requires creative thinking, an assessment of need and an understanding of the avenues ARRA makes available, and stipulations for each.

Share Your Thoughts. We want to know what you think about ways pre-K can benefit from the ARRA, experiences you may have had in applying, or questions you may have. There are, to be sure, far more approaches than the few outlined here. Knowing how others in the field are approaching ARRA can be a big help in formulating your strategy.

Toward that end, NIEER has launched the Idea Factory to serve as a forum for sharing ideas and successes with others.

  • Using Individuals with Disabilities Education Act (IDEA) funding to provide professional development for special education and regular education teachers in math, literacy and behavioral supports.
  • Using the State Fiscal Stabilization funds to construct preschool facilities that provide features like play areas where children can exercise their motor skills, food and snack preparation areas, learning centers, and conference space for parents and teachers.
  • Applying for competitive grants from the “Race to the Top” program to build upon and expand pre-K programs that have been shown to make progress in narrowing the achievement gap.
  • Applying for grants from the Innovation Fund to improve recruitment and placement of high-quality teachers.
  • Using Child Care and Development Block Grant (CCDBG) funds to supplement spending on early care and education for low-income families – as long as the money doesn’t “supplant” state budget reductions under specific conditions.
  • Using Title I funds to expand pre-K programs, deliver early childhood screening, provide professional development or temporarily increase income eligibility to serve more families.

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