What are your hopes, recommendations, fears and concerns about federally funded preschool? Earlier this month Secretary of Education Arne Duncan announced that the Obama Administration plans to use “$250 million from the FY14 Consolidated Appropriations Act, 2014 (Public Law 113-76) for a major new competition to build, develop and expand high-quality preschool programs, working with local communities and with states across the country, including the District of Columbia and Puerto Rico.”
The U.S. Department of Education is working with the Department of Health and Human Services on this initiative, which is different from the up and running The Race to the Top – Early Learning Challenge.
The open comment time is a chance to give input – ideas, suggestions and comments towards this new grant competition. Here is a bulletin from the U.S. Department of Education with information about how/where/when to submit your comments.
Dr. Doris Fromberg, Professor of Education at Hofstra publically shared her thoughts last year about this time when President Obama made his State of the Union commitment to universal prekindergarten. Below we have re-posted Fromberg’s thoughts – to inspire and inform you as you formulate your comments for the new preschool competition:
Applause is due for President Obama’s support of universal pre-kindergarten. Below are some thoughts about The Upsides; The Downside Cautions; and Possible Future Outlooks.
The Upside: There is research to support the cost-benefit to society of fine quality early childhood education, particularly for children from low-income homes.
During the past 40 years, different studies have found a $1.00 investment in fine quality early education yielding as high as a $16.00 cost-benefit return by reducing retention, school dropouts, improved high school graduation, less incarcerations, and improved employment histories.
The Upside: Children from low-income and immigrant families benefit significantly from pre-kindergarten/Head Start settings.
The Upside: There is research that finds kindergarten children attained higher test scores when their teachers were specifically state certified to teach early childhood education.
The Downside Caution: Early childhood teachers typically work with 100% of school principals and central school administrators who have had no required preparation to understand the distinctive ways in which pre-kindergarten and kindergarten learn.
In order to effectively supervise, support, and evaluate early childhood teachers, school administrators would need to understand how teachers can match early learning with a rich repertoire of teaching activities; classroom organization, scheduling, and equipping.
The Downside Caution: Federal funds in recent years have followed the path of the past 14 years of educational funding by focusing on testing and evaluation. Part of the impact has been an increase of teaching narrowly to the test and downright reporting fraud by frightened adults. The testing funds typically have categorized rather than qualitatively or quantitatively improved rich learning.
(If you have 15 minutes of curiosity, I invite you to view a TEDx talk on the economic impact of high-stakes testing when compared with fine quality early childhood education. Google: Doris Fromberg TEDx as well as Lawrence Schweinhart TEDx).
The Downside Caution: Federal funds have found their way into massive overlays of administrative costs as well as testing costs.
The Downside Caution: More than 95% of kindergarten children attend public schools. Their teachers are required to have professional state certification. Barely 50% of children attend any pre-school programs, and their teachers often do not have specific preparation in how to match teaching with the conditions with which young children learn. There is a 45-55% turnover rate among non-public school early childhood staff members.
In 1993 Trellis Waxler stated that, if the federal government had invested modestly in college scholarships for Head Start teachers instead of isolated bits of uncoordinated staff development, there could have been less turnover, more stability, and stronger educational benefits to the young children.
Pre-kindergarten funding within states has streamed into non-public school settings which might or might not have professionally state certified teachers. Many of the settings drill children in unproductive ways and support the children’s alienation from school.
The Possible Future Outlook: Focus funds on supporting states to require professional state-certified preparation for all teachers, building level, and school district administrators who are responsible for the education of pre-kindergarten children. Professionals are able to assess young children through multiple means, sequence their learning experiences, and differentiate instruction effectively.
The Possible Future Outlook: Minimize administrative costs. Maximize relevant materials (other than tests), equipment, and require professional educators for the benefit of young children.
Fine quality professionally certified educators who can match teaching with the conditions with which young children learn are likely to support the society’s needs for STEM (Science-Technology Engineering, and Mathematics) professions. Moreover, young children who have a richly engaging early education have the potential to become productive adults and informed citizens.
Related References from Dr. Doris Pronin Fromberg:
- Association of Teacher Educators and the National Association for the Education of Young Children (1991). Early childhood teacher certification. Young Children 47, (l), 16-21.
- Arnett, J. (1987). Caregivers in day care centers: Does training matter?Journal of Applied Developmental Psychology 10, 541 – 552.
- Bodrova,E.,& Leong, D.J. (2007). The Vygotskian approach to early childhood education. 2nd ed. Upper Saddle River, NJ: Pearson/Merrill/Prentice-Hall.
- Deal, T.E., & Peterson, K.D. (1991). The principals’ role in shaping school culture. Washington, DC: United States Government Printing Office.
- Early Childhood Advisory Council & Council on Children and Families (2012). New York State early learning guidelines. Author.
- Fromberg, D.P. (1992). Certification of early childhood teachers. In L.R. Williams & D.P. Fromberg (Eds.).The encyclopedia of early childhood education (470 – 472). New York: Garland.
- Fromberg, D.P. (2006).Kindergarten education and early childhood teacher education inthe United States: Status at the start of the twenty-first century. Journal of Early Childhood Teacher Education 27(1) 65-85.
- Fromberg, D.P. (2012). Kindergarten today: Is the match between high-states outputs and low-impact inputs cost-effective? TEDTalk. (You Tube)
- Fromberg, D.P. (n.d.) A comparison of small-group compared with whole-group instruction in kindergarten. Unpublished study.
- Howard, E., Howell, B., & Brainard, E. (1987). Handbook for conductingschool climate improvement projects. Bloomington, IN: Phi Delta Kappa.
- Jerrold, R.H. (2011). A comparison of early childhood linear-academic and nonlinear intellectual teaching methodologies. Doctoral dissertation. Cypress, CA: Touro University.
- Lazar, I., Darlington, R., Murray, H., Royce, J., &Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development 47, (2 – 3), 1-151.
- McMahon, E.M., Egbert, R.L., & McCarthy, J. (1991). Early childhood education: State policy and practice. Washington, DC: American Association of Colleges for Teacher Education.
- National Council for the Accreditation of Teacher Education (1992). 38thannual guide to accredited education programs/units. Washington, DC: Author.
- Reynolds, A.J.,Temple, J.A., Robertson, D.L., & Mann, E.A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest. A 15-year follow-up of low-income children in public schools. Journal of the American Medical Association 285 (18), 2339-2346.
- Ruopp, R., Travers, J., Glantz, F., &Coelen, C. (1979). Children at thecenter: Summary findings and their implications. Cambridge, MA: Abt.
- Rust, F., O’C. (1993). Changing teaching, changing schools: Bringing earlychildhood practice into public education. New York: Teachers College Press.
- Schwartz, S.L., & Copeland, S.M. (2010). Connecting emergent curriculum and standards in early childhood education: Strengthening content and teaching practice. New York: Teachers College Press.
- Schweinhart, L.J., Koshel, J.J., & Bridgman, A., (1987). Policy optionsfor preschool programs. Phi Delta Kappan 68, 527.
- Schweinhart, L.J., et al, (2005) Lifetime effects: The HighScope Perry preschool study through age 40. Monograph of the HighScope Educational Research Foundation No.14. Ypsilanti, MI: HighScope Press.
- Schweinhart, L.J. (2012). The return on investment of high quality preschool. TED Talk. (You Tube).
- Seplocha, H.,&Strasser, J.(2009). A snapshot of quality in kindergarten classrooms in low-income districts: Implications for policy and practice. Trenton: New Jersey Department of Education..
- Smith, W.F., & Andrews, R.L. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: Association for Supervision and Curriculum Development.
- Warger C. (Ed.). (1988). A resource guide to public school early childhood programs. Alexandria, VA: Association for Supervision and Curriculum Development.
- Stipek, D., Feiler, R., Daniels, D., & Milburn, S, (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development 66, 209-233.
– Many thanks to Dr. Doris Fromberg, Professor of Education, Hofstra University for sharing her insights. Now is the time to post your comments at Homeroom, the official blog of the U.S. Department of Education. Now it is time to use your “teacher voice”! (or your “parent voice”, “your concerned citizen voice”, or whatever voice you have!)