Post on 22-Feb-2016
description
Engaging school board members in Pre-K for all
NSBA Annual ConferenceSan Francisco, April 16, 2007
Thinking P-12
Agenda
• Why you should care about pre-k – Patte Barth• The national view – Chrisanne Gayl• Engaging school boards in the states:
Kansas – Tom Krebs
Ohio – Maryse Gonzalez
Texas – Janice Esau• Questions
• Why focus on pre-K?
• Don’t school board members have enough to do?
Poor children start school behind their more affluent peers academically …
Source: NCES, America’s Kindergartners, Class of 1998-99, February 2000
8 7 6
27 27 27
0
80
reading math gneralknowledge
welfareno welfare
Per
cent
of s
tude
nts
scor
ing
in to
p qu
artil
e
… and socially
Source: NCES, America’s Kindergartners, Class of 1998-99, February 2000
67 69
43
75 78
53
0
80
accept peerideas
formfriendships
comfortothers
welfare
no welfare
Per
cent
of s
tude
nts
who
eng
age
in p
ro-
soci
al b
ehav
ior o
ften
or v
ery
ofte
n
The benefits of pre-k for all children
Effects of Tulsa Pre-k Program by Race/Ethnicity of Student
52% 53%
79%
49%
26% 29%39%
20%
6%
21%
54%
35%
0%
100%
White Black Hispanic NativeAmerican
Letter-WordIdentification
Spelling
AppliedProblems
Source: The Effects of Oklahoma’s Universal Pre-Kindergarten Program on School Readiness. Gormley, W. (2004). Georgetown University Center for Research on Children in the U.S.
Short-term benefits
• More likely to score higher on math and
reading state tests in elementary school
• Less likely to be retained in grade
• Less likely to require special education
services
Long-term benefits
• More likely to earn high school diploma
• More likely to be employed
• More likely to earn high wages
• More likely to be home owners
• Less likely to be a teen parent
• Less likely to be involved in criminal justice system
Pre-K is a gift that keeps on giving
40
5
45
15
28
60
27
65
49
67
0 100
earned over$20K at 40
owned home at27
graduated highschool
achieved basicor better at 14
IQ was over 90at age 5
with pre-kwithout pre-k
Percent of individuals
SOURCE: The High/Scope Perry Preschool Study Through Age 40, Summary, Conclusions, and Frequently Asked Questions, November 2004
And it adds up:Gains per $1 invested
Center for Public Education, 2006
2.363.78
7.14
16.14
0
18
Meta-analysis Abecedarian Chicago Centers High/Scope
SOURCE: CED, 2006
Challenges
• Making pre-K a public priority
• Accommodating a diverse system of providers
Pew-CPE initiative
• Making the case for pre-kindergarten
• Intensifying efforts in Kansas, Ohio and Texas
• Reaching out broadly to other states and nationally