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![Page 1: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/1.jpg)
Universal Preschool
The Promise and the Peril
Universal Preschool
The Promise and the Peril
The 16th Annual Early Childhood Iowa Congress
Des Moines, Iowa
February 10, 2009
Walter S. Gilliam, PhD
The Edward Zigler Center in Child Development and Social PolicyChild Study Center
Yale University School of Medicine
The 16th Annual Early Childhood Iowa Congress
Des Moines, Iowa
February 10, 2009
Walter S. Gilliam, PhD
The Edward Zigler Center in Child Development and Social PolicyChild Study Center
Yale University School of Medicine
![Page 2: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/2.jpg)
How We Knew It CAN WorkHow We Knew It CAN Work
• Abecedarian Project (Ramey & Campbell,
1991)
– Increase reading and math
– Decreased grade retention
– Earlier & longer is better
• Harlem Project (Deutsch, 1985)
– 200% more likely to be employed
– 33% more likely to have HS/GED
– 30% more likely to have post-HS Ed
• Abecedarian Project (Ramey & Campbell,
1991)
– Increase reading and math
– Decreased grade retention
– Earlier & longer is better
• Harlem Project (Deutsch, 1985)
– 200% more likely to be employed
– 33% more likely to have HS/GED
– 30% more likely to have post-HS Ed
![Page 3: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/3.jpg)
How We Knew It CAN WorkHow We Knew It CAN Work
• Perry Preschool Project (Schweinhart et
al., 1993)
– 59% greater earnings
– 31% more likely to have HS/GED
– 56% less likely to need Special Ed
– 26% less likely Social Services/Welfare
– 80% less likely to be arrested
– 72% less likely to be arrested on drugs
– $7.14 return on the $1 (1992 dollar rate)
• Perry Preschool Project (Schweinhart et
al., 1993)
– 59% greater earnings
– 31% more likely to have HS/GED
– 56% less likely to need Special Ed
– 26% less likely Social Services/Welfare
– 80% less likely to be arrested
– 72% less likely to be arrested on drugs
– $7.14 return on the $1 (1992 dollar rate)
![Page 4: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/4.jpg)
State PreK ImpactsState PreK Impacts
• Strongest:– Language/literacy
in K and 1st
– Grade retention (44% less by 5th)
– Achievement Tests
• Weakest:– Special Ed– Parent
Involvement
• Strongest:– Language/literacy
in K and 1st
– Grade retention (44% less by 5th)
– Achievement Tests
• Weakest:– Special Ed– Parent
Involvement 0 2 4 6 8
Parent Involvement
Special Ed
Grades
Attendance
Achievement Tests
Retention
Development
Number of States Studying Outcomes
Positive Impact No Impact
0 2 4 6 8
Parent Involvement
Special Ed
Grades
Attendance
Achievement Tests
Retention
Development
Number of States Studying Outcomes
Positive Impact No Impact
Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441-473.
![Page 5: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/5.jpg)
More Evidence of EffectivenessMore Evidence of Effectiveness
• Tulsa Study (Gormley & Phillips)
– Improvements in language & math
• NIEER 5-state Study (GA, MI, NJ, SC, WV)
– Improvements in language &math
• UNC 11-State Study
– Relationship between quality &outcomes
• Tulsa Study (Gormley & Phillips)
– Improvements in language & math
• NIEER 5-state Study (GA, MI, NJ, SC, WV)
– Improvements in language &math
• UNC 11-State Study
– Relationship between quality &outcomes
5
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6
State-Funded PreK: What?State-Funded PreK: What?
• State administered &
funded
• Serves children 3-4
• Classroom-based
• Goal: School Readiness
• 40 states
• ~ 982,000 children
• ~ 55,000 classrooms
• State administered &
funded
• Serves children 3-4
• Classroom-based
• Goal: School Readiness
• 40 states
• ~ 982,000 children
• ~ 55,000 classrooms
0
5
10
15
20
25
30
35
40
45
50
Numb
er of
Stat
es
0
5
10
15
20
25
30
35
40
45
50
Numb
er of
Stat
es
Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441-473.
![Page 7: Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef25503460f94c04777/html5/thumbnails/7.jpg)
7
State-Funded PreK & State-Funded Head Start
State-Funded PreK & State-Funded Head Start
Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will 50 cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.
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8
State PreK & Head Start Enrollment
State PreK & Head Start Enrollment
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
1965
1967
1969
1971
1973
1975
1977
1979
1981
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
Head Start State PreK
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
1965
1967
1969
1971
1973
1975
1977
1979
1981
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
Head Start State PreK
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9
State PreK & Head Start Spending(in Millions)
State PreK & Head Start Spending(in Millions)
$0
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
1965
1967
1969
1971
1973
1975
1977
1979
1981
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
Head Start State PreK
$0
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
1965
1967
1969
1971
1973
1975
1977
1979
1981
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
Head Start State PreK
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10
National Prekindergarten StudyNational Prekindergarten Study
• Sample
– All 52 state preK systems (40 states)
– Simple random selection
– N = 40,211 n = 4,815
– 3,898 respondents (81.0% response; 73%-100%)
• CATI Survey Format
– Respondent: Lead Teacher
– 45-55 Minutes
– $10 + Letter of Appreciation
• Sample
– All 52 state preK systems (40 states)
– Simple random selection
– N = 40,211 n = 4,815
– 3,898 respondents (81.0% response; 73%-100%)
• CATI Survey Format
– Respondent: Lead Teacher
– 45-55 Minutes
– $10 + Letter of Appreciation
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11
Where is PreK?Where is PreK?
14%15%
5%
2%
6%
Public School (not HS) Head Start (PS)HS (not PS) For-Profit Child CareFaith Affiliated Nonprofit
14%15%
5%
2%
6%
Public School (not HS) Head Start (PS)HS (not PS) For-Profit Child CareFaith Affiliated Nonprofit
58%
29%
13%
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12
PreK and Head Start OverlapPreK and Head Start Overlap
Head Start = 29%
Public School = 72%
Other = 13%
48%
19%
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Quality
Huge Variations
Quality
Huge Variations
13
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14
Teacher EducationTeacher Education13%
14%
49%
24%
HS/GED AA BA MA+
13%
14%
49%
24%
HS/GED AA BA MA+
23% CDA; 57% Teaching Cert.23% CDA; 57% Teaching Cert.
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15
Teacher Mean Years CollegeTeacher Mean Years College
4.0
2.8
2.1
2.9
0.0
1.0
2.0
3.0
4.0
5.0
Pub School HS-School HS Other
4.0
2.8
2.1
2.9
0.0
1.0
2.0
3.0
4.0
5.0
Pub School HS-School HS Other
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16
Teacher with BATeacher with BA
56%
37%
57%
87%
0%
20%
40%
60%
80%
100%
Pub School HS-School HS Other
56%
37%
57%
87%
0%
20%
40%
60%
80%
100%
Pub School HS-School HS Other
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17
Teacher Ed & MandatesTeacher Ed & Mandates
• State mandates range from nothing (8) to BA+TC (16)
• Nationally, 7.1% below required degree
• Highest % below mandate
AR (BA) 31%; NJ-Abbott (BA) 24%;
AK (CDA) 20%; WA (AA) 17%; VT (BA) 17%
• State mandates range from nothing (8) to BA+TC (16)
• Nationally, 7.1% below required degree
• Highest % below mandate
AR (BA) 31%; NJ-Abbott (BA) 24%;
AK (CDA) 20%; WA (AA) 17%; VT (BA) 17%
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18
Teacher Credentials Vary by StateTeacher Credentials Vary by State
0%
20%
40%
60%
80%
100%
MA BA
0%
20%
40%
60%
80%
100%
MA BA
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19
Assistant TeachersAssistant Teachers
• Nationally,
– 59% HS/GED; 17% CDA; 24% AA+
• Of 4 states that require a CDA
– TN = 69% below
– WA = 61% below
– AL = 44% below
– AR = 42% below
• Nationally,
– 59% HS/GED; 17% CDA; 24% AA+
• Of 4 states that require a CDA
– TN = 69% below
– WA = 61% below
– AL = 44% below
– AR = 42% below
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20
Class SizeClass Size
19.218.519.319.9
0
5
10
15
20
25
30
Pub School HS-School HS Other
19.218.519.319.9
0
5
10
15
20
25
30
Pub School HS-School HS Other
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21
Class Size > 20Class Size > 20
16%
27%
10%
26%
0%
5%
10%
15%
20%
25%
30%
Pub School HS-School HS Other
16%
27%
10%
26%
0%
5%
10%
15%
20%
25%
30%
Pub School HS-School HS Other
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22
Class SizeClass Size
• Mandates Vary Considerably:
– 15 in Colorado – 28 in Ohio
– 11 states have no mandate
• 12%-16% exceed state mandate
• (26%-31% exceed 20 students)
• Highest % exceeding mandate
– Colorado: 48% (max=15)
– Kentucky: 37% (max=20)
– Iowa: 34% (max=16)
• Mandates Vary Considerably:
– 15 in Colorado – 28 in Ohio
– 11 states have no mandate
• 12%-16% exceed state mandate
• (26%-31% exceed 20 students)
• Highest % exceeding mandate
– Colorado: 48% (max=15)
– Kentucky: 37% (max=20)
– Iowa: 34% (max=16)
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23
Child:Teacher RatioChild:Teacher Ratio
8.67.78.2
9.5
0
2
4
6
8
10
12
14
Pub School HS-School HS Other
8.67.78.2
9.5
0
2
4
6
8
10
12
14
Pub School HS-School HS Other
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24
Child:Teacher > 10:1Child:Teacher > 10:1
20%
8%
6%
18%
0%
5%
10%
15%
20%
25%
30%
Pub School HS-School HS Other
20%
8%
6%
18%
0%
5%
10%
15%
20%
25%
30%
Pub School HS-School HS Other
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25
Child-Teacher RatiosChild-Teacher Ratios
• Mandates Vary Considerably:
– 7.5 in NJ-Abbott & LA to 20 in Florida
– 7 states have no mandate
• 13%-21% exceed mandate
• (16%-19% exceed 10:1)
• Highest % exceeding mandate
– Louisiana: 86% (max = 7.5:1)
– Massachusetts: 34% (max = 8:1)
– California ½-Day: 34% (max = 8:1)
• NJ-Abbott exceeded in none!
• Mandates Vary Considerably:
– 7.5 in NJ-Abbott & LA to 20 in Florida
– 7 states have no mandate
• 13%-21% exceed mandate
• (16%-19% exceed 10:1)
• Highest % exceeding mandate
– Louisiana: 86% (max = 7.5:1)
– Massachusetts: 34% (max = 8:1)
– California ½-Day: 34% (max = 8:1)
• NJ-Abbott exceeded in none!
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26
Comprehensive ServicesComprehensive Services
• Health Screenings & Immunizations
• Developmental/Mental Health Screening
• Family Resource Services
• Home Visits & Meals
• Health Screenings & Immunizations
• Developmental/Mental Health Screening
• Family Resource Services
• Home Visits & Meals
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27
Health Screenings & ImmunizationsHealth Screenings & Immunizations
0%
20%
40%
60%
80%
100%
Health Dental Vision/Hearing Immunizations
Pub School HS-School HS Other
0%
20%
40%
60%
80%
100%
Health Dental Vision/Hearing Immunizations
Pub School HS-School HS Other
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28
Developmental ScreeningsDevelopmental Screenings
0%
20%
40%
60%
80%
100%
Mental Health Speech/Lang
Pub School HS-School HS Other
0%
20%
40%
60%
80%
100%
Mental Health Speech/Lang
Pub School HS-School HS Other
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29
Family Resource ServicesFamily Resource Services
0%
20%
40%
60%
80%
100%
Social Services Parenting Education Case Management Adult Education
Pub School HS-School HS Other
0%
20%
40%
60%
80%
100%
Social Services Parenting Education Case Management Adult Education
Pub School HS-School HS Other
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30
Home Visits & MealsHome Visits & Meals
0%
20%
40%
60%
80%
100%
Home Visits Meals
Pub School HS-School HS Other
0%
20%
40%
60%
80%
100%
Home Visits Meals
Pub School HS-School HS Other
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31
Program Length of DayProgram Length of Day
19%27%
36%
58%
44% 33% 22%
24%
37% 40% 43%
18%
0%
20%
40%
60%
80%
100%
Pub School HS-School HS Other
Extended-Day School-Day Half-Day
19%27%
36%
58%
44% 33% 22%
24%
37% 40% 43%
18%
0%
20%
40%
60%
80%
100%
Pub School HS-School HS Other
Extended-Day School-Day Half-Day
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32
Access BarriersAccess Barriers
• Inability to Pay Fees – 11% of Classes
– Florida = 60%
– Missouri = 50%
– Hawaii = 47%
– Massachusetts = 46%
• Transportation – 22% of Classes
– New Mexico (SFHS) = 57%
– Maine (SFHS) = 44%
– Ohio (SFHS) = 44%
• Inability to Pay Fees – 11% of Classes
– Florida = 60%
– Missouri = 50%
– Hawaii = 47%
– Massachusetts = 46%
• Transportation – 22% of Classes
– New Mexico (SFHS) = 57%
– Maine (SFHS) = 44%
– Ohio (SFHS) = 44%
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33
State PreK Expulsion RatesState PreK Expulsion Rates
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34
High Child-Teacher Ratio Predicts Expulsion
High Child-Teacher Ratio Predicts Expulsion
7.7%
10.5%
12.7%
9.8%
Under 8 8 to 9 10 to 11 12 and Up
Number of Children Per Teacher
% C
lass
room
s E
xpel
lin
g
7.7%
10.5%
12.7%
9.8%
Under 8 8 to 9 10 to 11 12 and Up
Number of Children Per Teacher
% C
lass
room
s E
xpel
lin
g
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Quality’s Effects on TeachersQuality’s Effects on Teachers
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Teacher Job Stress Predicts ExpulsionTeacher Job Stress Predicts Expulsion
4.9%
9.3%
14.3%
Low Stress Average Stress High Stress
% C
lass
room
s E
xpel
lin
g
4.9%
9.3%
14.3%
Low Stress Average Stress High Stress
% C
lass
room
s E
xpel
lin
g
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Group Size & Teacher Stress Predict Expulsion (MA)
Group Size & Teacher Stress Predict Expulsion (MA)
46.9% 50.0%
12.0%
45.7%
High Size Low Stress
Low Size High Stress
High Size High Stress
Low Size Low Stress
Class Size & Teacher Stress
% C
lass
room
s E
xpel
lin
g 46.9% 50.0%
12.0%
45.7%
High Size Low Stress
Low Size High Stress
High Size High Stress
Low Size Low Stress
Class Size & Teacher Stress
% C
lass
room
s E
xpel
lin
g
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Group Size Predicts Depression & StressGroup Size Predicts Depression & Stress
9%
18%
11%
21%
0%
5%
10%
15%
20%
25%
% Depress % Stress
<=20 >20
9%
18%
11%
21%
0%
5%
10%
15%
20%
25%
% Depress % Stress
<=20 >20
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Child:Teacher Ratio Predicts Depression & StressChild:Teacher Ratio Predicts Depression & Stress
10%
18%
12%
21%
0%
5%
10%
15%
20%
25%
% Depress % Stress
<=10:1 >10:1
10%
18%
12%
21%
0%
5%
10%
15%
20%
25%
% Depress % Stress
<=10:1 >10:1
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Number of Other Adults in Room Predicts Depression & StressNumber of Other Adults in Room Predicts Depression & Stress
14%
21%
9%
18%
10%
17%
0%
5%
10%
15%
20%
25%
30%
% Depress % Stress
0 1 2
14%
21%
9%
18%
10%
17%
0%
5%
10%
15%
20%
25%
30%
% Depress % Stress
0 1 2
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Debates & DirectionsDebates & Directions
• Universal vs. Targeted
– Economic vs. Developmental & Political
• Must Focus on Access & Quality
• Who Provides?
• Need Support Systems to Promote Quality
• Viewing ECE as an Economic Engine
– Children, Primary Workforce, Secondary
Workforce
• Universal vs. Targeted
– Economic vs. Developmental & Political
• Must Focus on Access & Quality
• Who Provides?
• Need Support Systems to Promote Quality
• Viewing ECE as an Economic Engine
– Children, Primary Workforce, Secondary
Workforce
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Walter S. Gilliam, PhDDirector,The Edward Zigler Center in Child Development and Social PolicyChild Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900
Phone: 203-785-3384Email: [email protected]
ziglercenter.yale.edu
Walter S. Gilliam, PhDDirector,The Edward Zigler Center in Child Development and Social PolicyChild Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900
Phone: 203-785-3384Email: [email protected]
ziglercenter.yale.edu