Investing in preschool: evidence continues to indicate the powerful effects of high quality preschool programs on children's later academic success

Leadership, Jan-Feb, 2005 by Tina Johns

Momentum is building as Californians realize that of all the investments in human capital that can be made, those for young children have the strongest impact for the longest period of time. Recent polls indicate that 75 percent of California voters support funding for voluntary Preschool for All. Significantly, the rate of support increases to 83 percent for funding preschools at elementary school sites.

The level of engagement in preschool in Merced reflects these polls. In the Merced City School District, 75 percent of this fall's incoming kindergarten class of 1,100 children has attended preschool, the majority at preschools operated by the district.

Though the district has been providing preschool services for more than 40 years, a confluence of factors during the past four years has accelerated the pace. And as the public's demand for these services increases, the district is positioning itself to be eligible for expansion Funds.

The following components hold promise for other school districts seeking the means to establish or expand preschool programs and to increase the readiness of children for kindergarten.

Support from the district and community

The support of both the Merced City Board of Education and Superintendent Alan a**asmussen was the essential starting point. Since 2001, they have endorsed the application for grants that have generated more than $6 million to improve preschool services. Also significant is the advocacy on the part of principals and kindergarten teachers, who clearly see the increased readiness of the incoming kinders who have attended preschool.

While the addition of a preschool to an elementary school site may seem a simple addition of a room, a teacher and a few young children, the reality is that preschool administration is complex. A designated preschool administrator who is a member of a district's educational services division is ideally suited to plan and administer preschools at multiple sites. Evaluating the program according to state guidelines; meeting the terms of California's licensing requirements for preschools; hiring, evaluating and training preschool teachers and ensuring implementation of standards-based instruction and curriculum are responsibilities that few elementary principals can add to an already full plate.

Managing multiple sources of funding

Because no single funding mechanism exists, a central office administrator must seek out multiple sources and subsequently manage them in a seamless manner. Since Merced City's superintendent appointed a member of the management team to serve as the district's preschool and literacy coordinator in 2001, the district has added preschools at tour elementary sites and has received funding and grants from California's Child Development Division, First 5 California, First 5 Merced County, Reading First, Early Reading First, Even Start and the David and Lucile Packard Foundation.

Merced City's primary funding source is $1.7 million from California's State Preschool Program and targets low-income families. Two sites are funded from the district's Title I allocation.

Alternative arrangements

Districts with declining enrollment may elect to provide preschool programs as classroom space becomes available. Highly impacted schools can offer twilight preschool sessions in the late afternoon, which both Merced City and Elk Grove Unified have successfully done.

Los Angeles Unified and San Jose Unified included preschool facilities in recent local school bonds. Livingston Union developed a partnership with its local government to pool resources for its state-of-the art child development center. Other sources used to finance preschool in California are Head Start, General Child Care and Development, Migrant Education and Special Education.

As Preschool for All becomes a reality, it is likely that the state will identify a single, stable source of funding outside the K-14 Proposition 98 guarantee.

Teacher qualifications

Well-trained teachers are a critical component of a high quality preschool program. Children's cognitive growth and language development are primarily influenced by the daily interactions between children and the adults who are teaching them, caring for them and guiding their learning. It is the teacher's ability to implement the curriculum and to use effective instructional approaches that result in a long-term difference in student learning.

In 2003, Merced City raised the bar in qualifications for preschool teaching positions. Successful applicants must have a Bachelor of Arts degree, Early Childhood Education units, and a Site Supervisor Permit issued by the Commission on Teacher Credentialing.

Preliminary results indicate that student performance is greater in those classes that have teachers meeting these criteria. Veteran teachers who possess the units and the permit will receive funding from grants to support their acquisition of a bachelor's degree.

Professional development

Ongoing professional development is another hallmark of the district's preschool program. All training is based on scientifically based research of how children develop essential skills for school readiness. In addition, the district ensures sustained professional development by hiring coaches who model effective teaching strategies, conduct side-by-side, small-group instruction in teachers' classrooms, observe the teachers' instruction and provide feedback and opportunity for reflection.