A pre-kindergarten program with high-quality standards is one key part of a comprehensive early care and education system that supports the learning and development of children from birth through the age of school entry. CLASP believes high-quality pre-kindergarten addresses the developmental needs of all children and includes: sufficient funding to attract and retain qualified teachers; comprehensive health services for families needing them, including developmental screenings and follow-up treatment; and infrastructure supports to ensure ongoing monitoring and quality improvement. It is also critical that pre-kindergarten initiatives support the needs of low-income working families. CLASP studies and promotes policies to support partnerships between states and local school districts, along with child care and Head Start programs, to offer pre-kindergarten in community-based settings. We encourage states to implement policies that integrate early learning program standards, including pre-kindergarten standards, into child care settings to support quality programs for all children.
May 16, 2014 | PERMALINK »
Improving Pre-Kindergarten Access for Children of Immigrants
Despite opportunities for advancing school readiness and child well-being, children of immigrants are less likely than children of U.S.-born citizens to access early education programs. A new Urban Institute report confirms that states and local communities can improve access to preschool by using intentional outreach and enrollment strategies and building stronger relationships with parents.
Children of immigrants and English Language Learners (ELLs) are a growing segment of the U.S. population, accounting for nearly one-quarter of all children in the United States. To accommodate such growth and diversity, communities and states across the country must meet the needs of immigrant families.
Supporting Immigrant Families' Access to Prekindergarten makes proposals for conducting outreach that supports pre-kindergarten enrollment amongst immigrant families and ELLs; helping immigrant families overcome language, documentation, and other logistical barriers when enrolling their children in prekindergarten programs; and building trust and good relationships with immigrant parents and designing immigrant- and ELL-friendly programs. The report includes strategies for:
- Outreach: To ensure immigrant families are aware of pre-kindergarten and other available options, programs should participate in community events, go door-to-door in targeted neighborhoods, reach parents in places they already frequent such as grocery stores and churches, encourage parents of enrolled children to recruit other parents, and use mass media.
- Enrolling families: To help parents meet paperwork requirements and streamline the application forms and enrollment process, programs should accept multiple document sources to fulfill enrollment requirements; be flexible in the ways that families can verify their income; create enrollment forms sensitive to immigrant families’ needs; offer multiple ways to enroll; provide enrollment assistance; and offer a variety of enrollment times and locations. These approaches benefit all families, not just immigrant families.
- Building relationships with parents: To help pre-kindergarten programs become self-sustaining, programs should engage immigrant families as ambassadors by building trust and good relationships with parents and communities through a welcoming attitude; work with trusted community partners; build capacity for communicating with immigrant parents; address logistical barriers such as volatile work schedules; and build cultural competency that supports families’ cultural beliefs and practices.
To meet the changing demographics of the young child population, policymakers need to creatively address the design and implementation of early learning programs to ensure ELLs are included and ideally served in high-quality early learning programs such as pre-kindergarten. As states consider expanding pre-kindergarten offerings through new federal opportunities and additional state funding, ensuring such programs include and benefit children of immigrants will be essential.
- Stephanie Schmit (CLASP), Hannah Matthews (CLASP), Sheila Smith (NCCP), and Taylor Robbins (NCCP) | Nov 14, 2013 Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality
- Hannah Matthews | Sep 25, 2013 A Win-Win for Children: Raising Smart, Healthy Kids
- Child Care and Early Education | May 15, 2013 Strong Start for Children Campaign
- Rachel Schumacher, Katie Hamm, and Danielle Ewen | Jul 31, 2009 Making Pre-Kindergarten Work For Low-Income Families
- Hannah Matthews and Danielle Ewen | Jan 21, 2010 FAQ: Using Title I of ESEA for Early Education
- May 16, 2014 CLASP Comments to U.S. Department of Education and U.S. Department of Health and Human Services on Preschool Development and Expansion Grant Competitions
- Hannah Matthews | Mar 21, 2014 CLASP Comments to U.S. Department of Education and U.S. Department of Health and Human Services on Preschool Development Grants Competition
- Hannah Matthews (CLASP), Helen Blank (NWLC), Adele Robinson (NAEYC) and Kathleen Havey (FFYF) | Dec 06, 2013 Audio Conference: Update on the Strong Start for America's Children Legislation and the Federal Budget
- Stephanie Schmit, Hannah Matthews, Sheila Smith (NCCP), and Taylor Robbins (NCCP) | Nov 14, 2013 Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality
- Christine Johnson-Staub | Aug 14, 2012 Putting it Together: A Guide to Financing Comprehensive Services in Child Care and Early Education