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.
Feb 12, 2015 | PERMALINK »
ESEA Reauthorization Provides Opportunity to Bolster Support for Vulnerable Young Children and Disadvantaged Youth
Congress is currently considering the reauthorization of the Elementary and Secondary Education Act (ESEA), a law established in 1965 to provide funding to primary and secondary education. To inform their crucial debate, CLASP has released recommendations focused on young children and early childhood education, as well as academic success and college readiness for disadvantaged youth.
ESEA emphasizes equal access to high-quality programs to give every child a fair chance at success in school and life. Secretary of Education Arne Duncan recently appealed for the reauthorization of ESEA, which has not been updated since No Child Left Behind in 2001. And last Monday, President Obama released his FY 2016 budget proposal, which included bold initiatives to support our nation’s most vulnerable families, including an increased investment in ESEA.
Young children experience the highest incidence of poverty, with young adults close behind. Black and Hispanic children are disproportionately affected. Children and youth who are poor or from low-income communities have far worse education and employment outcomes in adulthood. High-quality early care and education programs play a critical role in the healthy development of young children, particularly those in low-income households. But despite growing consensus on the importance of the early years, lack of public investment leaves many young children without access to high-quality early education programs, including Head Start, public and community-based preschool programs, and child care programs.
Youth and young adults are suffering, too. Many school districts are failing to provide high-quality education that keeps students engaged. For every 10 students that begin 9th grade, 2 fail to graduate from high school 4 years later. It’s critical that we strengthen the education system to ensure all students graduate and are prepared for postsecondary opportunities and careers.
ESEA has the potential to improve access to high-quality early learning opportunities for young children and ensure youth succeed academically and are ready for college and careers. CLASP recommends the following priorities be included in an ESEA reauthorization:
- Provide a dedicated federal funding stream for early childhood education.
- Improve early childhood services for children birth through school entry.
- Ensure college and career readiness for all students by addressing disparities in school systems, particularly those with high-minority populations.
- Fund dropout prevention and recovery strategies and interventions, including multiple education pathways and options for struggling and out-of-school youth.
- Promote collaboration with other systems and sectors, such as human services and workforce systems and community based organizations, in order to better serve poor and low-income students.
- Encourage states to invest in accountability and data systems that inform planning and programming around dropout prevention and recovery.
A reauthorization of this important law must protect and enhance robust opportunities for all students, particularly those most at risk. Young children and disadvantaged youth are two key populations that deserve more attention in ESEA.
- 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
- Kisha Bird, Rhonda Tsoi-A-Fatt Bryant, Stephanie Schmit, Christina Walker | Feb 11, 2015 ESEA Reauthorization: Challenges & Opportunities
- CLASP | Sep 16, 2014 New Census Data Tell Us That Poverty Fell in 2013
- 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