A Comparison of State-Funded Pre-K Programs: Lessons for Indiana

Autor/inn/en	Chesnut, Colleen; Mosier, Gina; Sugimoto, Thomas; Ruddy, Anne-Maree
Institution	Indiana University, Center for Evaluation and Education Policy
Titel	A Comparison of State-Funded Pre-K Programs: Lessons for Indiana
Quelle	(2017), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Preschool Education; State Aid; State Programs; Pilot Projects; Outcomes of Education; Educational Research; Educational Trends; Program Development; Educational Finance; Educational Quality; Standards; Eligibility; Enrollment Trends; Program Effectiveness; Resource Allocation; Federal Aid; Profiles; Indiana; Georgia; Illinois; Massachusetts; Michigan; Nebraska; Ohio; South Carolina; Tennessee; Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Regierungsprogramm; Pilot project; Modellversuch; Pilotprojekt; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Programmplanung; Bildungsfonds; Quality of education; Bildungsqualität; Standard; Eignung; Ressourcenallokation; Charakterisierung; Profilanalyse; Master-Studiengang
Abstract	In order to inform the Indiana State Board of Education's decision-making on Indiana's On My Way Pre-K Pilot program, researchers at the Center for Evaluation and Education Policy (CEEP) at Indiana University compiled existing data on ten states that have implemented pilot pre-Kindergarten (pre-K) programs and subsequently expanded these programs beyond the pilot phase. This technical report presents the results of this inquiry, including a review of research on pre-K programs, highlights and trends across the states, individual state profiles, and recommendations for Indiana. The ten states selected for this research were: Georgia, Illinois, Massachusetts, Michigan, Nebraska, Ohio, South Carolina, Tennessee, Virginia, and Wisconsin. These states were selected because they have piloted state-funded pre-K programs and subsequently expanded their programs beyond the pilot phase. Publicly-available data were examined on characteristics of state-funded pre-K programs. These characteristics were selected in order to provide comprehensive snapshots of state-funded pre-K programs in each state. The characteristics include: (1) history of program development and expansion; (2) funding source(s) and amounts; (3) quality standards for service providers; (4) eligibility requirements for students/families; (5) enrollment numbers; (6) number and types of service providers; and (7) measures of program effectiveness. The states with the highest amounts of total funding allocated to pre-K serve the most students. Most of the ten states provide funding for pre-K via general revenue funds, but a few use lottery funding. By contrast, the three states with the lowest levels of total funding (Nebraska, Ohio, and South Carolina) also enrolled the fewest children. All states have a minimum age requirement for children to be eligible for pre-K, generally three or four years old. Most states also utilize family income level as an eligibility factor, and some employ additional criteria to target at-risk children. States vary in terms of meeting or exceeding program quality benchmarks established by the National Institute for Early Education Research (NIEER) and outlined in research on effective pre-K programs. A Glossary of Acronyms and Terms is appended. [This report was written with the assistance of Rebekah Sinders, LeeAnn Sell, and Lisa Simmons-Thatcher.] (ERIC).
Anmerkungen	Center for Evaluation and Education Policy. 1900 East Tenth Street, Bloomington, IN 47406-7512. Tel: 800-511-6575; Tel: 812-855-4438; Fax: 812-856-5890; e-mail: ceep@indiana.edu; Web site: http://www.indiana.edu/~ceep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01