Maximizing Value of Pre-K;

Maximizing Value of Pre-K

By NEAL TEPEL

Numerous studies demonstrate that investing in quality early-childhood education provides large benefits to children and communities. Those youngsters who participate in pre-school education are more likely to achieve success in life. Adults who have not had the opportunity to begin schooling at an early age are more likely to commit crimes later on. With funding for pre-kindergarten programs allocated by New York State and space available in day care and head-start centers, many more 3- and 4-year-old children can be provided with early schooling.

Neal Tepel is President of the Civil Service Merit Council, Assistant to the Executive Director of District Council 1707 AFSCME and a former Chairperson for the Committee on Special Education. He can be reached by e-mailing: neal@tepel.org .  

A Lifetime Value

Data from the long-term study conducted by the High/Scope Educational Foundation on the Perry Preschool in Ypsilanti, Michigan shows that the benefits of early-childhood education last long into adulthood. More than 35 years after they received the enriched pre-k program, research has documented major gains for Perry Preschool participants versus comparable children who did not participate in the program in three areas: crime, education and economics. Specifically, the High/Scope Perry Preschool study documented a return to society of more than $17 for every tax dollar invested in high-quality early-childhood care and education.

Crime prevention gains: Children denied high quality pre-k were four times more likely to be arrested for drug felonies in their lifetime; more than twice as likely to become "career criminals" with 10-plus arrests by age 40; twice as likely to be arrested three or more times for a violent crime; and almost seven times more likely to be arrested for possession of dangerous drugs.

Educational gains: Children participating in the program were less likely to repeat a grade (21 percent versus 41 percent); more likely to graduate from high school (65 percent versus 45 percent); and more likely to score higher on various intellectual and language tests during their early-childhood years, on school achievement tests between ages 9 and 14, and on literacy tests at ages 19 and 27.

Economic gains: As adults, children who participated in the program were more likely to be employed (76 percent versus 62 percent); more likely to earn higher wages ($20,800 versus $15,300); and more likely to own their own home and have a savings account (75 percent versus 50 percent).

A Spitzer Priority

Governor Spitzer and the Legislature added a total of $146 million for pre-school in this year's budget in the first year of an intended multi-year expansion. Spitzer has made providing pre-school to all 4-year-olds a priority. The money has already been allocated on a district-by-district basis throughout the state, but communities have had difficulties accessing the funds. The New York State Education Department, which administers the pre-k funds, needs to do a better job assisting the localities in utilizing the dollars. Funding discretion is necessary so districts can plan for a mix of full and part-day programming. Start-up and infrastructure expenses need to be included in the funding formula. Unspent dollars should be re-appropriated and continue to be available so program implementation at centers can take place throughout the year as needed.

To the Mayor's credit, he has set up an Early Education Policy Steering Committee to ensure that there is greater coordination among city agencies, including the Department of Education (DOE), the Administration for Children's Services (ACS), the Human Resources Administration (HRA), and the Department of Health (DOH). The Mayor appears committed to maximize Universal pre-k funding so as many four-year olds as possible can be enrolled.

Must Ease CBOs' Path

Since space is limited in public schools, community-based organizations become an essential vehicle for program delivery. However, DOE must simplify the process for CBOs offering technical support and more flexible funding guidelines. Day care and Head Start centers should have the ability to start programs as needed. In order for CBOs to operate successfully, funding must continue to supplement and not supplant other sources of revenue.

While there are great challenges in utilizing the millions of dollars allocated to New York City for universal pre-kindergarten programs, day-care centers and other early-childhood operations must be provided the necessary assistance in completing applications and modifying facilities. Not one dollar should be wasted or returned of the $60 million allocated to New York City. Community leaders and public officials need to do whatever it takes so every young child in our great city is provided with a quality education in preparation for life.