Preschool Adequacy and Efficience in California Issues, Policy Options, and Recommendations

by Karoly, Lynn A.

• ISBN13: 9780833047434
• ISBN10: 0833047434
• Format: Paperback
• Copyright: 2009-07-16
• Publisher: RAND Corporation

Summary

This California Preschool Study examined the adequacy and efficiency of preschool education in California. This fourth and final analysis integrates the results from the series of studies and makes recommendations for preschool policy in the state.

Table of Contents

Preface	p. iii
Figures	p. xi
Tables	p. xiii
Summary	p. xv
Acknowledgments	p. xxxi
Abbreviations	p. xxxiii
Introduction	p. 1
Preschool Policy Developments in the United States	p. 3
Preschool Policy Developments in California	p. 11
Organization of This Monograph	p. 17
Adequacy and Efficiency of Preschool Education in California	p. 19
There Are Sizable Deficits in Student Achievement by Second and Third Grades and Even Larger Gaps for Some Groups	p. 22
The Achievement Gaps Evident in the Early Elementary Grades Have Earlier Roots	p. 25
High-Quality Preschool Can Improve School Readiness and Raise Student Achievement, Especially for More-Disadvantaged Students	p. 26
Effective Preschool Programs Produce Sizable Effects on School Readiness	p. 27
Effective Preschool Programs Sustain Early Benefits Over Time	p. 31
Effective Preschool Programs Promote School Readiness for Students from Diverse Backgrounds	p. 33
Preschool Participation Is the Norm, but High-Quality Preschool, with Features That Promote School Readiness, Is Not	p. 36
Participation in Center-Based ECE Is the Norm for California Preschoolers	p. 37
Quality Is Mixed in Center-Based Programs	p. 38
The Children Who Could Benefit Most Are Less Likely to Participate in High-Quality Early-Learning Opportunities	p. 42
Publicly Funded ECE Programs in California Are Not Designed to Achieve Maximum Child Development Benefits	p. 46
The System Is Complex, with Dual Motivations	p. 46
The System Is Not Designed to Promote or Reward Quality	p. 49
The System Is Not Funded to Serve All Children Who Are Eligible	p. 50
Expanding Access to High-Quality Preschool for Disadvantaged Children Can Narrow the Achievement Gap	p. 52
Analytic Approach and Assumptions	p. 53
Effects of Alternative Policy Scenarios on Achievement Levels and Gaps	p. 59
Summary	p. 65
Design Options for State Preschool Systems	p. 67
Access: Universal Versus Targeted Preschool Programs for One or Two years	p. 68
Universal Versus Targeted	p. 68
One Year or Two	p. 74
Determining Eligibility in Targeted Programs and with Prioritization	p. 78
Delivery: Public Providers or Mixed Delivery	p. 79
Quality: Regulation, Measurement, and Financial Incentives	p. 81
Infrastructure: Governance, Financing, Information Systems, and Other Supports	p. 89
Recommendations for Preschool Policy in California	p. 93
Using Existing Resources to Create a More Efficient and Coordinated System with Appropriate Infrastructure Supports	p. 95
Access: Ensuring That Children Who Can Benefit Most Are Served First	p. 95
Delivery: Reduce Inefficiencies in Contracting Mechanisms and Standardize Reimbursement Structures	p. 101
Quality: Build a Foundation for Future Investments	p. 104
Infrastructure: Look to Evidence of Best Practices for More-Effective Support	p. 107
Using New Resources to Expand Access and Raise Quality	p. 111
Access: Expand First to Those Who Will Benefit Most	p. 111
Quality: Focus on What Matters	p. 119
Infrastructure: Address Supports Needed to Achieve Higher Quality and Expanded Access	p. 121
Conclusions	p. 123
California Faces Shortfalls in Preschool Adequacy and Efficiency	p. 123
Policy Options and Recommendations for Advancing Preschool Adequacy and Efficiency	p. 126
Improving the Efficiency of Existing Resources	p. 128
Investing New Resources to Expand Access or Raise Quality	p. 129
Broader Implications	p. 131
Appendix: Supplement to the Targeting Analysis in Chapter Four	p. 135
References	p. 147
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