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

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  • Format: Paperback
  • Copyright: 2009-07-16
  • Publisher: RAND Corporation
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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

Prefacep. iii
Figuresp. xi
Tablesp. xiii
Summaryp. xv
Acknowledgmentsp. xxxi
Abbreviationsp. xxxiii
Introductionp. 1
Preschool Policy Developments in the United Statesp. 3
Preschool Policy Developments in Californiap. 11
Organization of This Monographp. 17
Adequacy and Efficiency of Preschool Education in Californiap. 19
There Are Sizable Deficits in Student Achievement by Second and Third Grades and Even Larger Gaps for Some Groupsp. 22
The Achievement Gaps Evident in the Early Elementary Grades Have Earlier Rootsp. 25
High-Quality Preschool Can Improve School Readiness and Raise Student Achievement, Especially for More-Disadvantaged Studentsp. 26
Effective Preschool Programs Produce Sizable Effects on School Readinessp. 27
Effective Preschool Programs Sustain Early Benefits Over Timep. 31
Effective Preschool Programs Promote School Readiness for Students from Diverse Backgroundsp. 33
Preschool Participation Is the Norm, but High-Quality Preschool, with Features That Promote School Readiness, Is Notp. 36
Participation in Center-Based ECE Is the Norm for California Preschoolersp. 37
Quality Is Mixed in Center-Based Programsp. 38
The Children Who Could Benefit Most Are Less Likely to Participate in High-Quality Early-Learning Opportunitiesp. 42
Publicly Funded ECE Programs in California Are Not Designed to Achieve Maximum Child Development Benefitsp. 46
The System Is Complex, with Dual Motivationsp. 46
The System Is Not Designed to Promote or Reward Qualityp. 49
The System Is Not Funded to Serve All Children Who Are Eligiblep. 50
Expanding Access to High-Quality Preschool for Disadvantaged Children Can Narrow the Achievement Gapp. 52
Analytic Approach and Assumptionsp. 53
Effects of Alternative Policy Scenarios on Achievement Levels and Gapsp. 59
Summaryp. 65
Design Options for State Preschool Systemsp. 67
Access: Universal Versus Targeted Preschool Programs for One or Two yearsp. 68
Universal Versus Targetedp. 68
One Year or Twop. 74
Determining Eligibility in Targeted Programs and with Prioritizationp. 78
Delivery: Public Providers or Mixed Deliveryp. 79
Quality: Regulation, Measurement, and Financial Incentivesp. 81
Infrastructure: Governance, Financing, Information Systems, and Other Supportsp. 89
Recommendations for Preschool Policy in Californiap. 93
Using Existing Resources to Create a More Efficient and Coordinated System with Appropriate Infrastructure Supportsp. 95
Access: Ensuring That Children Who Can Benefit Most Are Served Firstp. 95
Delivery: Reduce Inefficiencies in Contracting Mechanisms and Standardize Reimbursement Structuresp. 101
Quality: Build a Foundation for Future Investmentsp. 104
Infrastructure: Look to Evidence of Best Practices for More-Effective Supportp. 107
Using New Resources to Expand Access and Raise Qualityp. 111
Access: Expand First to Those Who Will Benefit Mostp. 111
Quality: Focus on What Mattersp. 119
Infrastructure: Address Supports Needed to Achieve Higher Quality and Expanded Accessp. 121
Conclusionsp. 123
California Faces Shortfalls in Preschool Adequacy and Efficiencyp. 123
Policy Options and Recommendations for Advancing Preschool Adequacy and Efficiencyp. 126
Improving the Efficiency of Existing Resourcesp. 128
Investing New Resources to Expand Access or Raise Qualityp. 129
Broader Implicationsp. 131
Appendix: Supplement to the Targeting Analysis in Chapter Fourp. 135
Referencesp. 147
Table of Contents provided by Ingram. All Rights Reserved.

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