Study of Education for Four-Year-Olds: State Initiatives

This study has concluded.

Investigators: James Gallagher (gallaghe@mail.fpg.unc.edu) , Jenna R. Clayton, Sarah E. Heinemeier

Research goals, structure: A major educational shift in the past five years has been the move by many states to establish a pre-kindergarten program for four-year-olds. This study involves Georgia, Illinois, New York, South Carolina and Texas, which were found to be making substantial progress in developing their pre-K programs. Key figures in political and educational circles were interviewed to determine the major facilitators to this policy shift, the barriers to be overcome and strategies to make this policy shift.

General findings:

• Political leadership: In South Carolina and Georgia, the governor spearheaded this effort. In New York, the influential speaker of the assembly was the major force behind the program. In Texas, a special study commission appointed by the governor and headed by Ross Perot provided the impetus. In Illinois, a number of key legislators played an important role and were helped by key advocacy groups. In each case, powerful political figures lead the way.
• Early school failures: In each state, a key reason for initiating the program was that a number of children in that state were identified as failing in the early grades. The prospect of continued poor school performance and possible later dependence on the larger society was a motivating force in identifying such children early and providing a stimulating pre-K program.
• Reform packages: One political strategy used in each state was embedding the pre-K program in a larger package of educational reform.
• Professional and political leaders: Professional child care providers and Head Start teachers had to be convinced that no harm would come to them or their interests. Considerable effort was expended to make sure that these groups supported the new policy.
• Other commonalities:
  • The media made an insignificant impact in these states.
  • There was no visible role for higher education in the decision.
  • Basically, the program strategies seemed to be worked out by the political forces and professional education and child care groups.
  • The general public seemed moderately positive towards the move. There were few instances of general public endorsement or protest, with the exception of some on the Christian right who believed the program undermined family values and that the child was better off with his/her mother than with a teacher or child care worker.

Publications, products:

Technical Report # 2: Education for 4-year-olds: State Initiatives. (2001). Gallagher, J., Clayton, J., & Heinemeier, S. Chapel Hill NC: NCEDL. This is a 65-page technical report.

Technical Report # 2: Education for 4-year-olds: State Initiatives. Executive Summary. (2001). Gallagher, J., Clayton, J., & Heinemeier, S. Chapel Hill NC: NCEDL. (This is a shorter version of the full report.)

National Center for Early Development & Learning. (2000, February). Spotlight #19: State regulations, quality care rarely match. Chapel Hill, NC: author

National Center for Early Development & Learning. (2000, August). Spotlight #25: Early childhood support structure proposed. Chapel Hill, NC: author

National Center for Early Development & Learning. (2000, September). Spotlight #26: State policies on readiness surveyed. Chapel Hill, NC: author

National Center for Early Development & Learning. (2000, December). Spotlight #29: Pre-K initiatives in 5 states. Chapel Hill, NC: author

National Center for Early Development & Learning. Article in Early Developments, Vol. 3, No. 2: 1) Child care programs and policy issues. 2) How one state provides services for young children. Chapel Hill, NC: author

Press release - NCEDL researchers say tougher standards for child care programs needed

Journal articles, book chapters:

Bailey, D. B., Jr. (2000). The federal role in early intervention: Prospects for the future. Topics in Early Childhood Special Education, 20(2), 71-78

Clifford, R. M. (1997). Commentary: Personal dimensions of leadership. In S. L. Kagan, & B. T. Bowman (Eds.), Leadership in early care and education. Washington, DC: National Association for the Education of Young Children.

Clifford, R. M., Early, D. M., & Hills, T. W. (1999). Almost a million children in school before kindergarten: Who is responsible for early childhood services? Young Children, 54(5), 48-51.

Gallagher, J. J., & Clifford, R. (2000). The missing support infrastructure in early childhood. Early Childhood Research and Practice [On-line serial]. 2(1), 1-24. Available at ecrp.uiuc.edu/v2n1/print/gallagher.html.

Gallagher, J., & Rooney, R. (1999). Policy options for early childhood: A model for decision-making. Early Education and Development, 10, 69-82.

Gallagher, J., Rooney, R., & Campbell, S. (1999). Child care licensing regulations and child care quality in four states. Early Childhood Research Quarterly, 14(3), 313-333.

Saluja, G., Scott-Little, C., & Clifford, R. M. (2000). Readiness for school: A survey of state policies and definitions. Early Childhood Research and Practice [On-line serial]. 2(2), 1-16. Available at ecrp.uiuc.edu/v2n2/saluja.html