The value of Pennsylvania’s early education system Pennsylvania Departments of Education and Public Welfare Office of Child Development and Early Learning Executive Budget 2011-2012 1

Overview Pennsylvania’s economic & education outlook What early education can do to improve Pennsylvania's outlook The value of Pennsylvania’s early education system Vision for 2011-2012 Governor’s budget proposal

Current outlook: slow recovery, higher public costs PA, US facing “jobless” recovery – economy will not be back on track until 2015 Estimate $4.2 state budget deficit Increasing costs for prisons, public assistance, healthcare Source: PISA 2009 results, http://nces.ed.gov/surveys/pisa/pisa2009highlights.asp

Future outlook: new, better jobs that require more education Well-paid, low skilled jobs a thing of the past 63% percent of jobs in the next decade will require some post-secondary education Source: “Where Are All the Good Jobs Going? What National and Local Job Quality and Dynamics Mean for U.S. Workers.” Harry J. Holzer, Julia I. Lane, David B. Rosenblum, Fredrik Andersson, 2011. http://www.russellsage.org/publications/where-are-all-good-jobs-going Source: “Help Wanted: Projections of Jobs and Education Requirements through 2018,” Center on Education and the Workforce, Georgetown University, June 2010.

Current and future workforce not prepared to fill 21st century jobs 60% of new jobs in the 21st century will require skills that only 20% of the current American workforce has. Over 20% high school dropout rate in Pennsylvania U.S. students rank 17th out of 33 developed nations in science proficiency and 25th in math. By 2018, US will have a 3 million college graduates gap to meet labor demands If US doesn’t meet workforce needs, jobs may go elsewhere Source: “Before It’s Too Late,” National Commission on Mathematics and Science Teaching for the 21st Century, U.S. Department of Education, 2000 Source: “Help Wanted: Projections of Jobs and Education Requirements through 2018,” Center on Education and the Workforce, Georgetown University, June 2010.

What early education can do to improve Pennsylvania’s outlook Helps control costs for special education, public assistance, prisons and health care Facilitates job growth Effectively prepares students for new workforce demands

1. Savings on special education Serving 20% of Pennsylvania’s four-year olds in quality pre-kindergarten would save $68 million in special education costs. Source: “Investments in Pennsylvania’s early childhood programs pay off now and later,” Pew Center on the States, Partnership for America’s Economic Success, March 2011 based on 2007 Costing out study, Actual per student spending for 2005-2006 (9,512) plus 1.1 additional (10,404) http://www.schoolfunding.info/states/pa/costingout_pa.php3 In PA, the average cost for special education per student is nearly $20,000 a year, 110% more than typical education.

Early education helps control spending for public assistance, prison, special education and health care As adults, children from quality early education programs are less likely to commit crimes or require public assistance; and are more likely to retain good jobs and have higher earnings. Source: Source: Perry Preschool Project, http://www.highscope.org/Content.asp?ContentId=219

Savings on corrections Fight Crime Invest in Kids projects that high quality early learning could cut a quarter or more of the costs of corrections in Pennsylvania. Cutting a quarter of the $1.8 billion a year spent on corrections in Pennsylvania would eventually save $450 million a year. Source: Source: Fight Crime Invest in Kids Pennsylvania, “Invest in Early Education Now, Spend Less on Prison Later,” 2009 PA spends on average $35,000 a year per person in prison Source:The Pew Center on the States (2009). 1 in 31: The long reach of American Correction – Pennsylvania., http://www.pewcenteronthestates.org/uploadedFiles/PSPP_1in31_report_FINAL_WEB_3-26-09.pdf; Pennsylvania Governor’s Budget Office, 2009

Improved health outcomes, lower health care costs Harvard University: children exposed to continued toxic stress are more likely to have chronic diseases as adults, such as diabetes and heart disease, and cancer; early education helps prevent toxic stress for young children. Columbia University: individuals who had received the intensive early education starting in infancy had significantly better health and better health behaviors as young adults. Harvard: The consequences of adversity and poor health in childhood can lead to higher rates of chronic diseases in adults, such as diabetes, hypertension, cardiovascular disease, and various forms of cancer, as well as depression, anxiety disorders, addictions, and other mental health impairments. Source: The Foundations for Lifelong Health are Built in Early Childhood, Center for the Developing Child, Harvard University, http://developingchild.harvard.edu/library/reports_and_working_papers/foundations-of-lifelong-health/ A new study conducted by researchers at Columbia University's Mailman School of Public Health examines connection of quality early learning and health outcomes, using data from a the well-known Carolina Abecedarian Project (ABC). Researchers found that individuals who had received the intensive education intervention starting in infancy had significantly better health and better health behaviors as young adults.

2. Early education facilitates job growth today Economic stimulus: Every dollar spent on early education generates $1.06 dollars in local economy through local hiring and purchasing goods and services Job producer: For every10 jobs created in early education sector, 3 more jobs created outside early education Source: America’s Edge. “Strengthening Pennsylvania’s Business through Investments in Early Care and Education,” 2011

Early education keeps parents working, cuts absenteeism In Pennsylvania, approximately 60% of children under age six need some form of child care as their parents work. Parents with access to quality, reliable early education are more likely to be employed, be productive, and have fewer absences. Employee absences due to child care breakdowns cost U.S. business approximately $3 billion in 1998. Source: Child Care Action Campaign. Child Care: The Bottom Line. 1998. Source: 2009 State of Child Care in Pennsylvania, NACCRRA, www.naccrra.org/randd/data/docs/PA.pdf

Early education increases earning potential Parents who can stay in the workforce because of early education can experience a long-term earnings increase up to 30% even after their children leave early education. Source: Timothy J. Bartik, Ph.D., Senior Economist at the W.E. Upjohn Institute for Employment Research, at the Early Learning Investment Commission Economic Summit, April 19, 2010, Harrisburg, PA, www.pa-elic.org.  

Because children who receive quality early education are more likely to graduate high school and college, they can more than double their earnings potential. Note: Data are 2009 annual averages for persons age 25 and over. Earnings are for full-time wage and salary workers. Source: Bureau of Labor Statistics, Current Population Survey.

3. Early education prepares our future workforce to attract, fill, create jobs The window of opportunity is small. Many of the skills that employer value that many of the skills employers value — such as being team oriented, literate and numerate — are essentially shaped by age five.

Early education gives all children a level playing field for future achievement Pew Center on the States: High-quality pre-kindergarten programs, especially for at-risk children, have been shown to significantly improve children’s early literacy, language and math skills; decrease special education placements by 50%; and reduce grade repetition by 33% Source: “Investments in Pennsylvania’s early childhood programs pay off now and later,” Pew Center on the States, Partnership for America’s Economic Success, March 2011 Differences in vocabulary growth between children in low and high socio-economic households begin to appear as early as 18 months

By third grade, it may be too late Reading proficiently by the end of third grade is a crucial marker in a child’s educational development. Failure to read proficiently is linked to higher rates of school dropout, which suppresses individual earning potential as well as the nation’s competitiveness and general productivity. Source: Annie E Casey Foundation, Early Warning! Why Reading by the End of Third Grade Matters, 2010 Source: Annie E Casey Foundation, Early Warning! Why Reading by the End of Third Grade Matters, 2010, http://datacenter.kidscount.org/reports/readingmatters.aspx

Long-term return on investment in early education Nobel Laureate James Heckman: The rate of return for quality early childhood education is 10% per year. This graph demonstrates that rates of return on human capital investment decrease with age, with the highest return on investments at preschool age (shaded in portion of the graph). (Heckman, 2008)

The benefits of quality early education add up… A targeted pre-kindergarten program costing $298 million in 2008 would: pay for itself in 9 years; and generate total benefits of $9.9 billion by 2050 Source: “Investments in Pennsylvania’s early childhood programs pay off now and later,” Pew Center on the States, Partnership for America’s Economic Success, March 2011

It’s a question about priorities It’s a question about priorities. Early childhood education is a high return/low risk investment. Michael J. Mandel, Ph.D., Former Chief Economist at BusinessWeek, at the 2010 Early Learning Investment Commission’s Economic Summit

Quality early education affects a community’s bottom line Quality early education affects a community’s bottom line. As you can see from this graph, the success of each child translates into benefits for his/her community.

The value of Pennsylvania’s early education system Setting the standard for early education in Pennsylvania Providing families with more quality early learning choices Maximizing impact of public resources Demonstrating results for Pennsylvania’s children and families

OCDEL’s Mission The Office of Child Development and Early Learning (OCDEL) promotes opportunities for all Pennsylvania children and families by building systems and providing supports that help ensure access to high quality child and family services. The office is a joint initiative between the Departments of Education and Public Welfare. Pennsylvania has made continued progress to improve the quality of and increase access to early learning opportunities for our young children and families. Research shows that children that receive quality early education are better prepared for kindergarten; do better in school; are less likely to repeat a grade or require special education services; are more likely to graduate high school and attend college; have higher earnings; and are more productive citizens. Pennsylvania recognizes that creating a quality early learning continuum from birth to kindergarten is a smart investment for our children, families, teachers and communities.

OCDEL Programs Child Care Certification Child Care Works Children’s Trust Fund Early Intervention, birth- five Full-Day Kindergarten Head Start Supplemental Assistance Program Keystone Babies Keystone STARS/ PA Early Learning Keys to Quality Parent-Child Home Program Pennsylvania Pre-K Counts Nurse-Family Partnership Public-private partnerships Pennsylvania invests in a number of programs, serving more than 300,000 of Pennsylvania’s children and families In order for these programs to truly serve the needs of Pennsylvania’s children and families, they need to be of highest quality individually while working seamlessly together as a quality early learning continuum. If Pennsylvania is to develop a sustainable quality early learning continuum, our programs and infrastructure must be beyond reproach. In order to envision future expansion of quality early learning opportunities, we need to focus on institutionalizing our current early education system and building continuous quality improvement into every level of implementation, from state leadership to individual programs. Feedback from the field reinforces this view, that it is time to institutionalize continuous quality improvement at all levels.

Since 2003, Pennsylvania’s strategy to building a quality early education continuum is to develop effective planning, monitoring and accountability; quality standards for programs and practitioners, assistance to meet standards and build the capacity for excellence, community engagement and outreach, and financing support to link all of these pieces together. Planning, monitoring and accountability. In order to make best use of public resources to provide the best outcomes for our young children, we must continue to evaluate the needs of our communities, monitor program quality and child outcomes and have the necessary information to plan for future investments, while ensuring that our current investments are used properly. Standards for programs and practitioners. By setting program quality standards and expectations of children’s early learning, we can create a quality early learning continuum that provides Pennsylvania’s young children and families with quality early learning options at home, in schools, and in community-based programs. Quality standards are essential to quality implementation. Assistance to meet standards and build the capacity for excellence. Early childhood programs and professionals require assistance and supports to meet high quality standards and provide high quality early learning opportunities for children. Pennsylvania is working to integrate these supports for all early learning programs and professionals. Community engagement and outreach. Building broad public support at all levels is essential to building a sustainable quality early learning continuum. Even with the huge amounts of research documenting the benefits of quality early education to children, families, and communities, many leaders outside of early education do not champion additional investment in our young children’s development. Many families, in turn, who could benefit most from OCDEL’s programs are not fully aware of them. Financing supports. Financial support makes our vision of quality early learning opportunities a reality for many of Pennsylvania’s young children and their families. Both public and private funding is necessary to serve the diverse needs of families throughout the commonwealth and to continue to raise the bar for a quality early learning continuum.

1. Excellence by design: Setting the standard for early education in PA Pennsylvania’s early education programs are designed to reflect evidence-based best practices for teacher and program quality. Pennsylvania Pre-K Counts meets or exceeds nearly every quality benchmark identified by the National Institute for Early Education Research. PA is one of 23 states to include all core components for a quality rating and improvement system for early childhood programs through Keystone STARS. Research-based standards and practices. Requirements for teacher quality, program quality, curriculum, observation and assessment are designed to reflect evidence-based best practices.  

Design: PA Learning Standards for Early Childhood Standards for Infant-Toddler, Pre-Kindergarten, Kindergarten, First and Second Grade Outline the approaches to learning, (emerging) literacy and numeracy, science and social studies, creative expression, social, and physical skills that a child develops throughout the year and provides guidance for activities to support this development in the classroom and at home All OCDEL programs use the standards to guide instructional practice Align with 3rd-12th grade standards Pennsylvania is one of the first states to establish learning standards for early childhood from birth through second grade and commission an independent study to ensure alignment of all standards. Pennsylvania’s Learning Standards for Early Childhood. All OCDEL programs use the Learning Standards for Early Childhood to guide instructional practice. Pennsylvania’s Learning Standards for Early Childhood for Infant-Toddler, Pre-Kindergarten, Kindergarten, First and Second Grade outline the approaches to learning, (emerging) literacy and numeracy, science and social studies, creative expression, social, and physical skills that a child develops throughout the course of the year and provides guidance for activities to support this development in the classroom and at home. Pennsylvania’s early learning standards are aligned with the commonwealth’s Third- Twelfth Grade academic standards and included in the Standards Aligned System Companion documents for families.

Design: Professional career track for early childhood teachers Early Childhood Education Career Lattice Three professional credentials Pennsylvania’s Quality Assurance System for professional development Financial and other supports for early childhood teachers and directors to earn credentials, college degrees More early childhood teachers are earning credentials and degrees than ever before Professional career track for early childhood teachers. Teacher education and experience is a key factor in providing a quality early learning experience, yet in child care settings, teacher compensation (and therefore education level) is typically very low. New teacher education requirements coming into effect in 2010-2013 have spurred an increased need for early education professionals to earn credentials, college degrees, and teacher certification. To meet this need, Pennsylvania created the Early Learning Career Lattice, established three professional credentials for early childhood teachers and directors, and provides financial aid for teachers to earn credentials and college degrees while continuing to work.

Design: Child observation, assessment and documentation of progress Programs assess children’s development upon entry and progress throughout the year Use information to guide learning activities and share with families Can help identify children with special needs early and provide services when they are most beneficial Early Learning Network Data system that gives Pennsylvania the ability to review children’s progress over time and evaluate effectiveness of OCDEL programs to improve child outcomes. Progress for children participating in Early Intervention, PA Pre-K Counts, Head Start Supplemental, and Keystone STAR 3 and 4 programs currently included. Child observation, assessment and documentation of progress. In building its early education system, Pennsylvania wanted to be able to document children’s progress through kindergarten and beyond. In 2007, Pennsylvania began developing the Early Learning Network (ELN), a comprehensive system coordinating outcomes from OCDEL programs for children from birth until they enter kindergarten. The vision is to link information about children’s participation in, and outcomes from, their early learning programs to their school-age participation and outcomes, such as PSSA scores. For example, children whose data is entered into the ELN are assigned the PA Secure-ID they will use throughout their public school careers.

Design: Monitoring classroom quality There is a six-year trend of increasing quality in classrooms in OCDEL programs Independent assessments of classrooms using nationally-recognized Environment Rating Scales (ERS) ERS a standard tool to assess the quality of instruction in Keystone STARS, Head Start Supplemental Assistance Program and Pennsylvania Pre-K Counts programs Monitoring of classroom quality. Since 2002 Pennsylvania has implemented the nationally-recognized Environment Rating Scales (ERS) as a standard tool to assess the quality of instruction in Keystone STARS, Head Start Supplemental Assistance Program and Pennsylvania Pre-K Counts programs. The ERS scales rate elements that promote children’s learning, such as the classroom design; quality of interactions between teachers, parents and children; and how the program promotes acceptance of diversity. Independent ERS assessors visit classrooms in child care programs, Head Start programs, licensed nursery schools and pre-kindergarten classrooms in public schools. Note: Figure presents all available ECERS-R scores, including Keystone STARS, PA Pre-K Counts, and Head Start facilities. Assessments are made at the classroom level. Each data point is a single assessment of a classroom

Design: Linkages with school districts Early Learning Standards aligned with 3rd-12th grade academic standards Early childhood professional development being aligned with Teacher Certification Pennsylvania’s Inspired Leadership program for school leaders now includes early education topics Linkages with public schools. Early learning programs are encouraged and supported to partner with their local school districts to better prepare for and create a smoother transition to kindergarten. Opportunities include transition activities that support family involvement, aligning curriculum and kindergarten readiness expectations, joint professional development opportunities for teachers, and shared community events.

Design: More linkages with school districts Pennsylvania’s Standard Aligned System (SAS) resources include early education Title I Transition to Kindergarten grants Local networks bring together local schools and early learning programs to help children make smooth transition to kindergarten The percentage of school districts offering pre-kindergarten has quadrupled since 2003 Community engagement groups facilitate the development of local transition plans and activities

2. Providing families with more quality early learning choices Programs available at home, in child care, Head Start, preschools, or schools Keystone STARS reversed a 10-year trend of declining quality in child care Quality programs (Keystone STARS, Head Start, Early Intervention) available in every county The number of quality publicly-funded pre-kindergarten opportunities has doubled since 2002 Nearly 40% of parents surveyed identified the quality of their child’s early learning program as their greatest concern Source: “The Economy’s Impact on Parents’ Choices and Perceptions About Child Care,” NACCRRA, Sept 2010

Parents choosing quality early education more than ever before Parents of more than half of children receiving Child Care Works subsidy enroll their children in Keystone STARS programs. Parents rate very high satisfaction with OCDEL programs on Family Survey. Approximately 7,000 children were on waiting lists for Head Start, PA Pre-K Counts, Nurse-Family Partnership at beginning of 2010-2011 school year. Parents rated very high satisfaction across programs included on the OCDEL Family Survey with staff respecting their culture, being available to talk at times that fit in with the family’s schedule, and making it easy to talk about their child and family. Greater parent demand for quality early education. Thousands of eligible families are interested in participating in Pennsylvania’s early education programs but are waiting for services:   Even with more stringent eligibility requirements, more than 4,500 children were on waiting lists for Pennsylvania Pre-K Counts at the start of the 2010-2011 school year. Preschoolers in five of Pennsylvania’s counties do not have access to PA Pre-K Counts; in fact, only 4% of Pennsylvania’s three and four year olds participate in the program. At least 2,000 eligible children are on waiting lists for Head Start throughout the commonwealth. More than 200 expectant mothers are on waiting lists for Nurse-Family Partnership, although most NFP programs do not maintain waiting lists but refer clients to other services. Expectant mothers in 30 of Pennsylvania’s counties do not have access to NFP – 12 of those counties have actively expressed interest in implementing the program.

3. Maximizing resources: OCDEL Pennsylvania is one of the first states to create a cohesive Office of Child Development and Early Learning (OCDEL) that brings together the resources and expertise for early education, across the Departments of Education and Public Welfare. Because of OCDEL: PA doesn’t have to duplicate staff, systems or processes Quality and accountability of PA’s early learning programs better aligned Families can more easily access the services they need School districts can more easily partner with and provide early education programs

Maximizing resources: Reach and Risk Assessment Report identifies cities and counties where children are most at risk of school failure OCDEL uses report to determine best areas for new/expanded early education services Risk levels help determine eligibility for programs like PA Pre-K Counts and Keystone Babies

Maximizing resources: Comprehensive accountability Pennsylvania monitors programs’ adherence to performance standards and fiscal requirements through data review and site visits. Pennsylvania’s Enterprise to Link Information for Children Across Networks (PELICAN) data system helps prevent children being enrolled in two programs for the same time period. Families applying for programs that have eligibility guidelines must show documentation that they meet guidelines which may include Documentation of income Documentation of work or education

4. Results: Parents of at-risk children choosing regulated care More families receiving Child Care Works child care assistance are choosing regulated care than ever before since the unification of child care services for TANF, former TANF and low income families under the Child Care Information Services (CCIS) agencies in 2006-2007.

Results: Children entering school ready to learn 2009-2010 child outcomes for preschoolers in Pennsylvania Pre-K Counts, Keystone STARS 3 and 4 centers, and Head Start Supplemental Assistance Program show children are progressing throughout the year and coming to school ready to learn. Each program is meeting the needs of its populations, with 65% - 78% of children showing age-appropriate language, numeracy and social skills by the end of the 2009-2010 program year. Each program is showing a significant increase in the percentage of preschoolers with age-appropriate language, numeracy, and social skills from the beginning to end of the program year. Each program is meeting the needs of its populations with a variety of services to prepare children for kindergarten, with 65% - 78% of children showing age-appropriate language, numeracy and social skills by the end of the 2009-2010 program year.

Results: Quality early education programs reducing needs for special education Evaluation by the OMG Center for Collaborative Learning: School districts serving the largest number of PA Pre-K Counts children had a fewer percentage of children entering kindergarten in 2008-2009 with Individualized Education Plans (IEPs) to address special needs than districts enrolling no PA Pre-K Counts children.

Results: Children continuing progress, achievement in school Harrisburg: Third-grade children who had participated in the high-quality Harrisburg Preschool Program (HPP) scored significantly higher on Pennsylvania System of School Assessment (PSSA) tests than did a matched group of students who did not participate in HPP. (51 vs. 29 percent advanced/proficient in math, 45 vs. 23 percent advanced/proficient in reading). Pottstown: By the end of the 2009-2010 kindergarten year in the Pottstown School District, 94% of children who participated in PA Pre-K Counts were at grade level in early literacy, while 85% of the total kindergarten population was at grade level. Harrisburg source: Mark Greenberg and Celene Domitrovich, “The Impact of Harrisburg Preschool Program Participation on PSSA Achievement Scores in Grade 3.” Penn State University 2010.

Results: Child Care Works Keeps working families working, while making it possible for child care programs to serve children whose families could not otherwise afford care. Serving approximately 135,000 families each month. Those served are up to 15% more likely to be employed, stay off welfare, and have higher earnings. Since 2007, 44% more of our most vulnerable children are receiving child care assistance in regulated child care programs. 53% of children receiving Child Care Works are enrolled in Keystone STARS programs. Source: Tekin, Erdal (2004), Child Care Subsidy Receipt, Employment, and Child Care Choices of Single Mothers

Results: Early Intervention Serves children from birth to age five with disabilities/ developmental delays and their families. Serving more than 34,300 infants and toddlers and 47,300 preschoolers in 2010-2011. Child assessment data from infants, toddlers and preschoolers who entered Early Intervention after July 1, 2008 and exited Early Intervention prior to June 30, 2009 shows that nearly every child (99%) made progress from entry to exit. Over the past three years, OCDEL has observed a nearly 19% increase in the number of children of preschool age included in typical early childhood programs, resulting in a total of 69% of preschoolers in Early Intervention receiving their services in these settings (e.g. child care, Head Start, preschool) in 2009-2010.

Results: Head Start Provides comprehensive services to children living in poverty. Serving approximately 5,500 children through Head Start Supplemental; more than 36,500 children served through state and federally-funded Head Start More than 65% of children in Head Start Supplemental finished the 2009-2010 program year with age-appropriate literacy, numeracy and social skills.

Results: Keystone STARS Serves children from birth – 12; makes it possible for child care programs to increase the quality of care and education they provide. More than 172,500 children will be served in 10-11. More than 65% of preschoolers in STAR 3 & 4 centers finished the 2009-2010 program year with age-appropriate literacy, numeracy and social skills. Reversed the negative trend in declining quality in child care, and improved the quality of child care across Pennsylvania.

Results: Nurse-Family Partnership Helps low-income, first-time parents experience healthy pregnancies, learn how to take good care of their babies, and make plans for the future. Services are provided to families prenatally until the child reaches two years of age. Serving more than 4,600 children and families in 2010-2011. National randomized, controlled trials and Pennsylvania site implementation data demonstrate that Nurse-Family Partnership delivers on its three primary goals of: Better pregnancy outcomes: In Pennsylvania, a 15% reduction in smoking during pregnancy Compared to their peers, improved child health and development: 50% reduction in language delays at child age 21 months Increased economic self-sufficiency: 83% increase in labor force participation by the mother by the child's fourth birthday National randomized, controlled trials and Pennsylvania site implementation data demonstrate that Nurse-Family Partnership delivers on its three primary goals of: Better pregnancy outcomes; 79-percent reduction in pre-term delivery for women who smoke In Pennsylvania, a 15-percent reduction in smoking during pregnancy (similar to NFP’s national rate of a 16-percent reduction) Compared to their peers, improved child health and development; and 59-percent reduction in child arrests at age 15 48-percent reduction in child abuse and neglect 50-percent reduction in language delays at child age 21 months Increased economic self-sufficiency. 83-percent increase in labor force participation by the mother by the child's fourth birthday 46-percent increase in father's presence in the household www.nursefamilypartnership.org/proven-results and “Breaking the cycle of child abuse and reducing crime in Pennsylvania: Coaching parents through intensive home visiting,” Fight Crime: Invest in Kids Pennsylvania, 2008, http://www.fightcrime.org/sites/default/files/reports/PA%20CAN%20Report%202008.pdf (data taken from Nurse-Family Partnership. (2007). Nurse-Family Partnership of Pennsylvania–Evaluation report 6 program Initiation through June 30, 2007. Denver, CO:Nurse-Family Partnership National Service Office)

Results: Pennsylvania Pre-K Counts Provides at-risk 3 and 4 year olds with a high quality pre-kindergarten educational experience, either for 2.5 hours or five hours a day. Serving 11,500 children in more than 300 programs. More than 70% of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate literacy, numeracy and social skills. Outcomes for Pennsylvania Pre-K Counts children compare favorably to outcomes in other states that have had pre-k programs in place for as long as 20 years. Second year reports demonstrate positive results on children’s progress.   Nearly every child (99 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending the Pennsylvania Pre-K Counts program. Nearly 75 percent of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate proficiency in literacy, numeracy and social skills. By the end of the year: Five times as many children were proficient in Scientific Thinking (from 1,429 children upon entry to 7,686 at end of year) More than four times as many children were proficient in Mathematical Thinking (from 1,792 children upon entry to 7,910 at end of year) Nearly four times as many children were proficient in Language and Literacy (from 2,164 children upon entry to 8,135 at end of year) Nearly three times as many children were proficient in Personal and Social Development (from 2,984 children upon entry to 8,763 at end of year) 47 47

Vision for 2011-2012 Refine Pennsylvania’s early education system by providing opportunities to improve teacher and program quality and strengthening connections with K-12 education. Increase efficiencies at the state and program levels through monitoring, accountability, review of current procedures, and documenting positive outcomes for children. Help parents make good early learning choices for their families through parent education and community outreach.

Governor’s Budget Proposal for 2011-12 Economy still in recovery large budget deficit, unemployment still high Need budget that is both fiscally responsible and provides vital services for children and families OCDEL continuing to increase efficiencies to make best use of public resources

Governor’s Budget Proposal for 2011-12 Serve additional families in: Early Intervention – Expanding to reach 84,100 children (35,300 infants and toddlers and 48,800 preschoolers) by adding 915 infants and toddlers and 1,500 preschoolers. Implement federal Health Care Reform Home Visiting Program (children served to be determined) EI is a mandatory program, the state is required to serve all children that are eligible for services.

Governor’s Budget Proposal for 2011-12 Sustain progress in: Child Care Works Subsidized Child Care Program – Sustaining to reach approximately 135,000 children (monthly average). Head Start Supplemental – Sustaining services to approximately 5,500 children. Keystone STARS – Sustaining higher quality early learning opportunities for nearly173,000 children and making it possible for programs to achieve higher STAR levels.

Governor’s Budget Proposal for 2011-12 Sustain progress in: Nurse-Family Partnership –Sustaining to reach more than 4,600 children and families. Pennsylvania Pre-K Counts – Sustaining services to approximately 11,500 children.

Governor’s Budget Proposal for 2011-12 Reduce services for children in: Parent-Child Home Program– Program will be eliminated, removing services to 1,500 children and families.

Children served by select OCDEL programs FY 2009-2010, 2010-2011, and 2011-2012 (estimated)

2011-2012 Highlights: State and Federal Investment (in thousands)  111 FY 2010-11 FY 2011-2012 Change Keystone STARS/Keys to Quality   Child Care Services - State Funds $28,762 $0 Child Care Services - Federal Funds $38,967 Total Funds $67,729 Child Care Works $142,959 $203,225 $201,286 ($1,939) Child Care Assistance - State Funds $189,582 $190,335 $753 Child Care Assistance - Federal Funds $197,197 Total State $361,303 $362,056 Total Federal $439,389 $437,450 Total ALL funds $800,692 $799,506 ($1,186) Early Intervention Early Intervention Birth - 3 State Funds $103,700 $117,800 $14,100 Federal Funds $84,376 $73,838 ($10,538) $188,076 $191,638 $3,562 Early Intervention 3-5 $182,142 $198,116 $15,974 $70,072 $60,611 ($9,461) $252,214 $258,727 $6,513 Total Birth -5 EI Funds $440,290 $450,365 $10,075 State only Funded Programs Pennsylvania Pre-K Counts $83,620 Head Start Supplemental $37,655 Parent Child Home Program $2,084 ($2,084) Nurse Family Partnership (Includes Health Care Reform Home Visiting) $11,978 $4,644 $7,740 $3,096 $16,622 $19,718 Funding amounts for FY 2010-2011 reflect post budgetary freeze amounts and/or actual available amounts. References in Governor’s proposed budget Listed below are the appropriations by Department and the page number on which you can find these appropriations in the Governor’s budget proposal. The full document is available online at www.budget.state.pa.us DPW programs Early Intervention – E35.9 Child Care Works/ Keystone STARS - Child Care Services – E35.9 - Child Care Assistance - E35.9 Nurse Family Partnership – E35.9 PDE programs PA Pre-K Counts - E14.6 Head Start Supplemental - E14.6 Early Intervention - E14.6  

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