Universal Preschool The Promise and the Peril The 16 th Annual Early Childhood Iowa Congress Des Moines, Iowa February 10, 2009 Walter S. Gilliam, PhD The Edward Zigler Center in Child Development and Social Policy Child Study Center Yale University School of Medicine

How We Knew It CAN Work Abecedarian Project (Ramey & Campbell, 1991) –Increase reading and math –Decreased grade retention –Earlier & longer is better Harlem Project (Deutsch, 1985) –200% more likely to be employed –33% more likely to have HS/GED –30% more likely to have post-HS Ed Abecedarian Project (Ramey & Campbell, 1991) –Increase reading and math –Decreased grade retention –Earlier & longer is better Harlem Project (Deutsch, 1985) –200% more likely to be employed –33% more likely to have HS/GED –30% more likely to have post-HS Ed

How We Knew It CAN Work Perry Preschool Project (Schweinhart et al., 1993) –59% greater earnings –31% more likely to have HS/GED –56% less likely to need Special Ed –26% less likely Social Services/Welfare –80% less likely to be arrested –72% less likely to be arrested on drugs –$7.14 return on the $1 (1992 dollar rate) Perry Preschool Project (Schweinhart et al., 1993) –59% greater earnings –31% more likely to have HS/GED –56% less likely to need Special Ed –26% less likely Social Services/Welfare –80% less likely to be arrested –72% less likely to be arrested on drugs –$7.14 return on the $1 (1992 dollar rate)

State PreK Impacts Strongest: –Language/literacy in K and 1 st –Grade retention (44% less by 5 th ) –Achievement Tests Weakest: –Special Ed –Parent Involvement Strongest: –Language/literacy in K and 1 st –Grade retention (44% less by 5 th ) –Achievement Tests Weakest: –Special Ed –Parent Involvement Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15,

More Evidence of Effectiveness Tulsa Study (Gormley & Phillips) –Improvements in language & math NIEER 5-state Study (GA, MI, NJ, SC, WV) –Improvements in language &math UNC 11-State Study –Relationship between quality &outcomes Tulsa Study (Gormley & Phillips) –Improvements in language & math NIEER 5-state Study (GA, MI, NJ, SC, WV) –Improvements in language &math UNC 11-State Study –Relationship between quality &outcomes 5

6 State-Funded PreK: What? State administered & funded Serves children 3-4 Classroom-based Goal: School Readiness 40 states ~ 982,000 children ~ 55,000 classrooms State administered & funded Serves children 3-4 Classroom-based Goal: School Readiness 40 states ~ 982,000 children ~ 55,000 classrooms Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state- funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15,

7 State-Funded PreK & State-Funded Head Start Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will 50 cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54,

8 State PreK & Head Start Enrollment

9 State PreK & Head Start Spending (in Millions)

10 National Prekindergarten Study Sample –All 52 state preK systems (40 states) –Simple random selection –N = 40,211  n = 4,815 –3,898 respondents (81.0% response; 73%-100%) CATI Survey Format –Respondent: Lead Teacher –45-55 Minutes –$10 + Letter of Appreciation Sample –All 52 state preK systems (40 states) –Simple random selection –N = 40,211  n = 4,815 –3,898 respondents (81.0% response; 73%-100%) CATI Survey Format –Respondent: Lead Teacher –45-55 Minutes –$10 + Letter of Appreciation

11 Where is PreK? 58% 29% 13%

12 PreK and Head Start Overlap Head Start = 29% Public School = 72% Other = 13% 48% 19%

Quality Huge Variations Quality Huge Variations 13

14 Teacher Education 23% CDA; 57% Teaching Cert.

15 Teacher Mean Years College

16 Teacher with BA

17 Teacher Ed & Mandates State mandates range from nothing (8) to BA+TC (16) Nationally, 7.1% below required degree Highest % below mandate AR (BA) 31%; NJ-Abbott (BA) 24%; AK (CDA) 20%; WA (AA) 17%; VT (BA) 17% State mandates range from nothing (8) to BA+TC (16) Nationally, 7.1% below required degree Highest % below mandate AR (BA) 31%; NJ-Abbott (BA) 24%; AK (CDA) 20%; WA (AA) 17%; VT (BA) 17%

18 Teacher Credentials Vary by State

19 Assistant Teachers Nationally, –59% HS/GED; 17% CDA; 24% AA+ Of 4 states that require a CDA –TN = 69% below –WA = 61% below –AL = 44% below –AR = 42% below Nationally, –59% HS/GED; 17% CDA; 24% AA+ Of 4 states that require a CDA –TN = 69% below –WA = 61% below –AL = 44% below –AR = 42% below

20 Class Size

21 Class Size > 20

22 Class Size Mandates Vary Considerably: –15 in Colorado – 28 in Ohio –11 states have no mandate 12%-16% exceed state mandate (26%-31% exceed 20 students) Highest % exceeding mandate –Colorado: 48% (max=15) –Kentucky: 37% (max=20) –Iowa: 34% (max=16) Mandates Vary Considerably: –15 in Colorado – 28 in Ohio –11 states have no mandate 12%-16% exceed state mandate (26%-31% exceed 20 students) Highest % exceeding mandate –Colorado: 48% (max=15) –Kentucky: 37% (max=20) –Iowa: 34% (max=16)

23 Child:Teacher Ratio

24 Child:Teacher > 10:1

25 Child-Teacher Ratios Mandates Vary Considerably: –7.5 in NJ-Abbott & LA to 20 in Florida –7 states have no mandate 13%-21% exceed mandate (16%-19% exceed 10:1) Highest % exceeding mandate –Louisiana: 86% (max = 7.5:1) –Massachusetts: 34% (max = 8:1) –California ½-Day:34% (max = 8:1) NJ-Abbott exceeded in none! Mandates Vary Considerably: –7.5 in NJ-Abbott & LA to 20 in Florida –7 states have no mandate 13%-21% exceed mandate (16%-19% exceed 10:1) Highest % exceeding mandate –Louisiana: 86% (max = 7.5:1) –Massachusetts: 34% (max = 8:1) –California ½-Day:34% (max = 8:1) NJ-Abbott exceeded in none!

26 Comprehensive Services Health Screenings & Immunizations Developmental/Mental Health Screening Family Resource Services Home Visits & Meals Health Screenings & Immunizations Developmental/Mental Health Screening Family Resource Services Home Visits & Meals

27 Health Screenings & Immunizations

28 Developmental Screenings

29 Family Resource Services

30 Home Visits & Meals

31 Program Length of Day

32 Access Barriers Inability to Pay Fees – 11% of Classes –Florida = 60% –Missouri = 50% –Hawaii = 47% –Massachusetts = 46% Transportation – 22% of Classes –New Mexico (SFHS) = 57% –Maine (SFHS) = 44% –Ohio (SFHS) = 44% Inability to Pay Fees – 11% of Classes –Florida = 60% –Missouri = 50% –Hawaii = 47% –Massachusetts = 46% Transportation – 22% of Classes –New Mexico (SFHS) = 57% –Maine (SFHS) = 44% –Ohio (SFHS) = 44%

33 State PreK Expulsion Rates

34 High Child-Teacher Ratio Predicts Expulsion

35 Quality’s Effects on Teachers

36 Teacher Job Stress Predicts Expulsion

37 Group Size & Teacher Stress Predict Expulsion (MA)

38

39 Group Size Predicts Depression & Stress

40 Child:Teacher Ratio Predicts Depression & Stress

41 Number of Other Adults in Room Predicts Depression & Stress

42 Debates & Directions Universal vs. Targeted –Economic vs. Developmental & Political Must Focus on Access & Quality Who Provides? Need Support Systems to Promote Quality Viewing ECE as an Economic Engine –Children, Primary Workforce, Secondary Workforce Universal vs. Targeted –Economic vs. Developmental & Political Must Focus on Access & Quality Who Provides? Need Support Systems to Promote Quality Viewing ECE as an Economic Engine –Children, Primary Workforce, Secondary Workforce

43 Walter S. Gilliam, PhD Director, The Edward Zigler Center in Child Development and Social Policy Child Study Center Yale University School of Medicine 230 South Frontage Road PO Box New Haven, CT Phone: ziglercenter.yale.edu