1. Invest in pre-k Win valuable prizes Patte Barth National School Boards Association March 15, 2013

2. Message to school leaders Education funding is limited, but we must recognize the proven link between quality pre-kindergarten and narrowing achievement gaps. Sally Howell Alabama School Boards Association

3. Investing in kids is an investment in the community Short term: Good pre-k programs save school dollars related to fewer ELL and special education placements and grade retentions Long term: One drop out costs communities about $60,000 in lost tax revenue over a lifetime. 3

4. The benefits of pre-k convey to all children Source: Cannon & Karoly, Who Is Ahead and Who Is Behind? RAND, 2007. Data from Gormley et al, 2005. Effects of Tulsa Preschool Program on School Readiness by Race & Ethnicity Effect Size (gains) 4

5. Access to pre-k varies by race & ethnicity Percent of 4 year-olds Source: NCES, Pre:school: First findings, Early Childhood Longitudinal Study, Birth Cohort Follow up, 2007 60 62 50 6160 5

6. Texas pre-k program Targeted to FRPL eligible, LEP, homeless, foster care and/or active military families Launched in 1985-86 Served over 200,000 3- and 4-year olds in 2008-09 Meets 4 of 10 NIEER quality indicators SOURCE: Andrews, Jargowsky, Kuhne, The Effects of Texass Pre-Kindergarten Program on Academic Performance, Calder Institute, November 2012

7. Effect of participating in Texas pre-k program Higher math and reading scores in 3 rd grade 24 percent lower chance of being retained 40 percent lower for LEP students 13 percent lower chance of placement in special ed SOURCE: Andrews, Jargowsky, Kuhne, The Effects of Texass Pre-Kindergarten Program on Academic Performance, Calder Insitute, November 2012

8. Configuring Pre-K and Kindergarten Question: is it better to invest in full-day K or pre-K? 3 rd graders who had pre-K and full-day K were most likely to have strong reading skills 3 rd graders with pre-K and half-day K were 18 percent more likely to have strong reading skills than their peers with full-day K alone SOURCE: Hull, Starting out right: Pre-K and Kindergarten, Center for Public Education, 2011 8

9. Pre-k/k v full-day k Increased chances by student group Hispanic students: 24% Low-income students: 20% African American students: 17% ELL students: 25% SOURCE: Hull, Starting out right: Pre-K and Kindergarten, Center for Public Education, 2011 9

10. Configuring Pre-K and Kindergarten Question: how many hours are best? One study showed that children with 15-30 hours per week posted stronger cognitive gains than children with fewer hours More than thirty hours per week generally did not have added benefits Can vary widely by student population, community needs SOURCE: Loeb, et al., How much is too much?, Berkeley, CA, 2005 10

11. Planning for Pre-K Establish a vision Review the research Engage the community Take inventory Design a program Ensure quality Secure funding Monitor results 11

12. Building Partnerships Possible SD Role: Provide financial support Provide Certified Teacher Share training and professional development Give resources/materials/ supplies/equipment Possible Partner Role: Provide space Provide wrap around care Advertise to community Allow access to childrens developmental screenings Share resources 12

13. Policy considerations Equitable access Program quality Quality workforce Program coordination P-3 alignment 13

14. For more information … Download more tools and resources to start the pre-k conversation contact me: Patte Barth pbarth@nsba.org www.centerforpubliceducation.org/preK