Tuesday, March 11, 2008

Vast Inequities in Preschool Opportunities...

The nation is failing to meet the need for preschool education, and those with the least access are children from low-income, poorly educated families who live in the West and Midwest, according to a report released a few months ago by an early education research unit of Rutgers University.

The National Institute for Early Education Research (NIEER) also pointed out in "Who Goes to Preschool and Why Does it Matter?" that Hispanic children suffer the most from limited access.
In 2005 two-thirds of 4-year-olds and more than 40 percent of 3-year-olds were enrolled in some kind of preschool program, a dramatic difference from the 5 percent of 3-year-olds and 16 percent of 4-year-olds in 1965, according to the Current Population Survey.

"Pre-K participation in the United States remains highly unequal," said Steve Barnett, report author and NIEER director. "The rising tide of preschool education participation has not lifted all boats equally and the factors that predicted inequality in 1991 still predict inequality in 2005."

Preschool education programs play an increasingly vital role in child development and school readiness, said Barnett. Early learning's impacts persist across children's life spans, affecting educational achievement, earnings, health, and even crime and delinquency.

Recent research demonstrates that all children can benefit from good preschool education, but despite progress over the last decade much remains to be done. According to Barnett, far too many children attend no program at all, and most programs other than Head Start and state-funded pre-K are educationally weak and ineffective.

Using data from the National Household Education Surveys (NHES), NIEER identified important differences in how income, education, ethnicity, family structure, maternal employment and geography relate to preschool education participation.

Key findings of the report include:

Age

Growth Factors

Ethnicity

Income
Maternal Employment
Regional Variations
The National Institute for Early Education Research (http://www.nieer.org/), a unit of the Graduate School of Education, Rutgers University, New Brunswick, NJ, supports early childhood education policy by providing objective, nonpartisan information based on research. NIEER is supported through grants from The Pew Charitable Trusts and others. The Pew Charitable Trusts (http://www.pewtrusts.org/) is driven by the power of knowledge to solve today's most challenging problems. Pew applies a rigorous, analytical approach to improve public policy, inform the public and stimulate civic life. For more information, visit http://www.nieer.org/.

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