50-STATE FOCUS IN. Study Up REVIEW On Important

JAN50-STATEREVIEW2017FOCUS IN.Study upon importanteducation policies.State Pre-K Funding 2016-17 FiscalYear: Trends and opportunitiesLOUISA DIFFEY, EMILY PARKER AND BRUCE ATCHISONimportant window of opportunity to developSupporting the EarlyLearning Continuuma child’s full potential and to shape keyIn 2016, notable research developmentsacademic, social, emotional and cognitivewere released highlighting the value ofskills. A child’s experiences during these yearspre-K on a student’s educational trajectory,can set them up for future success or foras well as the societal impacts of investingBirth to age eight represents a criticallySTATE PRE-K FUNDINGHAS INCREASED BY 480 MILLION OR6.8 PERCENT SINCE 2015-16.in early learning. Most notably, a recentreport from Duke University indicates thatthe impacts of early childhood educationprograms can be seen through the fifthgrade.1 This study, which followed studentsin North Carolina, shows that studentsfailure, thereby exacerbating the achievementwho participated in state-funded earlygap. An analysis of the 2016-17 stateeducation programs between 1995-2010appropriations for pre-kindergarten (pre-K)scored higher on math and literacy tests inby the 50 states and the District of Columbiathird through fifth grade than their peers(D.C.) shows continuing support from bothwho did not participate in a Over the past fiveyears, states haveincreased funding topre-K programs by rs and state boards of education. Inwere less likely to retain these students inthe 2016-17 budget year, 30 states increasedthird through fifth grade and students werefunding levels for pre-K programs. Overall,less likely to qualify for special educationstate funding has increased by 480 million orservices. The Duke research results are one6.8 percent since 2015-16. Additionally, sincemore indication that the gains made in theEducation Commission of the States beganpre-K space are fundamental to a student’sproducing this report five years ago, statesacademic success and provide studentshave increased funding to pre-K programs bywith an equitable entry into education.In 2016-17, six states(Idaho, Montana,New Hampshire,South Dakota,North Dakota andWyoming) didnot provide statefunding for pre-K.This is an increasefrom the 2015-16report, where onlyfive states did notfund pre-K.47 percent.www.ecs.org @EdCommission

2Additionally, a new study from Nobel Laureate Jamesstudents in the majority of states may leave a high-qualityHeckmanwhopre-K program only to experience less learning time inexperienced high-quality programs for low-income n. Additionally, only 18 states plus D.C., providefrom birth to five years old. Students in the study wereguidance for the pre-K to kindergarten transition process.more likely to graduate from high school, had higher IQs,experienced better overall health and were less likely to beNine states plus D.C., include pre-K programs in theirincarcerated than their peers who did not experience high-state education funding formulas.3 Some states havequality early learning programs. These results held constantincluded their voluntary pre-K programs within their stateacross socio-economic status and race. All of these factorsconstitutions as a way to ensure that equity and accesslead to society paying less for these students later in lifefor four-year-old students are upheld. In doing so, pre-Kand a rate of return on public investment at 13 percent perbecomes a state priority and is maintained over time, asyear for every 1 invested in early learning.opposed to becoming a discretionary annual decision.2The Every Student Succeeds Act (ESSA) offers statesWhile pre-K continues to gain attention and receiveopportunities for redefining pre-K funding and states canincreased funding, experts argue that the gains made in thenow reevaluate how to best support students as they beginpre-K environment need to be considered as part of a P-3their educational journeys.continuum. Strengthening the early learning continuum to9better drive student outcomes means creating a seamlessstates plus D.C., incorporate pre-K funding in theirspace in which schools further nurture the foundationalschool funding formulas: Colorado, D.C., Iowa,developments made in pre-k through a high-quality k-3Kentucky, Maine, Oklahoma, Texas, Vermont, Westenvironment. Currently, 13 states plus D.C., require districtsVirginia and Wisconsin.4to offer full-day kindergarten programs, which means thatThe Past Five Years: Pre-K Funding 2012-2017Growth in State Pre-K Funding (Year-Over-Year, %)14%12%10%8%6%50-STATE -2017Despite the continued growth of pre-K spending across thewithin a state’s funding remains inconsistent and as manystates in 2016-17, states have increased funding at a slowerstates must deal with budget deficits, many cannot increasepace than previous years. This demonstrates that althoughtheir pre-k appropriations.pre-K funding has gained momentum overall, its securitywww.ecs.org @EdCommission

3DECREASEINCREASENO CHANGENO PROGRAMN/AD.C.6states do not provide statefunds for preschool programs.In 2016-17, six states (Idaho, Montana, New Hampshire,discretionary Preschool Development Grants (PDG) toSouth Dakota, North Dakota and Wyoming) did not providefurther develop the number of students able to attendstate funding for pre-K programs. Most of these states havehigh-quality pre-K programs.5attempted to secure funding for pre-K programs, but theproposals continue to be denied.JJ ESSA encourages vertical and horizontal alignmentamong the pre-K-12th grade continuum.JJ States must include the number and percentage ofESSA and Early LearningOpportunitiesWith the passage of ESSA in 2015, states have the uniqueopportunity to reevaluate and prioritize pre-K funding,teacher and leadership training, and support transitions intoa high-quality, early elementary experience.children in preschool programs on their report cards.JJ States must coordinate their state plans and pre-Kinitiatives with Head Start.States HighlightsAlabama50-STATE REVIEWSince 2005-2006, Alabama has dramatically increased itsJJ Title I encourages the use of funds to supportpre-K funding amounts and number of students served.professional learning staff, maintenance of preschoolAdditionally, Alabama’s pre-K programs meet all of theprograms, health, nutrition and comprehensive servicesNational Institute for Early Education Research’s 10 qualityfor students.benchmarks.6 Since 2005-2006, the state has increased theJJ Title II explicitly states that funds can be used for earlyeducator teacher and principal development.JJ Through Title IX, states can apply for initial or renewalnumber of students served from 1,026 to 14,598 in 20162017, so that 25 percent of Alabama’s four-year-olds haveaccess to their high-quality First Class Pre-K program.www.ecs.org @EdCommission

4Additionally, the First Class Pre-K program includes severalemotional skills. Student to teacher ratios are limited withinkey components of a high-quality pre-K system, includingthe program and additional options exist for students withearly learning standards and workforce development. Indisabilities.9 Since its creation, student attendance in thedoing so, the state created new jobs in early childhoodprogram has steadily increased.education and funded scholarships to expand the earlychildhood education workforce. Over the past decade,Alabama steadily made gains in increasing funding, accessand quality in its pre-K irstClassPre-K 48,462,050 64,462,050 idaVoluntaryPrekindergarten(VPK) 389,254,479 395,180,396 5,925,9172%West VirginiaWest Virginia is one of 10 states that funds their pre-Kprograms using their school funding formula.10 The WestVirginia strategic plan for closing the third-grade literacyachievement gap, West Virginia Leaders of Literacy:Campaign for Grade-Level Reading, includes a componentMinnesotastating that all four-year-olds must have access to voluntaryDuring the 2016 legislative session, Minnesota created apre-K programs, which resulted in a 75 percent participationvoluntary pre-K program to support districts in expandingrate for the 2015-16 year. To do so, West Virginia requirestheir pre-K-12 system. In doing so, 3,300 four-year-olds willlocal county collaborative teams to design pre-K programsattend pre-K programs tuition free in 2016-17.7 This fundingand processes.11 Although the state passed legislation fortargets school districts with higher percentages of low-universal pre-K in 2002, its goal was to accomplish thisincome students.8within a 10-year period, giving local education agencies -162016-17 23,558,000 33,683,000Head Start 25,100,000SupplementalChange% 10,125,00043% 00%Virginia is also one of six states that meets all 10 qualitybenchmarks standards according to the National Institutefor Early Education Research.12 In 2013, the West Virginianational ranking for the National Assessment of Educational 25,100,000Early Learning 44,134,000 59,884,000 15,750,000 36%ScholarshipsFloridaFlorida’s Voluntary Prekindergarten (VPK) program is part50-STATE REVIEWtime to develop their capacity for pre-K programs. WestProgress (NAEP) third-grade reading was 46th, in 2015 theymoved up six states to be ranked 40th.13StateProgramWestVirginiaEarly ChildhoodEducation Program2015-162016-17 93,316,924 93,440,418Change% 123,494 0%of the state constitution and covers all tuition costs for four-Final Thoughtsand five-year-old students. Funding for the program adjustsAs research builds in favor of pre-K’s meaningful impact oneach year based on the projected number of pre-K studentsa student’s academic success, policymakers are rethinkinglikely to attend. Currently, 78.2 percent of pre-K studentsthe ways early education can be incorporated into theirare enrolled in the VPK program. The state covers all tuitionstate plans and funding. Research suggests that a strongfor the program and provides families with a variety offoundation helps support a student’s third-grade readingschool options for their students. The program also followsand math proficiency long before a child reaches thirda curriculum designed to prepare students for kindergartengrade, and that supporting the developmental needssuccess with heavy emphasis on reading, writing and socialof young learners can provide significant payouts forwww.ecs.org @EdCommission