Pre-K & the Race to The

Federal Policy Series: Pre-K & the Race to the Top: April 2010 A Review of Early Education Proposals in States’ Phase I Grant Applications Chrisanne L. Gayl, M.P.P. Pre-K Now Pew Center on the States 901 E Street, NW 10th Floor Washington, DC 20004 202.540.6350 voice 202.552.2299 fax www.pewcenteronthestates.org/preknow Introduction describing the role that pre-k played in each of the policy areas targeted by RTTT and highlighting particularly innovative examples. Over the past year, many national leaders have The brief also highlights avenues advocates and committed to reform education and reshape stakeholders can use to make pre-k part of their America’s school system. With this goal in mind, states’ Race to the Top Phase 2 applications. the Obama administration created a competitive grant program entitled Race to the Top (RTTT), Though the inclusion of pre-k ultimately has no which was passed by Congress as a part of the bearing on RTTT award outcomes, this analysis American Recovery and Reinvestment Act showcases how states view pre-k within their (ARRA).1 RTTT features two grant phases larger context of education reform and how the that will award a total of $4.35 billion in early learning community can help to shape this education funding and are focused on four key vision with policy makers. Given this opportunity, policy areas — standards and assessments, data state leaders should review the best early learning systems, great teachers and leaders and turning practices outlined in these applications and work around the lowest performing schools.2 to incorporate similar ideas into future reform proposals, such as Phase 2 of RTTT, the Investing In calling for reform, the U.S. Department of in Innovation Fund and other education reform Education also recognized that states’ efforts initiatives. These strategies can also form the would be strengthened through “activities that basis for coordinated outreach to policy makers promote school readiness and ensure that all at both the state and federal levels regarding children have access to high-quality early learning inclusion of pre-k in the reauthorization of the programs.”3 To that end, education officials Elementary and Secondary Education Act. included “Innovations for Improving Early Learning Outcomes” as an invitational priority — that is, as a recommended strategy with no impact on scoring — in the RTTT grant application. Pre-K and School Reform Forty states and the District of Columbia The Innovations for Improving Early Learning submitted applications for Phase 1. In March 2010, Outcomes section of the RTTT application the U.S. Department of Education announced suggests that states include practices, strategies the 16 Phase 1 finalists, and later that month, or programs that would improve the quality Delaware and Tennessee were each awarded a of pre-k for at-risk children.7 The widespread grant.4 Though the early education section of inclusion of pre-k in the more successful RTTT the application is optional and is not part of proposals reflects the broad recognition that the grading structure, most states, including education reform must begin before kindergarten 12 of the finalists, completed it,5 incorporating if children are to have the best chance at school early education policies and practices into success. As one state application noted, “We one or more of the four reform strategies. firmly believe that we cannot turn around our This brief, “Pre-K & the Race to the Top”, lowest-performing schools unless we reach out to 8 informs education advocates and stakeholders students before they enter the K–12 system.” about the innovative strategies that states used Among the pre-k strategies highlighted in state to include pre-k in their Phase 1 proposals. applications were the development of learning Pre-K Now reviewed all 41 applications,6 standards, alignment of these with standards but this brief focuses on those of the finalists, for the later grades and the incorporation of 2 early education information in longitudinal data Standards and Assessments systems. Many states also mentioned increasing enrollment in or funding for public pre-k States were asked to commit to developing programs as an important part of improving and adopting common learning standards and their overall education system. Generally, high-quality assessments and to support the state applications reflect the importance statewide implementation of both. of early learning in any reform effort. Many applications addressed the importance The following sections showcase many of the of having developmentally appropriate pre-k common strategies that states mentioned in each standards or “foundations for learning” for of the four reform areas of the application and children to help guide instruction across different highlight as “featured proposals” some of the pre-k settings so that all providers can adequately more innovative approaches that states proposed. prepare children for entry into kindergarten. Likewise, most states mentioned the need to align standards between pre-k, kindergarten and the later grades to ensure more continuity and to create a seamless transition for students. A few states, including Colorado, Georgia, Illinois, New York, Ohio and Pennsylvania, The U.S. Department of discussed plans for developing and implementing statewide school readiness assessments.9 Other Education recognized that states discussed using RTTT funds to develop ongoing assessments of the quality of individual pre-k programs or classrooms. Georgia, Illinois states’ efforts would be and New York’s applications included some particularly compelling proposals and represent strengthened through the breadth of innovation in this area. “activities that promote Featured Proposals: school readiness and • Georgia planned to utilize the Classroom Assessment Scoring System (CLASS)10 to ensure that all children assess individual classroom’s strengths and challenges related to the different aspects of have access to high-quality quality: emotional support for children, time and behavior management and instructional effectiveness. The results would then be used to early learning programs.” offer programs targeted technical assistance. A separate evaluation component would measure subsequent improvement. RTTT funds would be used to form the evaluation team, conduct baseline observations, measure improvement among participating programs and study trends across all Georgia pre-k classrooms.11 3 • Illinois proposed to establish a kindergarten kindergarten, must be a required and accessible readiness measure for all participating local segment of the P-12 data system.”14 Colorado’s education agencies. Data from the measure proposal embodies the spirit of this sentiment. would be used to facilitate curriculum alignment and joint, integrated professional Featured Proposal: development across state-funded early • Colorado sought RTTT funds to enhance the learning programs and grades K-3.12 capability of “SchoolView,” the state’s Web- • New York planned to improve its current early based student performance tracking system, learning standards by incorporating input from to let administrators access classroom and experts who are specialists in various subject individual student data. All Colorado Preschool areas. The state will ensure that 21st-century Program, Head Start and special education skills (e.g. social/emotional competency, comfort students are assessed through “Results Matter,” level with using different forms of technology, Colorado’s early childhood assessment and ability to speak more than one language) are accountability system. Integrating these two data embedded in pre-k standards and are aligned systems would inform professional development to the English Language Acquisition/English planning and assist administrators in analyzing Language Learners (ELA/ELL) K-12 standards. student-achievement trends and indicators. In addition, the state intended to develop an Kindergarten teachers and principals could use assessment system consisting of screening, ongoing these data to improve transition planning and progress monitoring and outcome assessment inform the development of Individual Readiness for pre-k and kindergarten across all settings.13 Plans. In addition, parents would be able to access information about their children.15 Data System States were asked to document the extent Great Teachers and Leaders to which they have developed a statewide States were asked to describe how they longitudinal data system with the ability would link student achievement to teacher and to connect data from pre-k through higher principal effectiveness and how they will ensure education and how they would make data more equitable access to highly effective teachers. accessible and useful to support instruction at the local level. States addressed a variety of reforms (i.e., improving career pathways, gauging effectiveness Almost every state mentioned early education and ensuring equitable distribution across as a pro forma part of this section. Several states districts) related to teacher and principal indicated that children enrolled in public pre-k quality in this section of their applications. or Head Start had already been assigned an individual student identifier and incorporated into For the most part, states limited their focus their state’s data system, while others made brief to K-12 teachers, although some mentioned mention of their plans for doing so. As one state pre-k in their plans to strengthen professional

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