For every dollar we invest in early childhood education, we see a rate of return of $7 or more through a reduced need for spending on other services, such as remedial education, grade repetition, and special education, as well as increased productivity and earnings for these kids as adults.
Early education is one of the best investments our country can make. Participation in high-quality early learning programs—like Head Start, public and private pre-K, and childcare—provide children from all backgrounds with a strong start and a solid foundation for success in school.
Tomorrow, President Obama will host a White House Summit on Early Education, announcing new commitments and building on his call to expand access to high-quality early childhood education to every child in America.
As part of the Summit, Grammy award-winning artist Shakira and Secretary of Education Arne Duncan will be taking to Twitter on Wednesday, December 10, at 10:00 a.m. ET to answer your questions about early education. Shakira is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and has been a strong advocate for high-quality early education.
Here’s how you can get involved:
Ask your questions now and during the live event on Twitter with the hashtag #ShakiraEdChat.
Follow the Q&A live through the @Shakira and @ArneDuncan Twitter handles on Wednesday, December 10, at 10:00 a.m. ET.
As I listened to the group of students across the table, I wondered about how they did it? How did these students- from the south side of Chicago- overcome the obstacles that continually stand in the way for many of our kids who are all too often on the wrong side of the achievement gap? What happened that helped these kids academically achieve and change the trajectory of their lives? Wanting to hear more about their past, but not wanting to invade their privacy, I asked, “How many of you will be among the first in your family to go to college?” Five students raised their hands. I followed up, “How many of you went to preschool or Head Start?” All five hands remained in the air.
Reams of data point to the positive impact of early education on the lives of students who hail from tenuous circumstances, and the Chicago Longitudinal Study shows that every dollar invested in early education has a substantial return on investment. The data is important, but what is more important is the very real impact that early education has had on the lives of some of our most vulnerable students, including those kids from Chicago.
Students from Chicago’s Hubbard High School meet with Education Secretary Arne Duncan after the students’ briefed Department staff on issues facing their community.
I am keenly aware of the difference that early education can make in a child’s life, because it made a world of difference in my own. As the son of a father who dropped out of the eighth grade in Oaxaca, Mexico, and of a mother who could only read at the 3rd grade level, I did not have the best odds at achieving academic success.
Other than an old family King James Bible, there were no books in my house. There were no puzzles, or activities to teach shapes, colors, or numbers. I, like many students in neighborhoods similar to my own, was at a disadvantaged starting place in the game of life. I, however, was fortunate in that I was enrolled in Head Start, an early education program that aims to improve education, health, nutrition and parent involvement for low-income children and their families. In Head Start, I was taught the foundations which better prepared me for the start of my educational journey. As opposed to entering kindergarten behind, I went in with knowledge and competencies that allowed me to participate in class and feel confident in my abilities. The Head Start program helped me have a fair shot at learning, and ultimately a fair shot at life.
As a teacher of high school students who have been removed from other institutions and who have been identified as potential dropouts, I often wonder about the educational journey of my kids. The vast majority of my students come to class with significant academic deficiencies. My school has been identified as a model for helping these students overcome barriers to academic success, but does so with a significant amount of resources to help these students with academic, physical, mental, and emotional issues. Being familiar with their backgrounds, I know that most of my kids started off far behind many of their peers at the traditional school sites. I cannot help but wonder what would have been if my students had been part of a quality, early education program that perhaps could have given them the head start they needed.
As we transition to more rigorous standards and assessments, we find ourselves at a crossroads. Achievement of these standards will help our kids compete in the flat world, but if we do not make a concerted effort to help all kids start out with the same basic competencies through high-caliber, early education programs, we may perpetuate the achievement gap we seek to eliminate. The five students that I met from Chicago transcended the achievement gap and overcame challenges, due to the support of family, teachers, strong-willed determination, and quite possibly, the impact of early education.
Marciano Gutierrez is a 2012 Teaching Ambassador Fellow, on loan from Alta Vista High School in Mountain View, Calif.
President Obama put forward a plan last week to make access to high-quality early learning a reality for every 4-year-old in America by making full-day preschool available to families with incomes at or below 200 percent of the federal poverty line.
Parents, teachers and principals nationwide agree that we need to do more to ensure that children from disadvantaged families begin kindergarten at the same educational starting line as do children from better-off families. The president’s plan includes a cost-sharing arrangement with states, with the entire federal investment of $75 billion covered by a new cigarette tax, and with incentives for states to make programs available for even more middle-class families.
Members of Congress have asked me: How do we know early learning works? What about its lasting impact?
Let’s examine the record.
At an elementary school I recently visited in Bladensburg, teachers told me how much better-prepared students are for the classroom if they’ve been to preschool. “It makes a huge difference,” said one 21-year teacher.
Research backs her up. Studies consistently demonstrate that high-quality early education gives children the foundation they need to succeed. No study is perfect, but the cumulative evidence that high-quality preschool works is overwhelming. Consider a study of 4-year-olds in Tulsa who attended Oklahoma’s high-quality universal preschool program, with small class sizes and well-trained teachers — features that are components of the president’s proposal. They started kindergarten seven months ahead in literacy skills and four months ahead in math skills. Likewise, children who attended Boston’s high-quality preschool program gained seven months in literacy and math. Studies of preschoolers in New Jersey showed substantial gains in literacy and math. These consistent gains are critical steps toward long-term success in school.
Skeptics of early learning say these programs “don’t work” because some studies have failed to find major effects in later grades — the so-called “fade out.” But that’s not quite right.
The most rigorous research that can be compared with what we are proposing — high-quality, full-day preschool — shows crucial benefits in high school graduation rates, employment and avoidance of criminal behavior. Although the best scientific evidence for the long-term effects of early education comes from studies of multiyear programs dating to the 1960s and 1970s, a recent study of New Jersey students who received one year of high-quality public preschool found that by fifth grade, they were less likely to be held back or placed in special education. The few more recent long-term assessments of public preschool consistently indicate similar benefits, including increased graduation rates and reduced arrest rates.
High-quality preschool appears to propel better outcomes by enhancing non-cognitive skills such as persistence, self-control and emotion regulation — skills that depend on early brain development and social experiences and contribute to long-term academic outcomes and career success.
The study often cited by skeptics — the Head Start Impact Study — isn’t a great comparison to the president’s proposal. It examined the effect of offering access to Head Start, not the effect of participation (nearly 20 percent of the 4-year-olds in the Head Start group never attended). The president’s proposal would require higher qualifications for staff than was the case in this study, and this administration has begun putting in place needed quality-control improvements to Head Start.
Preschool works. But is it worth the cost?
Studies of the savings from high-quality early learning demonstrate that the answer is yes. Graduates of such programs are less likely to commit crimes or rely on food stamps and cash assistance; they have greater lifetime earnings, creating increased tax revenue. Although the range of savings varies across studies, the studies consistently find robust returns to taxpayers.
Can we replicate what works? We can, and we must. If the United States is to remain a global economic leader, high-quality preschool must become the norm. The moral case is compelling, too. As President Obama has said, every child should have the opportunity, through hard work, to join the middle class. Children shouldn’t be denied equal educational opportunity at the starting line.
The countries we compete with economically are well ahead of us in preschool opportunity. We rank 28th in the proportion of 4-year-olds enrolled in early learning in surveys by the Organization for Economic Cooperation and Development, and 25th in public funding for early learning. Fortunately, we have great examples to learn from: Oklahoma, Georgia, New Jersey and Boston all have excellent preschool programs.
Making quality early-learning opportunities a norm for every 4-year-old will take more than money. It will take a new commitment to recruiting and keeping excellent staff, and tackling many of the other challenges in our K-12 system. That’s why we propose to invest an additional $750 million to support innovation and preschool capacity-building in states. To make a critical difference for all children, high-quality early learning must be followed by rich educational opportunities and robust learning experiences at every stage of the journey to college and careers.
The evidence is clear. We need to stop asking whether early learning works — and start asking whether we have the national will to make it a reality for the children who need it most.
Studies prove that children who have rich early learning experiences are better prepared to thrive in school. Yet the United States ranks 28th in the world for the enrollment of 4-year-olds in early learning, and 25th in public investment in preschool. Only 3 in 10 children attend a quality preschool program. Doing better is more than just a moral and educational imperative; it’s smart government: a public dollar spent on high-quality preschool returns $7 through increased productivity and savings on public assistance and criminal justice. From a growing number of voices, including from the recently concluded work of the Equity and Excellence Commission, the call has been clear to expand quality early learning in the United States.
To help all children begin school on a level playing field, the President has put forward in his 2014 budget request an historic new investment in early learning that would make preschool available to all 4-year olds from low-income families. The core elements of this proposal are:
Preschool for All ($75 billion over 10 years). This investment would support grants to States for the implementation of high-quality preschool programs that are aligned with elementary and secondary education systems. The Department would share costs with States to provide universal access to high-quality preschool for children from low- and moderate-income families and provide incentives for States to serve additional middle-class families.
Preschool Development Grants ($750 million). This program would provide grants to States to carry out activities that would build state capacity for implementing high-quality preschool programs, and expand model programs at the local level. The Department would provide competitive grants to States with preschool systems at various stages of development that are planning to provide universal access to high-quality preschool for four-year-old children from low-and moderate-income families to carry out the activities needed to successfully serve four-year-old children in high-quality programs.
The administration also requests funding to increase or maintain key investments in a number of programs that seek to improve outcomes for young children, especially for those with high needs:
Early Intervention Programs for Infants and Toddlers with Disabilities ($463 million, $20 million more than the fiscal year 2013 amount). These formula grants help States implement statewide systems of early intervention services for all eligible children with disabilities and developmental delays from birth through age two and their families.
Preschool Grants for Children with Disabilities ($373 million). These formula grants help States make a free appropriate public education in the least restrictive environment available to all children with disabilities ages three through five to help ensure that young children with disabilities succeed in school.
The Department of Health and Human Services is also investing in young children by requesting significant increases in funding for programs that include Head Start, Early Head Start and the Child Care and Development fund.
The biggest jump we’ve seen among students attending college is for Hispanic students – 32% now attend college, compared to 24% in 2003.
It is no surprise to see a room full of business leaders, but what made the meeting on March 19, different was that the leaders in the room were focused on a different kind of investment: education. Secretary Arne Duncan set the stage for the America’s Greatest Investment: Educating the Future plenary session during the United States Hispanic Chamber of Commerce Legislative Summit in Washington, D.C., by delivering remarks celebrating the educational successes in the Hispanic community and highlighting key components of President Obama’s call for universal high-quality early education.
The good news is that Hispanic high school graduation and college enrollment rates have increased over the last four years. About three in four Latino high school students graduate with their class, and there are now more than half a million additional Hispanic students enrolled in college compared to 2008. But there is still a great deal of work to be done, because while college enrollment is soaring, college completion rates have not kept pace.
Secretary Duncan at the United States Hispanic Chamber of Commerce Legislative Summit in Washington, D.C.
The shortage of Hispanic students on graduation day in college has its roots at the beginning of the education pipeline. One of the best, most strategic ways to continue and build on the educational progress in the Hispanic community is to expand access to affordable, high-quality preschool while also boosting college completion rates
High-quality early education offers the highest rate of return with some studies projecting a return of $7 for every $1 spent. During his State of the Union address, President Obama introduced a new universal preschool plan that would launch a new Early Head Start-Child Care Partnership program and expand the Administration’s evidence-based home visiting initiative. It would create a groundbreaking federal-state partnership that will enable states to provide universal, high-quality preschool for four-year olds from low- and moderate-income families, up to 200 percent of the poverty line.
To garner support for universal high-quality early education programs, Secretary Duncan called on business leaders “to make the case for the significant return-on-investment and greater equity that high-quality early learning will produce for America’s future workforce.” He continued that “business leaders [need] to encourage employees, customers, and neighbors to push for and to participate in high-quality preschool in greater numbers.”
Now is the time for every child in America to have an opportunity for high-quality early education so that all students arrive at kindergarten ready to learn. As he concluded his remarks, Secretary Duncan stated, “With bipartisan backing, with your commitment and leadership, I believe our nation will soon take its next step to transform preschool education. I believe state and local leaders, CEOs, teachers, and moms and dads and grandparents will stand up and say: It is time.”
President Barack Obama and Health and Human Services Secretary Kathleen Sebelius, right, talk with students while visiting a classroom at the Yeadon Regional Head Start Center in Yeadon, Pa., Nov. 8, 2011. (Official White House Photo by Pete Souza)
We know that the first years of our children’s lives are critical. That’s when the most rapid development happens in their brains and when they pick up the social, emotional, and academic skills that will help them succeed. When children get what they need during these early years, it can lay the foundation for success in school and through every stage of their lives.
President Obama and HHS’s announcement today of historic reforms to the Head Start program will help to ensure that all children in Head Start are attending top-notch programs that will help them reach their full potential. The Department of Health and Human Services will implement new rules that will – for the first time in the program’s history– require all Head Start grantees that fail to meet a new set of rigorous quality benchmarks to compete for continued federal funding.
Under the new rules, programs that fall short of quality benchmarks will have to compete. We will put out a notice to all early education providers in their communities: If you can do better, you’ll get the Head Start funding. And after the initial round of reviews, Head Start providers will continue to be evaluated every five years to make sure they’re maintaining a high standard of performance.
The best Head Start programs do much more than teach kids their ABCs. They help children develop the self-control and critical thinking they need to become successful learners. They connect kids with essential health services like immunizations that they may otherwise go without. They get moms and dads engaged in their children’s education. They put kids on a path to opportunity.
This rule is a key part of the President’s broader agenda to strengthen Head Start. In the last two years, we’ve also improved training for Head Start providers, provided mentors for programs that want to improve, and created 20 Centers of Excellence that are models for the rest of the Head Start community. Combined with this new system of evaluation and competition, Head Start providers today have more tools and more incentives to improve than ever before in the program’s history.
In a world where the jobs follow the best trained workers, America’s capacity to lead the world will depend on our success in educating all of our children, including those most at risk for falling behind. The early years are critical to that success. This Administration will continue to work to make sure our children can grow up with the tools and experience they need to compete.
Today’s Head Start children are tomorrow’s workforce. Today we are taking a historic step toward making sure all children in Head Start get the top notch early education they need to succeed.
Kathleen Sebelius is Secretary of the U. S. Department of Health and Human Services.
“President Obama’s cradle-to-career education agenda begins at birth, and we know that investing in high-quality early learning is one of the best choices we can make,” remarked Secretary Duncan in a special message to participants at the 38th Annual National Head Start Association conference in Kansas City, April 5 – 8, 2011.
More than 3,000 Head Start directors, administrators and early childhood professionals as well as parents attended the conference where employees of the Department of Education discussed the new partnerships between the Departments of Education and Health and Human Services. The new partnership seeks to coordinate resources and support in order to be more effective in serving children.
A large number of visitors to the ED exhibit booth were parents who serve on their local Head Start Parent Policy Council and were provided the opportunity to attend the conference. Parents are actively involved in all areas of Head Start and provide input for the curriculum, volunteer in Head Start centers, as well as conduct home visits and participate in parent and policy committees and on policy councils. These committees of parents and other community representatives are empowered to actively participate in the shared decision making process. In addition, parents receive training in education, nutrition, career development, and parenting skills.
Head Start parent Gregory Myers stopped by the ED booth at the National Head Start Association conference to discuss the importance of parent involvement.
Throughout the conference, U.S. Department of Education Region VII staff from the Kansas City Regional Office heard from parents across the country expressing appreciation for the Head Start program in allowing them to learn practical, effective strategies to support their child’s development; facilitate school readiness; and help their family attain self-sufficiency. A Pittsburgh parent remarked that Head Start has given her the tools to learn and fine-tune personal skills. She was enthusiastic to take back to her council strategies for involving and motivating other parents to become more visibly involved in the program.
Besides learning how to enhance parenting skills through involvement in the Head Start Parent Policy Council, Gregory Myers of Ypsilanti, Washtenaw County, MI, became skilled in the democratic process and is a newly elected school board member of his local school district.
ED knows that parents play an integral role in early learning, including in programs such as Head Start and in programs funded through Title I of the Elementary and Secondary Education Act. We all share in the responsibility of ensuring that children and families have the help that they need, and that young learners are put on the right path to becoming college and career ready.
Jeanne Ackerson is the Communications Associate in ED’s Region VII office in Kansas City, MO. Before joining ED she taught for 20 years in Kansas City, MO, public schools.