Over the past 20 years, both charter schools and prekindergarten have taken on increasingly prominent roles in the schooling of America’s children. Charter schools in 43 states now serve more than 2.6 million students — roughly six percent of all students attending public schools. And more than two-thirds of four-year-olds attend some form of public or privately funded preschool, with 1.4 million of them enrolled in state-funded pre-k programs.
As separate reforms, charter schools and pre-k produce strong, positive results for high-need children. But what happens if we marry high-performing charter schools with high-quality pre-k? Could the combination of these two reforms produce a result better than the sum of its parts?
Donald Trump and Mike Pence talk to “60 Minutes.” Photo: CBS News
The Veep-stakes are over! The pick is in. Mike Pence, the sitting Governor of Indiana, will run as Trump’s Vice President. Although he has only been Governor for a few years, Pence also served in the U.S. House of Representatives. Putting those records together, we can get a sense of what the Pence pick could mean for public education.
Tough sledding for civil rights. Pence’s stance on equal rights is pretty clear. Everyone remembers the law he signed permitting individuals and businesses to discriminate against LGBT people. So, many federal student protections could be in jeopardy, including President Obama’s executive action on bathroom use for transgender students. In a similar vein, Pence strongly supports states’ rights and local control. He likely would advocate for reducing (perhaps even further) the federal footprint in education. This is bad news for low-income students and students of color who frequently receive low-quality educations and depend on federal support.
Funding redistribution (but not to support low-income students). If his most recent budget in Indiana is any indication, Pence certainly feels that something needs to be done to improve school funding in this country. Unfortunately, however, he seems to think wealthier districts need an even bigger slice of the school funding pie.
Charter expansion. In addition to increasing funding for charters broadly, Pence also supported theso-called “Freedom to Teach” bill.The idea is to help provide teachers with the flexibility they need to innovate in their classrooms. Some teachers and union representatives argue that they already have that freedom. Instead, they believe that the bill is designed to limit union power and invite private entities to run public schools.
Vouchers Vouchers Vouchers. For years Pence has been a vocal proponent of school vouchers and expanding the use of public funds to pay for private education. Last year he helped to shepherd a bill to raise the voucher limit on funds available for elementary school students. A Trump/Pence White House may provide the strongest support for expanding voucher programs in decades.
Preschool a priority (kind of). It’s a far cry from universal pre-K, but Pence was able to expand Indiana’s pre-school program. He also recently committed to expanding the program further with or without federal support. It is important to note, however, that Pence previously refused millions of dollars of federal support, and only seemed interested in them now that he is up for reelection.
In education policy, Pence sticks to the party-line. For that reason, his selection should make many conservatives happy. But students and teachers should be on high alert. In a Trump/Pence White House, it would take a watchful eye and strong advocacy to preserve critical federal protections for vulnerable students, ensure low-income students get their fair share of funding, and prioritize students’ needs over states’ rights.
I’m a big supporter of charter schools as pre-k providers. I have a daily Google alert for “(pre-k OR prekindergarten) AND charter.” No one else really writes about charter schools and pre-k, so usually this Google alert sends me news about when and where a charter school is going to accept pre-k applications. Good information for parents, but not blog fodder.
Often, charter schools’ pre-k applications are rejected for bureaucratic or logistical reasons, and in response I make the case again for policy reformsthat get rid of those barriers. It’s all very clean because quality isn’t a consideration, and my support for charter pre-k remains unchallenged.
But this New Jersey situation is different — and much messier. It’s also a good time to remind everyone that supporting charter pre-k programs doesn’t mean blindly supporting all charters. Not all charter schools are high performing, and not all charters should offer pre-k. But in making decisions about what proposals to support and when, context is important. Continue reading →
Silicon Valley has a preschool problem. According to reports released this morning from the Urban Institute, low-income children in the region, particularly children of immigrants, are far less likely to enroll in high-quality preschool programs than their higher income peers. In San Mateo and Santa Clara counties, only 26 percent of low-income 3-year-olds and 61 percent of low-income 4-year-olds attend preschool, compared to, respectively, 52 percent and 74 percent of higher income children of the same age.
Given the extensiveresearchon the positive effectsof high-qualityearlyeducation on low-income and low-income immigrant children, the low enrollment in Silicon Valley is concerning. Through interviews with dozens of stakeholders, the reports’ authors examine the barriers to preschool enrollment, and parse out the barriers that affect all low-income families, and those that are unique to low-income immigrant families. The authors then make recommendations for addressing each barrier.
The research is comprehensive, and the recommendations are solid. But I’m proposing three more ways to to increase low-income immigrant families’ preschool enrollment. Continue reading →
A decade after Hurricane Katrina led to a fundamental restructuring of New Orleans’ public school system, numerous articles and reports have documented and debated the impact of the changes on the city’s K-12 students. But how are younger children in New Orleans faring?
There’s a lot less evidence on this question–in large part due to the fragmented nature of early childhood systems, both in Louisiana and nationally. Because two of the clients I work with at Bellwether are involved in early childhood work in New Orleans, I’ve had opportunities to visit and learn about preschool programs in the city over the past two years, but I still feel perplexed by the early childhood landscape there. That said, three issues related to early childhood in New Orleans deserve particular attention: Continue reading →