Partnering for Pre-K: Opportunities to Scale Up Pittsburgh's Collaborative Early Learning Model

Autor/inn/en	Moran, Della; Shenbanjo, Tosin; Fontana, Jason
Institution	Research for Action
Titel	Partnering for Pre-K: Opportunities to Scale Up Pittsburgh's Collaborative Early Learning Model
Quelle	(2018), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Partnerships in Education; Preschool Education; Models; Scaling; Delivery Systems; Government School Relationship; Program Implementation; Educational Finance; Public Schools; Inclusion; State Aid; Grants; Costs; Resource Allocation; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Pre-school education; Vorschulerziehung; Analogiemodell; Scale construction; Skalenkonstruktion; Auslieferung; Bildungsfonds; Public school; Öffentliche Schule; Inklusion; Grant; Finanzielle Beihilfe; Cost; Kosten; Ressourcenallokation
Abstract	Cities and school districts across the Commonwealth and country are seeking to combine the benefits of both community- and school-based early childhood programs through a "mixed-delivery model." In a mixed-delivery model, school districts shoulder the administrative burden of federal and state grants, subcontract a number of their seats to community-based partners, and provide additional seats in district classrooms. Pittsburgh has provided a mixed-delivery pre-K model since 2008. With a newly-created Early Childhood Education Task Force charged with moving the city toward universal pre-K, Pittsburgh is poised to build on its existing model during expansion. To do so effectively, city policymakers and stakeholders will need to answer several important questions: (1) How does the current mixed-delivery system work in Pittsburgh?; (2) What do district staff and partners perceive to be its benefits?; (3) What are inherent challenges of the model?; and (4) What current promising practices might help scale up the delivery of high-quality pre-K? This brief explores these questions in order to inform the Task Force's future efforts to craft an implementation plan that leverages existing partnerships and new funding to serve more children in the city's public pre-K programs. Research for Actions' (RFA's) research found that the benefits of Pittsburgh's mixed-delivery system outweigh the challenges and point to opportunities for scale-up. Drawing on revenues from both Pre-K Counts and the Head Start Supplemental Assistance Program has allowed Pennsylvania's second largest public school district to build strong and mutually beneficial relationships with the area's early childhood providers. In turn, these partnerships have increased their capacity to serve students in high-quality settings and offered parents choices in program hours and care settings. Pittsburgh Public Schools has also been at the forefront of efforts to braid public funding streams and create inclusive classrooms that serve economically diverse children and meet high performance standards. [Pittsburgh Public School District (PPS) helped make this report possible by providing data on their pre-K programs and access to their early learning community partners.] (ERIC).
Anmerkungen	Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01