An Economic Analysis of Pre-K in Arkansas. Pre-K Now Research Series

Autor/in	Belfield, Clive R.
Institution	Pew Charitable Trusts, Pre-K Now
Titel	An Economic Analysis of Pre-K in Arkansas. Pre-K Now Research Series
Quelle	(2006), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Disadvantaged Youth; Economic Research; Educational Finance; Financial Support; Access to Education; At Risk Persons; Federal Programs; Preschool Children; School Readiness; Outcomes of Education; Program Effectiveness; Arkansas + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Wirtschaftsforschung; Bildungsfonds; Finanzielle Förderung; Education; Access; Bildung; Zugang; Bildungszugang; Risikogruppe; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Lernleistung; Schulerfolg
Abstract	Arkansas has made important commitments to enhance the quality of and access to early education opportunities for young children, particularly those from disadvantaged families. These commitments are valuable, but they do not yet ensure that all children have access to pre-k programs. At issue is whether it makes economic sense to expand Arkansas's current high-quality pre-k program to serve more children across the state. This study begins by describing existing programs in Arkansas. Next, three policy scenarios are considered: (1) Scenario One (1) reflects the existing funding commitment of $71 million for pre-k, which serves 40 percent of at-risk children; (2) Scenario Two (2) is a proposal to expand pre-k to cover all at-risk three and four year olds not served by Head Start; and (3) Scenario Three (3) is a proposal to cover all three-and four-year-old children regardless of family circumstances. Each policy scenario is analyzed to determine the probable economic consequences. Both national and state-specific data are used in the models as well as evidence from peer-reviewed research studies. Finally, to determine whether expanding pre-k access would be a good investment for the state over the long term, the costs and benefits are compared for each policy scenario. (Contains 5 tables and 16 endnotes.) [Contributors include Jennifer V. Doctors, Libby Doggett, DeDe Dunevant, Danielle Gonzales, Rich Huddleston, Paul Lazenby, Jennifer Rosenbaum, Stephanie Rubin, Tonya Russell, and Albert Wat.] (ERIC).
Anmerkungen	Pre-K Now. Available from: Pew Charitable Trusts, State and Consumer Initiatives. 901 E Street NW 10th Floor, Washington, DC 20004. Tel: 202-540-2000; Fax: 202-552-2299; e-mail: pcs-feedback@pewtrusts.org; Web site: http://www.pewstates.org/projects/pre-k-now-328067
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10