Literaturnachweis - Detailanzeige
| Autor/inn/en | Alawsaj, Manal; Berman, Max; Mujaj, Teuta; Rankin, Kayla |
|---|---|
| Institution | Nelson A. Rockefeller Institute of Government |
| Titel | State Universal Pre-K Policies: Lessons from Florida, Oklahoma, and Vermont |
| Quelle | (2023), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Preschool Education; State Policy; Educational Policy; Access to Education; State Programs; Early Childhood Education; Educational History; Equal Education; Florida; Oklahoma; Vermont; New York |
| Abstract | Research has demonstrated the wide-ranging and positive benefits from high-quality publicly-funded prekindergarten education. Yet, access for families with young children remains uneven, with significant gaps across geography, income, race, and ethnicity. Over the last few decades, many states have worked to broaden access to prekindergarten education (pre-K), but only three states--Oklahoma, Florida, and Vermont--have implemented statewide universal pre-K programs (UPK). In this report, the authors consider the three case studies of state universal pre-K programs--Oklahoma, Florida, and Vermont. In doing so, they outline the development, structure, and implementation of each state's UPK program and analyze the relative accessibility, quality, funding, and impacts of their programs. In analyzing these case studies, the authors consider how they can be instructive for other states as they seek to expand and improve pre-K policies and programs, in particular, for policymakers in New York State as they continue to work to expand access to pre-K and move the state towards more universal access. (ERIC). |
| Anmerkungen | Nelson A. Rockefeller Institute of Government. 411 State Street, Albany, NY 12203-1003. Tel: 518-445-4150; Web site: https://rockinst.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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