Preschool Policy Unit

The Issue

State-supported preschool programs are expanding rapidly across the country, the result of mounting evidence that high-quality early education provides academic and social benefits to children as well as potential long-term economic benefits for individuals, families, and society. This year, more than 30 governors recommended more funding for pre-k programs in their states; the number of state legislatures appropriating more pre-k funding has doubled since 2005.

But while there is growing consensus about the benefits of preschool, there is still disagreement over the best way to fund, design, and implement high-quality preschool programs. Crossing the fields of education, childcare, and public health, the debate over preschool policy centers on how much government should do, for whom, and how. These core disputes raise a host of related policy questions: Should states invest in additional years of schooling for young children? If so, how should states fund this investment? How can states ensure high-quality design and delivery of these services? And perhaps most controversial, should these publicly funded programs serve all children or target only the most disadvantaged children?

This unit is designed to help public policy students understand and analyze the current debate over publicly funded pre-k programs. The course materials provide a thorough look at the central concerns—cost, equity, and quality—that frame today's preschool policy debates. The materials also are diverse in format—ranging from a powerpoint presentation to an ideas proposal for presidential candidates—to encourage innovative teaching and to keep readers engaged in the content.