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Welcome to the Awareness section of the PreKLA Web site. This area of the site will contain links to Internet resources that provide additional information about the NSECD/PreKLA program. More to come, so please check back.
State Profile: Louisiana: Historically, Louisiana has served young children through four
state-funded pre-k programs: Starting Points, the 8(g) Student Enhancement
Block Grant Program, LA4, and the Nonpublic Schools Early Childhood
Development Program (NSECD). These state-funded pre-k programs differ in
eligibility requirements, funding levels, and funding sources with a
combined total of over $50 million in state money. LA4 enrolls the most four
year olds. The quality of these programs also varies substantially, with
NSECD having the highest overall quality; the program meets nine of ten
standards for quality as defined by the National Institute for Early
Education Research
The ABC of Pre-K: This section provides essential information and historical perspective on high-quality pre-k. Start at the beginning of the pre-k story in the United States with our timeline, or get right into the thick of the debate on targeted pre-k vs. pre-k for all with our Why Pre-K for All? position paper. These resources are your key to understanding the pre-k basics.
An Economic Analysis of Pre-K in Louisiana June 2005: Understand the important role pre-k can play in the economic recovery of Louisiana, where every $1 invested in pre-k would produce $2.25 in benefits for the state.
NIEER: National Institute for Early Education Research The National Institute for Early Education Research supports early childhood education initiatives by providing objective, nonpartisan information based on research.
Policy Brief March 2004: Policy Brief - Child Outcome Standards in Pre-K Programs: What Are Standards; What Is Needed To Make Them Work?
Creating preschool outcome standards poses many of the same challenges faced by policymakers and educators as they set standards for K-12 and beyond. At the same time, preschool standards present special considerations related to both the nature of early development and learning and the characteristics of early childhood programs. Absent attention to these considerations, educators may fail to extend to young children all of the benefits that standards-based education has to offer. Indeed, applying standards without regard to the unique challenges of early childhood education may have adverse effects on children in the long run. If policymakers and early childhood educators take an approach that reflects today's best understandings of early childhood development and high-quality early education, everyone stands to gain.
2006 State Preschool Yearbook: The 2006 NIEER State Preschool Yearbook is the fourth in a series of annual reports profiling state-funded pre-kindergarten programs in the United States. The 2006 Yearbook presents data on state-funded pre-kindergarten during the 2005-2006 school year. The first report in this series focused on programs for the 2001-2002 school year and established a baseline against which we may now measure progress over 5 years. Tracking these trends is essential, since changes in states' policies on preschool education will influence how successfully America's next generation will compete in the knowledge economy.
Facts and Figures: Cost of providing quality preschool education to America's 3- and 4-year olds:
The estimated 370,000 school children displaced by Hurricane Katrina have the protection of the law that entitles them to continue their educations but preschoolers have no such assurance. That hasn't stopped communities, states and organizations from developing plans to assist preschoolers and their families in locating slots and the resources children need to attend.
Pre-K Now is a public education and advocacy organization that advances high-quality, voluntary pre-kindergarten for all three and four year olds. Supported by The Pew Charitable Trusts and other funders and a project of the Institute for Educational Leadership.
This report provides concrete examples of state policies that can increase low-income/working families' access to high-quality pre-k.
Examples include how states implement a diverse delivery system, provide full-day and/or year-round services, facilitate the participation of community-based centers and family child care providers in state pre-k, and provide comprehensive services.
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