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Recommendation One
Provide a program of voluntary preschool education, universally available to children from low-income families
Recommendation documents
 

Recommendation One

We Recommend...

that states provide a program of voluntary high-quality, preschool education, which is universally available to 3- and 4-year-old children from families at or below 200 percent of the poverty line.

Core indicators for this recommendation
  • Percentage of 3- and 4-Year-Olds Enrolled in Preschool Programs or Kindergarten Programs
    Most Recent Estimate
    As of 2008
    47.5%
    of 3- and 4-year-olds are in preschool or kindergarten programs.
    1.5ppts
    2007-08
    View details for this indicator
  • Percentage of 3- and 4-Year-Olds Enrolled in State-Funded Pre-K Programs
    Most Recent Estimate
    As of 2009
    14.6%
    of 3- and 4-year-olds are in state-funded pre-K programs.
    0.8ppts
    2008-09
    View details for this indicator
  • Percentage of 3- and 4-Year-Olds Enrolled in Head Start Programs
    Most Recent Estimate
    As of 2009
    8.6%
    of 3- and 4-year-olds are in Head Start programs.
    No change
    2008-09
    View details for this indicator
  •  
 
 
Ohio
established the Family and Children First Cabinet Council to help families seeking government services by streamlining and coordinating resources, selecting indicators to measure progress toward improving children’s well-being, and developing an interagency system to monitor progress.
Montana
established the Early Childhood Higher Education Consortium for consistency in higher-education course work and training across the state, including higher-education articulation agreements between four-year institutions and tribal and community colleges.
Nebraska
established an Early Childhood Education Endowment to fund services for at-risk children from birth to age 3. Earnings from a $60 million public–private endowment are used for the programs. A 2006 constitutional amendment allocated the public funds from state perpetual funds dedicated to schools.

How We Assemble Our Indicators

  • The indicators are rigorous
  • The indicators are measureable on a regular basis
  • The indicators have the ability to be disaggregated
Learn about the commission’s criteria to select indicators