Report Roundup

Providing State Pre-K in Child-Care Centers

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A Center Piece of the Pre-K Puzzle: Providing State Prekindergarten in Child-Care Centers

In New Mexico, child-care centers are required to provide services such as health screenings and parent gatherings for pre-K students, but those centers aren’t paid for by the state. In New York, a center director says she can’t pay her pre-K teachers as much as they would earn if they worked in a school-based classroom, making it hard to retain staff.

Those are among the views expressed by child-care center directors on their experiences in a new reportRequires Adobe Acrobat Reader by the Washington-based National Women’s Law Center.

The report, based on a series of interviews that the NWLC conducted with center directors from 14 states in 2006, examines the role that child-care centers play in enrolling thousands of children in state-financed pre-K programs.

“With the rapid growth of state prekindergarten programs, it is important to strengthen and expand efforts to involve child-care centers in providing high-quality programs, using strategies that have already been shown to work,” the authors write.

The authors recommend financing that can cover the “full range” of a center’s pre-K expenses, salaries for center pre-K teachers that are comparable to their counterparts’ salaries in schools, and flexibility in curriculum and assessment.

The study includes states such as Florida, New Jersey, New York, and Tennessee, which have a substantial number of child-care centers participating in their state pre-K programs.

See Also
For background, previous stories, and Web links, read Prekindergarten.

Vol. 27, Issue 16, Page 5

Published in Print: December 19, 2007, as Providing State Pre-K in Child-Care Centers
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >