MEMO
TO: State Senator Penny Williams, Speaker Christine Quinn, Lorraine Cortes-
Vasquez, Nancy Kolben
FROM: Andrea Batista Schlesinger
Executive Director
DATE: October 24, 2006
RE: Briefing for October 30 “Marketplace of Ideas” featuring Hon. Penny
Williams
Once again, profound thanks to each of you for your participation in our October 30 event. We
are incredibly excited by the prominent panel we’ve assembled, as are others who have
responded to the invitation!
W H E R E /W H E N
Monday, October 30, 2006
8:00a.m. – 10:00 a.m.
Harvard Club
27 West 44th Street between 5th and 6th avenues
Light breakfast will be served.
AGENDA
8:00 – 8:15 Registration
8:15 – 8:20 Welcome and introduction–
8:20 – 8:40 Keynote remarks – Senator Penny Williams
8:40 – 9:10 Panel discussion
9:10 - 9:50 Audience q&a with panel
9:50– 10:00 Closing Remarks
FORMAT
Randi Weingarten, President of the United Federation of Teachers will make the opening
remarks.
Senator Williams authored the 1998 law to fund pre-school for all Oklahoma four-year-olds,
establishing a program of high-quality early childhood education that ranks first in the nation in
1
student access and enrollment rates. Serving 95 percent of the state’s school districts, the
Oklahoma program has demonstrated a significant positive impact on children’s math and
vocabulary skills. A long-time champion of education at all levels, Senator Williams retired in
2004 after 24 years of service in the state legislature.
I will moderate the subsequent panel discussion. There won’t be opening statements. I want us to
get right into a lively back-and-forth in which the panel a) responds to Senator William’s
presentation, b) discusses the implications of the Oklahoma experience to New York public
policy, and c) lays out the challenges that New York specifically faces in making pre-k truly
universal and effective.
You will each have the opportunity to offer closing statements. Please avoid speech-making
during the discussion – the more interaction between you, the more engaging the panel.
ABOUT THE “MARKETPLA CE OF IDEAS” SERIES
Never content just to argue theory, DMI provides a platform for policymakers who have
successfully worked for social and economic fairness in our public institutions. For far too long
the conservative right has defined the limits of what is “possible” in society and politics. The
“Marketplace of Ideas” shows that we can transcend these artificial boundaries: it is possible to
be progressive, practical, and effective. Since its inception we’ve heard from Andy Stern,
President of Service Employees International Union; Michael Hennessey, San Francisco Sheriff;
Howard Dean, former of Governor of Vermont; Eliot Spitzer, Attorney General of New York
State; Rep. Hilda Solis, California; Harvey Rosenfield, author of Proposition 103 in California,
and Steven Bingler, former advisor to the United States Secretary of Education.
GOAL OF DISCUSSION
The focus of this conversation is the question of how we can make pre-k truly universal, and in
doing so create a quality program that leads to educational impact and that meets the needs of
working families.
As with all of our “Marketplace of Ideas” events, we are highlighting a policymaker who has
successfully put his or her values into practice. We therefore look forward to hearing Senator
Williams talk about what drove her to introduce his bill, how it passed, and the impact that it has
had since its implementation. Since this isn’t a debate, but a tactical conversation, the more
details on the process, the better.
Feel free to disagree. We encourage it.
BACKGROUND ON SENATO R HOTTI NGER’S MINNES OTA LEGISLATION
2
In 1990 Oklahoma established a pre-K program for disadvantaged children. Specifically, all
school districts that wanted to offer a pre-k program received state aid for 4-year olds who met
Head Start income eligibility requirements. By the 1992-93 school year, approximately 10
percent of all four-year olds in Oklahoma were enrolled in a publicly-funded pre-K program. The
pre-K program quickly won supporters. In 1998, Rep. Joe Eddins (D.-Vineta) and Sen. Penny
Williams (D.-Tulsa) sponsored legislation that would allow school districts to receive state
funding for all four-year-old children enrolled in a pre-K program, regardless of income.
Eventually, Eddins and Williams produced a bill that won bipartisan legislative support and was
signed into law by Gov. Frank Keating (R) in May 1998. This bill authorized public school
districts to provide pre-K programs to four-year-olds and to receive state funding according to a
complex weighting scheme, with more funding per child for disabled, bilingual, and poor
children. In 2004, 64 percent of 4-year-olds and 509 of the state's 540 school districts
participated.1
Effects of the Early Childhood Four-Year-Old Program (ECFP)
Results based on “The Effects of Oklahoma’s Early Childhood Four-Year-Old Program
on Young Children’s School Readiness,” a study conducted by the National Institute for
Early Education Research and funded by the Pew Charitable Foundation (December
2005).2
o The National Institute for Early Education Research ranked Oklahoma first in the
nation in providing access for 4-year-olds. In addition, Oklahoma’s policies rated
relatively highly, earning eight points on a ten point quality standard checklist.
Importantly, Oklahoma’s ECFP requires that teachers hold a bachelor’s degree and
specialized training (Certificate in Early Childhood Education) in early childhood
education as well as comprehensive curriculum standards.
o The program’s success is demonstrated in the steady increase of enrollment from 10%
in 1992-1993 to 64% in 2004. When it was first launched, it enrolled 38%, then in
2000 it increased to just above 50%, and afterwards it increased by about 3-4% every
year.
o Based on access, quality and funding the National Institute for Early Education
Research (NIEER) classified Oklahoma’s preschool program as exemplary.
o According to NIEER 2004 State of Preschool: State Preschool Yearbook,
Oklahoma’s Early Childhood Four-Year-Old Program has statistically significant and
meaningful impacts on children’s early literacy and mathematical development. The
report also finds evidence of an enhanced program effect for print awareness skills for
children in low-income families.
Specific gains found by NIEER study:
1
http://www.crocus.georgetown.edu/reports/effects_of_universal_prek_wp2.pdf
2
http://nieer.org/resources/research/multistate/ok.pdf
3
o The EFCP produces a 28 percent increase in children’s vocabulary scores over the
year and a 6% increase in children’s average vocabulary scores. This improvement
translates into an additional four months of progress in vocabulary growth.
o Children who attend the Early Childhood Four-Year-Old Program score higher on a
test of early math skills.
o The Early Childhood Four-Year-Old Program has large effects on children’s
understanding of print concepts.
o The effect of the preschool program on children’s print awareness skills is stronger
for children from lower income families. Children who qualify for free or reduced
price lunch had a gain from the preschool program that was 8 percentage points larger
on the print awareness test than did children from higher income families who
attended the program.
o NIEER studies show vocabulary gains two to three times greater than those in the
Head Start study. This difference in outcomes between the two types of programs
points to the likely effects of the higher qualifications (and higher compensation) of
teachers in state pre-kindergarten programs compared to Head Start.
There are a number of articles that praise Oklahoma’s program, including “You’re Doing Fine
Oklahoma!” published in the American Prospect (11/02/2004)3
Concerns & Criticisms of the program
Though 91 percent of Oklahoma's school districts provide state-funded pre-kindergarten
programs for 4-year-olds, space is still limited and enrollments are on a first come, first
served basis.4
The Oklahoman Daily initially published a wide-range of arguments from lawmakers at
the time of debate over the bill, such as it is “a socialist plot,” “it promotes a nanny state”
“it discourages religion” and even “makes young children go blind,” but now the success
of the ECFP is hard to deny and legitimate criticisms are rare.
Amy Wilkins, executive director of the Trust for Early Education in Washington,
acknowledges that the Oklahoma example is “encouraging” but she argues that universal
preschool should not be a priority now: "We see preschool as primarily a mechanism to
close the school-readiness gap between low-income kids and more affluent kids. In a time
of scarce resources you go where the crisis is greatest, and we need to vastly improve the
quality of the state preschool programs that exist now [for disadvantaged children]."5
SAMPLE DISCUSSION QU ESTIONS
3
http://www.prospect.org/web/page.ww?section=root&name=ViewPrint&articleId=8771
4 http://www.catalyst-chicago.org/arch/04-03/0403else.htm
5
http://www.csmonitor.com/2004/1123/p11s01-legn.html
4
Is it more important to provide Universal Pre-K or to target early childhood education to the low-
income, at-risk children? If pre-k is targeted, and is not universal, how do we build up public
support for its expansion?
Some research has suggested that the benefits of pre-kindergarten drop off a few years in
elementary school. Is this true? Is it, therefore, worthwhile to invest heavily in early childhood
education?
Why isn’t the issue of early childhood education on the top of the public consciousness? Will it
be possible to hold elected officials accountable for progress in the area if the public isn’t fully
engaged?
How should the resolution of the Campaign for Fiscal Equity lawsuit impact early childhood
education in New York City?
Is pre-k an issue that can unite Red State and Blue State working families throughout the
country? Is it a winning “political” issue for progressives who want to demonstrate the positive
role that government can play in people’s lives?
PANELIST BIOS
Penny Williams served as a State Senator for Oklahoma from 1998 to 2004. Born in New York
City in 1937, she attended Sarah Lawrence College, University of Tehran and the University of
Tulsa. She represented the city of Tulsa in the State House of Representatives and was elected to
the State Senate in 1988, where she ultimately became chair of the education committee. Her
efforts were instrumental in creating the Oklahoma School of Science and Mathematics,
providing public higher educational opportunities, and improving public elementary and
secondary education. Before Senator Williams’ helped to establish a public university in Tulsa, it
was the largest city in the United States without a public four-year college. In 2002, Williams
was denounced by a conservative publication as “an antiquated ‘60s leftist” for blocking a bill
mandating a daily moment of silence, flag salute, and the posting of religious documents, which
she saw as a violation of the separation of church and state.
On January 4, 2006 Christine C. Quinn was chosen as the Council Speaker for the New York
City Council. Since becoming a member of the Council in 1999, Speaker Quinn has been a
pioneer for equal rights, comprehensive health care, improved schools, and tenants’ rights. As
the first woman, openly gay and Irish Speaker, she brings a new perspective to the diverse
challenges facing each of New York’s distinct communities.
5
Speaker Quinn is intent on preserving the Office of the Speaker as an incubator for fresh and
innovative ideas. Committed to reaching all five boroughs in the City of New York, Speaker
Quinn has outlined an expansive vision that seeks to remedy constituents’ concerns with suitable
solutions that work. This includes recognizing how critical early childhood education is. Speaker
Quinn plans on extending the City’s Universal Pre-Kindergarten from a half day to full day. She
is working to allocate funding to extend this program so that working families that may not be
able to take advantage of half-day pre-K can enroll their children in a full-day program.
In her ongoing efforts to combat hunger in NYC, she is dedicated to making sure that eligible
residents have easier access to Food Stamp enrollment. She has set a goal of reducing the
number of hungry New Yorkers by more than half, enrolling more than 350,000 people who
qualify for food stamps in the federal program over the next four years.
In the wake of numerous child abuse tragedies, she has called for every borough to have a Child
Advocacy Center that works jointly with the Administration for Children’s Services, the New
York Police Department, District Attorney offices and medical partners. These centers will be
open from 8 am to midnight, seven days a week. Expanding New York’s child services resources
is essential to reducing the number of at-risk children.
Before being elected to the City Council, Speaker Quinn served for 5 years as Chief of Staff to
Councilmember Thomas K. Duane. She went on to serve as Executive Director of the New York
City Gay and Lesbian Anti-Violence Project. During her time with the Anti-Violence Project,
Mayor Guiliani appointed her to be a member of the New York City Police/Community
Relations Task Force.
Nancy Kolben is Executive Director of Child Care, Inc. (CCI), the leading child care policy and
advocacy organization in New York City. Child Care, Inc. is a child care resource and referral
agency that supports parents in their search for child care and promotes quality early care and
education options for all children and families. CCI seeks to build a coherent delivery system of
services across New York City. Child Care, Inc. offers intensive training opportunities for the
early childhood field, initiatives to expand resources through program expansion and facilities
development and extensive capacity-building work, through innovative partnerships, and policy
analysis. Ms. Kolben joined the organization more than 20 years ago and has helped to guide
many of its important initiatives including the launch of Quality New York, a major citywide
effort to promote national accreditation, the creation of an employer sponsored emergency child
care program, a special facilities development initiative and the creation of the Child Care, Inc.
Primer, an information resource for the field.
Ms. Kolben has worked for the past seven years to make the vision of universal prekindergarten
to offer quality early learning opportunities for all children a reality. She co-convenes the
statewide Pre-K Coalition and manages the Early Childhood Strategic Group in New York City.
She co-directs the statewide Winning Beginning NY campaign which has recently published a
6
statewide action plan as a blueprint for early care and education statewide. Winning Beginning is
a partner in the Pre-K Now campaign to promote universal preschool.
Ms Kolben was involved in the launch of CCI’s Better Baby Care Campaign and the funding for
the seven Infant Toddler Resource Centers across the state.
Ms. Kolben has guided the development of numerous publications on all aspects of early
childhood policy. She has spoken extensively on a comprehensive vision for early care and
education. Ms. Kolben also served as president and founding board member of the National
Association of Child Care Resource and Referral Agencies (NACCRRA), a membership
organization of more than 700 CC&R agencies in all 50 states. Her professional training is in
social work.
She currently serves as a member of the ACS Child Care and Head Start Advisory Committee.
Lorraine Cortes-Vazquez is the Vice President of Government and Public Affairs for
Cablevision Systems Corporation, based in Bethpage Long Island. Ms. Cortes-Vazquez handles
New York City and is responsible for developing and executing comprehensive public affairs
strategies.
Ms. Cortes-Vazquez was formerly the President and CEO of the Hispanic Federation, a network
of 87 Latino and health and human services agencies, serving more than two million Latinos in
the tri-state area, providing over 1 million dollars annually to Latino organizations within its
membership. Among its other capacity are building strategies and the provision of technical
assistance and fund development for its member organizations.
Previously, Ms. Cortes-Vazquez served as Chief of Staff to the Bronx County Democratic Party
Chairman and member of the New York State Assembly. Among many governmental and
legislative duties, she was responsible for coordinating the Annual New York State Puerto Rican
/ Hispanic Legislative Task Force Conference in Albany-Somos El Futuro. She also has 14 years
public service in city government at the New York City Department for the Aging.
Lorraine served as Executive Director of ASPIRA of New York, the oldest and largest youth
leadership development and educational advocacy organization serving Latino youths. Ms.
Cortes-Vazquez focused on strengthening the agency’s financial base and administrative
systems. Among the many challenges met by Ms. Cortes-Vazquez during her early years at
ASPIRA was the creation of the Endowment Fund, in partnership with the Reader’s Digest
Dewitt Wallace Foundation, of close to half-million dollars. Under her leadership ASPIRA of
New York expanded beyond New York City to include chapters throughout New York State, in
Rockland County, Buffalo, and Albany.
7
Ms. Cortes-Vazquez serves on several commissions and boards. She is Chairwoman of Somos
El Futuro Inc., a foundation that works closely with the New York State Assembly Puerto
Rican/Hispanic Legislative Task Force. She is Member of the Board of Regents for New York
State, which is responsible for the educational enterprise of the state. She serves on Pfizer’s
local Hispanic Board of Advisors; Washington Mutual’s Community Board of Advisors,
AARP’s National Hispanic Executive Council and its statewide Executive Council.
Lorraine Cortes-Vazquez has an MPA from New York University Wagner School of Public
Service, an undergraduate degree from Hunter College, a certificate from Harvard’s Executive
Management Program and an Executive Certificate from the Columbia University School of
Non-Profit Management. She is an alumnus of the National Hispanic Leadership Institute and
the CORO Leadership Program. She is a life-long learner and educational leader. As a Regent
of the State of New York, Ms. Cortes-Vazquez is responsible for the general supervision of all
educational activities within the State, presiding over The University and the New York State
Education Department. The University of the State of New York is the nation's most
comprehensive and unified educational system. It consists of all elementary, secondary, and
postsecondary educational institutions, libraries, museums, public broadcasting, records and
archives, professions, Vocational and Educational Services for Individuals with Disabilities, and
such other institutions, organizations, and agencies as may be admitted to The University. The
concept of The University of the State of New York is a broad term encompassing all the
institutions, both public and private, offering education in the State.
Please let me know if you have any questions. You can reach me at 212.909.9674 or
abs@drummajorinstitute.org. If you’d like to reserve seats at the event, please contact LeeAnn
Fletcher at 212.909.9671 or lafletcher@drummajorinstitute.org.
Thank you again for agreeing to participate in this panel. We are incredibly excited, and if early
response is any indication, so are many others!
8