Your Role in Michigan�s Coming Investment in Early Childhood

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					 Your Role in Michigan’s
Coming Investment in Early
  Childhood Education

                                   June 19-22, 2007, Bay City, MI

Larry Schweinhart
High/Scope Educational Research Foundation
600 N. River St. Ypsilanti, MI 48198-2898
Pre-K: Opportunity in a Crisis

   As the State of Michigan struggles to pay for public
    schooling, we must stay focused on our mission to
    educate all young people to their full potential.

   Though optional to school districts, model
    prekindergartens contribute to this mission, even
    more than existing programs.
Experience by age 4 affects
children’s brains
   Normal                                   Orphanage



      Source: Harry Chugani, Wayne State University
  High/Scope Perry Preschool Study

  Major findings
                                  No-program group                    Program group
     Ready for school at 5                  28%

Committed to school at 14                         38%

  Basic achievement at 14            15%

     High school graduate                                      60%

      Earned $20K+ at 40                           40%

  Arrested 5+ times by 40                                  55%

                             0%            20%      40%          60%         80%   100%
    High/Scope Perry Preschool Study

    Large return on investment
                     Welfare         Education              Earnings             Taxes paid              Crime

Benefits                  $50,448                                          $171,473

  Costs                             Total return = $244,812; $16.14 per dollar invested:
                                         $12.90 to the public, $3.24 to participants

           $0                $50,000               $100,000           $150,000              $200,000        $250,000
                                     (Per participant in 2000 constant dollars discounted 3% annually)
    But only model prekindergartens
    have these effects.

   Model prekindergartens have long-term effects and
    return on investment.

   But many of today’s Head Start and state
    prekindergartens have only modest effects on
    children’s skills and parents’ behavior.
     Model prekindergartens are NOT:

   Custodial care, with underpaid teachers and children
    wandering aimlessly.

   Junior elementary school, with teacher-directed
    instruction, seatwork, and children seen and not heard.
    Model prekindergartens do:

   Employ qualified teachers.

   Use a comprehensive, valid early childhood
    education model.

   Engage parents as partners with teachers.
Michigan’s early childhood programs

One-third of Michigan’s
children under 5
regularly receive care
and education in a
center or school:
 –   From 8% of infants
 –   To 65% of 4-year-olds.
Early childhood program funding
   Parents pay most of the costs.

   The federal government subsidizes Head Start,
    early childhood special education, and child care for
    low-income children.

   The State of Michigan subsidizes part-day Michigan
    School Readiness programs and would subsidize
    proposed full-day prekindergartens.

   Additional local investments are needed for
    programs to achieve model status.
Local initiatives should financially top
off prekindergartens by investing in:

   Qualified teachers – A certified teacher in
    every classroom.

   Model support – Teaching staff require
    substantial training, supervision, and
    assessment in a valid, comprehensive early
    childhood education model.

   Parent support – Teaching staff need paid
    time to meet regularly with parents.
ISDs’ special role

   Like counties, ISDs cover the entire state.

   Unlike counties, they focus on education.

   Michigan government favors schools to
    deliver early childhood education.

   The 57 ISDs mediate between state
    government and 735 local school districts.
    ISDs – Homes of the
    Great Start Collaboratives

   The Early Childhood Investment Corporation
    –   Is planning the state’s early childhood future.
    –   Is leading the statewide network of Great Start
   All ISDs will eventually have a Great Start
    –   21 are now state-subsidized.
    –   Others now operating are not state-subsidized.

   These new Great Start Collaboratives need
    organizational nurturance.

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