Universal Pre-Kindergarten (UPK) Phase-In Planning and FY08 Expansion EEC Board Meeting Tuesday, October 9, 2007

2 Key Challenges to High-Quality UPK Families must have access to programs that meet their needs. Programs must be adequately funded and supported to provide the highest quality to truly prepare children for school success. Families must be able to afford to enroll children in high quality programs.

3 Current State: Access Challenge Over 2/3 of pre-k children in Massachusetts regularly receive care outside of their home. Overall, access to care is not the most significant problem for families of pre-school aged children. Access to quality and affordability of pre-k are our two greatest challenges.

4 Current State: Quality Challenge Accreditation: 41% of licensed programs are accredited by NAEYC. About 15% of public school pre-k programs are accredited by NAEYC and 2% by NEASC. Approximately 7% of family child care providers are accredited by the NAFCC or have a CDA. Other accreditation equivalencies still being researched.

5 Current State: Quality Challenge Staff Qualifications and Compensation: Based on limited data, ~28% center-based pre-k classrooms have a teacher with a B.A. or higher in field of early education. Based on limited data, ~13% of family child care providers have a B.A. or higher. The average salary of a pre-k teacher in Massachusetts is 42% less than that of public school kindergarten teacher.

6 Current State: Quality Challenge Child Assessment Data from 2006 survey: Use of some type of child assessment tool: Single site child care centers: 63% Multi-site programs: 81% Family child care homes in systems: 64% Independent family child care homes: 13% Of the programs using an assessment tool, about half use a “homegrown” tool. About 30% of centers and homes were using one of the four EEC selected tools. Public school pre-k program use of assessment still being researched.

7 Current State: Affordability Challenge ~33% of pre-k children enrolled in publicly subsidized program. ~5,000 pre-k children on EEC’s waiting list (# of eligible families likely much larger). Pre-k in MA is 4 th least affordable in nation: Parents most frequently cite cost as early education element they would like to change. Parent making $29,000 (50% of SMI) with one pre-k child must pay more than one-third of income for full-time pre-k. With state financial assistance, this parent pays 50% of cost (16% of income).

8 UPK Phase-In Guiding Principles Start with priority for low-income/educationally at- risk children and move toward universal; Build on existing mixed delivery system and current pre-k funding; Create universal quality standard that is identifiable to parents; Set high standards and help programs achieve those standards; Fund programs adequately to maintain standards; Ensure access and choice for working families; Ensure access and choice for families with children with special needs; and Build a UPK system, not a program.

9 UPK Phase-In Key System Components Parent Affordability and Access Provider Quality Statewide System Approach

10 UPK Phase-In Key System Components Expand Parent Affordability and Access by: 1. Providing voluntary UPK “Scholarships” to all children, starting with low-income and educationally at-risk 2. Launching a Comprehensive Parent Information Campaign to build recognition of quality as critical element in parent choice

11 UPK Phase-In Key System Components Support Provider Quality by: 3.Establishing a Quality Rating System 4.Awarding UPK Quality Grants directly to providers 5.Providing Capacity-Building Resources to help providers reach UPK standard 6.Providing Professional Development for teachers, program directors, and other staff to build expertise

12 UPK Phase-In Key System Components Support Statewide System Approach by: 7. Building statewide capacity to support UPK Program Development, Administration, and Oversight 8. Creating Tax Subsidies and Incentives to achieve full funding 9. Ensuring Uniform Access and Continuity of Care for all Families 10. Supporting Regional and Local Infrastructure of Comprehensive Services and Supports

13 UPK Phase-In Next Steps Continue to seek feedback on approach Align work and coordinate with Readiness Project Refine assumptions/develop cost estimates for each component Develop phase-in scenarios Continue development of QRS Identify potential existing and new revenue sources at all levels

14 Universal Pre-Kindergarten (UPK) FY08 Expansion

15 FY07 UPK Background FY07 budget provided $4.6 million in funding for pilot implementation grants Classroom Quality Grants Grants to 131 programs and 187 preschool classrooms/settings that met all UPK quality criteria Assessment Planning Grants Grants to 60 agencies and 150 sites to implement developmentally appropriate assessment and position them for participation in UPK in future FY08 renewal applications in process for all eligible FY07 UPK classroom quality grantees Estimated annual awards of $4.3m to ~129 sites

16 FY08 UPK “Expansion” Funds FY08 budget provided increase of $2.5 million for UPK (Total=$7,138,739) EEC will conduct an open RFR process for all eligible programs Issues for Board Consideration Today  Quality Criteria  Selection Process  Assessment Support  FY2008 UPK Allocation

17 FY08 UPK Classroom Quality Grants Recommended FY08 Program/Classroom Eligibility Criteria *The four EEC-approved assessment tools include: Work Sampling, High Scope Child Observation Record (COR), Creative Curriculum Developmental Continuum, and Ages and Stages. Assessment planning grantees had to meet all quality criteria, except for the use of an EEC approved assessment tool for at least one year. **NEASC to be included in FY08 accreditation options. CriteriaFY07FY08 EEC Licensed or License-Exempt Use one of four EEC-approved assessment tools for at least one year* Use Guidelines for Preschool Learning Experiences and Early Childhood Program Standards For Three and Four Year Olds (center-based programs only) Have teacher/provider with BA in each UPK classroom/setting Use as priority criteria Have National Association for the Education of Young Children (NAEYC) accreditation or National Association for Family Child Care (NAFCC) accreditation or a Child Development Associate (CDA) credential for family child care ** Serve or willing to serve EEC subsidized children Provide access to full-day/full-year services (directly or through partnership) (either/ or)

18 FY08 UPK Classroom Quality Grants Recommended Selection Process To ensure a mixed delivery system and a focus on low- income/educationally at-risk children EEC recommends: Step 1 Allocate portion of funding for each region based on population of living in families at or below 85% SMI. Step 2 Allocate a portion of funding within each region for each provider type, based on proportion of that type of provider within the region. Step 3 If applicant pool still exceeds available funding for any given provider type, prioritize: Programs with classrooms led by BA teachers (in addition to all other eligibility criteria) Schools designated as “Corrective Action” Step 4 If applicant pool still exceeds available funding for any given provider type, prioritize: Current UPK quality grantees with additional qualifying classrooms Eligible programs that applied for FY07 grants and were not chosen FY07 planning grantees (if eligibility criteria met) Step 5 If applicant pool still exceeds available funding for any given provider type, conduct a random selection process.

19 FY08 Recommended Strategy for Supporting Child Assessment Provide new Assessment Planning Grants to eligible programs to implement child assessment; Provide technical assistance on assessment implementation to current grantees; and Coordinate statewide trainings on assessment for grantees and other interested programs (basic through advanced)

20 FY08 UPK Classroom Quality Grants Proposed Timeline For RFR Process October 9Board vote on expansion funding By October 19Post RFR November 16RFR due  Selection and eligibility confirmation process at EEC Early January 2008Awards announced

21 Proposed FY08 UPK Allocation