High Quality Universal Pre K Can Reduce Achievement Gaps...

Policy Brief Outline Professor Tim Gaffaney PolS 301 Erin Brannan High-Quality Universal Pre-K can reduce achievement gaps for minority and low-income children To: Barbara Boxer From: Erin Brannan Date: May 1, 2016 Re: High-Quality Universal Pre-K can reduce achievement gaps for minority and low-income children Statement of Issue: Many minority children and children from low-income families enter kindergarten without the academic skills they need to succeed. Math and reading abilities at kindergarten entry are powerful predictors of later school success. Research shows kids who start school already behind are unlikely to ever get caught up to standards. Hispanic and African American children are anywhere from 7 to 12 months behind in reading and 9 to 10 months behind on math when they enter kindergarten. Access remains extremely low to high-quality early education do to a couple of problems. First, rates of access to early education vary widely as a function of children’s socioeconomic backgrounds. Secondly, the quality of most early education programs is not high enough to substantially improve academic readiness. Considering the tremendous potential for high-quality preschool to improve children’s outcomes, this policy brief will consider how a universal publicly fund ed pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry. †¢ It is estimated that a high-quality UPKShow MoreRelatedPre K For All By Mayor De Blasio Essay1657 Words   |  7 PagesPre-K for All was initiated by Mayor de Blasio of New York City which started in January of 2014. During the NYC Mayoral election race of 2013, Bill de Blasio campaigned on a platform of closing the divides of racial and economic inequality. 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