Pre-k for all?

Education reform has proven unpopular with teachers’ unions, a key Democratic constituency, so President Obama’s second-term education agenda will focus on preschool and college aid, writes Joy Resmovits on the Huffington Post. “Teacher quality measures have all but dropped off the administration’s billboard agenda . . .  and after Tuesday’s speech, both teachers’ unions issued effusive statements.”

Amy Wilkins, a vice president of the Education Trust, criticized the president’s call for two years of pre-kindergarten for all students.  ”The equity agenda was missing from the first term and it’s also missing from the second term,” she said.

” . . . the thing for me that’s missing is the recognition that some schools, some families, some kids need more help than others,” Wilkins said. “When we have a tight budget … poor kids need pre-K first.”

Obama said high-quality preschool saves $7 for every dollar spent. That number comes from the Perry Preschool Project in the 1960s, which involved poor black children with low IQs  and dismal prospects and included weekly family visits by well-educated teachers. (The Perry kids did poorly in school and life, but not as poorly as the control group.) Head Start hasn’t produced lasting benefits. Preschool programs for middle-class kids do not improve school readiness.

Obama’s plan is expected to resemble a Center for American Progress proposal to provide two years of pre-kindergarten to every child, “paid for with federal funds matched by state spending, to the tune of $10,000 per child,” reports Resmovits. That could cost up to $100 billion. “It is unclear how the president would pay for the program while not increasing the deficit, as he promised Tuesday,” she concludes.

First, fix Head Start, argues Education Gadfly.

How bad schools got better

Twenty-five years ago, the public schools in Union City, New Jersey were so bad the state threatened to seize control. “Fear of a state takeover catalyzed a transformation,” writes David Kirp, a Berkeley professor,  in the New York Times.

From third grade through high school, students’ achievement scores now approximate the statewide average. What’s more, in 2011, Union City boasted a high school graduation rate of 89.5 percent — roughly 10 percentage points higher than the national average.

Union City is the sort of places where expectations are low:  Most students come from low-income, immigrant families. But, gradually, principals became educational leaders, teachers learned to work together and “parents were enlisted in the cause,” writes Kirp, a public policy professor at Berkeley who spent a year in Union City. The district’s “best educators were asked to design a curriculum.” Excellent teachers mentored the not-so-good teachers.

Union City decided to provide two years of pre-kindergarten classes that teach cognitive and noncognitive skills. Nearly every 3- and 4-year-old enrolls, Kirp writes.

One December morning the lesson is making latkes, the potato pancakes that are a Hanukkah staple. Everything that transpires during these 90 minutes could be called a “teachable moment” — describing the smell of an onion (“Strong or light? Strong — duro. Will it smell differently when we cook it? We’ll have to find out.”); pronouncing the “p” in pepper and pimento; getting the hang of a food processor (“When I put all the ingredients in, what will happen?”).

. . . “My goal is to do for these kids what I do with my own children,” the teacher, Susana Rojas, tells me. “It’s all about exposure to concepts — wide, narrow, long, short. I bring in breads from different countries. ‘Let’s do a pie chart showing which one you liked the best.’ I don’t ask them to memorize 1, 2, 3 — I could teach a monkey to count.”

Union City High School was on the “needs improvement” list — until it improved. Principal John Bennetti is persuading students that education can be a ticket out of poverty.

On Day 1, the principal lays out the house rules. Everything is tied to a single theme — pride and respect in “our house” — that resonates with the community culture of family, unity and respect. “Cursing doesn’t showcase our talents. Breaking the dress code means we’re setting a tone that unity isn’t important, coming in late means missing opportunities to learn.” Bullying is high on his list of nonnegotiables: “We are about caring and supporting.”

Bennetti wants teachers to expect more of students and prepare them for success in college.

Turnaround districts like Union City aren’t “magpies, taking shiny bits and pieces and gluing them together,” Kirp writes. “Instead, each devised a long-term strategy reaching from preschool to high school. Each keeps learning from experience and tinkering with its model.” He writes about Union City’s transformation in  Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools.

In the State of the Union speech, President Obama said he’ll work with states “to make high-quality preschool available to every child.”  I guess that means he’ll propose federal grants.

Obama is wrong when he says high-quality preschool is critical for all children. Children raised by educated parents tend to do well whether they go to preschool or not. By promising preschool for all, Obama diverts funding from the disadvantaged children who really do need a high-quality (and high cost) preschool education to develop language and behavioral skills that aren’t being taught at home.

Pre-K works for at-risk kids in Texas

Texas’s pre-kindergarten program for disadvantaged students raises math and reading scores through third grade and reduces the likelihood students will repeat a grade or need special education services, according to a CALDER Working Paper. The study followed children from 1990 to 2002.

Instead of universal pre-K, Texas targets limited resources at high-need children, notes Education Gadfly. The Pre-K Early Start program cost less than half the cost of Head Start, which produces gains that begin to fade after first grade.  What is the PKES program doing differently? “In Texas, even pre-K has standards and curriculum—and they’re aligned with those of the K–12 system,” writes Gadfly.

When illiteracy pays the bills

In the hills of Appalachia, parents pull their children out of literacy classes for fear they’ll lose their “learning disability” label and the federal check that goes with it, writes Nicholas Kristof in the New York Times.

Many people in hillside mobile homes here are poor and desperate, and a $698 monthly check per child from the Supplemental Security Income program goes a long way — and those checks continue until the child turns 18.

“The kids get taken out of the program because the parents are going to lose the check,” said Billie Oaks, who runs a literacy program here in Breathitt County, a poor part of Kentucky. “It’s heartbreaking.”

America’s safety net can entangle the poor by rewarding failure and discouraging marriage, writes Kristof.

When SSI was extended to children 40 years ago, only 1 percent of poor children qualified, writes Kristof. They had severe physical or mental handicaps that required intensive parental care. Now 55 percent of children on SSI have vaguely defined “learning disabilities” that essentially mean they’re not retarded and aren’t doing well in school. Eight  percent of low-income children now receive SSI disability at an annual cost of more than $9 billion.

. . . a 2009 study found that nearly two-thirds of these children make the transition at age 18 into SSI for the adult disabled. They may never hold a job in their entire lives and are condemned to a life of poverty on the dole . . .

Kristof recommends community visitors to help low-income mothers, pre-kindergarten and encouraging marriage. (Marriage! It’s not just for gays!)

I’d suggest eliminating SSI disability for children unless their disability imposes extra costs on the family.

When I reported on welfare reform, I met a teenage mother who supplemented her welfare income with SSI for her son, who’d been born three months early, before the mother’s 15th birthday. When he was two, the pediatrician decided he wasn’t disabled after all. Though happy her son was developing normally, she was distraught at losing the extra money. Still, she got a half-time job at the community college, where she was learning office technology.  She discovered that she loved working.  I don’t know if she worked her way out of poverty. She came from a very messed-up family and her boyfriend had abandoned her. But she had a shot.

Universal pre-K: 21st century boondoggle

Universal pre-K will be very costly and largely ineffective, argues Checker Finn in the Washington Post.

In a time of ballooning deficits, expansion of preschool programs would use large sums on behalf of families that don’t need this subsidy while not providing nearly enough help to the smaller number of children who need it most. It fails to overhaul expensive but woefully ineffectual efforts such as Head Start. And it dumps 5-year-olds, ready or not, into public-school classrooms that today are unable even to make and sustain their own achievement gains, much less to capitalize on any advances these youngsters bring from preschool. (Part of the energy behind universal pre-K is school systems — and teachers unions — maneuvering to expand their own mandates, revenue and membership rolls.)

Florida, Oklahoma and Georgia are offering preschool to all four-year-olds. So far, expanded preschool access hasn’t raised school performance in those states.

“Fewer than 20 percent of 5-year-olds are seriously unready for the cognitive challenges of kindergarten,” Finn estimates. Preschool designed for their needs is intensive and expensive — and unneeded by most kids. 

. . .  while a few tiny, costly programs targeting very poor children have shown some lasting positive effects, the overwhelming majority of studies show that most pre-K programs have little to no educational impact (particularly on middle-class kids) and/or have effects that fade within the first few years of school.

Making pre-K “universal” makes it impossible to replicate the programs that have shown long-term effects.