Preschool Shapes Our Future Leaders

EARLIER this summer, I spoke to some recent graduates, adorned in their bright blue caps and gowns, clutching diplomas tied with blue ribbons. But these pint-sized graduates weren’t going onto college or to new careers – they were headed to kindergarten.

For those bright-eyed 3- and 4-year-olds, preschool is the first step on the path of lifelong learning. The proud parents of the Para los Ni os South El Monte Child Development Center can rest assured that their children will start school ready to learn.

When they walk into kindergarten classrooms this fall, the preschool graduates will have a strong foundation in early reading and math skills. They’ll know how to hold a pencil and how to recognize their shapes and colors. They’ll know how to share, get along with other children and pay attention in class.

However, there is a challenge that we face. New research from the RAND Corporation reveals that not all children are as fortunate in getting the strong, early start that the South El Monte preschoolers had. The report found the quality of preschools in California is mixed.

Whereas RAND found that most preschools are engaging and emotionally supportive, they fall short on features that prepare children for kindergarten, such as the interactions between teachers and children that promote higher-order thinking and language skills. Only 1 in 4 California children is in a preschool program that equals or exceeds a nationally recognized program that has been shown to improve school readiness.

The challenge is even greater for our children who could benefit most – African Americans, Latinos, Asian-Americans, English language learners, children whose parents have less education and those from economically disadvantaged families. They are the least likely to be in high-quality programs. At best, 15 percent are in programs that prepare them for success in K-12.

An earlier RAND study found that those same groups of children are the most likely to start school behind, and stay behind. To close that achievement gap, California must build on successes like the Para los Ni os preschool program.

Research shows that children who attend high-quality pre-K are more likely to perform better on standardized achievement tests in math and reading, graduate from high school and attend college. They are less likely to be held back a grade, placed in special education or become involved in crime. Graduates of effective preschools are also more likely to be employed and earn a higher income, and less likely to need public assistance.

This adds up to substantial benefits for our state. According to a 2007 study by the Economic Policy Institute, a preschool program for the children who need it most would begin to pay for itself within six years by saving government spending on K-12 education, child welfare and the criminal justice system and increasing tax revenues.

Even with the state’s difficult budget outlook, we must remember that educating our young children is a top priority. As a member of the Assembly Education Committee, I am committed to providing our students with the highest quality education possible – starting with preschool.

Recently, I supported two bills in the state Legislature that do that, by creating quality standards and reforming the current state preschool system without spending any new general fund dollars. AB 2759 would consolidate and streamline programs for preschool-age children and SB 1629 would establish a commission to create an Early Learning Quality Improvement system.

This legislative reform package will help lay the groundwork for strategic investments in the future by raising standards now, so that when new funds become available, we have a system that will provide access to high-quality preschool for the kids who need it most.

I am also a part-time community college instructor, and I know that preschool – just like higher education – is an investment in our state’s future. When each child arrives at school prepared to do his or her best, the K-12 education system is better able to serve all students. Those students are also better prepared to go onto college and become members of the skilled work force that is so critical in today’s global economy.

The children of today’s Preschool Class of 2008 are tomorrow’s college students and work force. Increasing access to high-quality preschool means we can fulfill our hopes for a new generation of young people to attend college, succeed and reinvest in our communities and economy.

Assemblyman Mike Eng, D-Monterey Park, represents the 49th Assembly District, which includes the cities of Alhambra, El Monte, Monterey Park, Rosemead, San Gabriel, San Marino and South El Monte.

(c) 2008 San Gabriel Valley Tribune. Provided by ProQuest Information and Learning. All rights Reserved.