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Improving Early Learning: State Legislative Actions in 2018.

Adrienne Fischer¹

¹National Conference of State Legislatures, Washington, D.C.

NCSL Legisbrief

|October 9, 2018

Summary

This summary is machine-generated.

State spending on preschool programs has significantly increased, yet children from low-income families remain less prepared for school. This highlights a persistent gap in early childhood education equity.

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Area of Science:

Early Childhood Education
Socioeconomic Disparities
Public Policy

Background:

Annual state spending on preschool programs has risen substantially from $2.4 billion in 2002 to $7.6 billion.
Approximately 19% of the nearly 20 million children under age 5 in the U.S. face poverty.
Significant disparities exist in school readiness based on socioeconomic status.

Purpose of the Study:

To examine the trends in state preschool spending.
To assess the impact of poverty on early childhood development and school readiness.
To identify the gap in school readiness between children from low-income and higher-income families.

Main Methods:

Analysis of state spending data on preschool education.
Examination of national child population statistics, focusing on poverty rates.
Comparison of school readiness data across different income groups.

Main Results:

Preschool spending has seen a threefold increase since 2002.
A substantial portion of young children live in poverty, impacting their developmental trajectory.
Children from low-income families exhibit lower school readiness rates (48%) compared to their peers from moderate to high-income families (75%).

Conclusions:

Despite increased investment, significant inequities in early childhood education persist.
Poverty remains a critical factor influencing school readiness.
Targeted interventions and policies are needed to close the readiness gap for disadvantaged children.