(Washington, DC) - Libby Doggett, executive director of Pre-K Now, a Washington, DC-based organization which promotes increased access to high-quality pre-k for all children, released the following statement regarding the Yale University Child Study Center by Walter Gilliam, “Prekindergartners Left Behind: Expulsion Rates in State Prekindergarten Systems.”
"This is an excellent, albeit disturbing report. What this report makes clear is that teachers need more support.
"And I know this because I was once a first grade teacher in one of the poorest neighborhoods of Austin, Texas. I had 24 six year olds, most of whom had never attended school before. Although I was a first-year teacher, I had many advantages: conversational Spanish, my BA degree and teacher certification, and 12 additional hours of child development coursework.
"Yet without a strong, caring principal and the support of a resource teacher, some of my children might have been expelled or placed in someone else's class.
"Teaching our youngest children is hard, demanding work, and on some days it can be grueling. Teaching requires total self control, flexibility and creativity. It takes a lot of energy and quick thinking. And it takes a system that gives teachers support when problems inevitably arise.
"This report tells us that in many states we have failed our teachers. Every time a teacher is so desperate that she asks the principal or director to place a child somewhere else, that teacher knows she has failed—failed herself and that child.
"While this report is a wake-up call for policymakers, advocates, teachers and parents, I want to remind you that high-quality pre-k programs with well trained teachers, comprehensive services for children, monitoring and technical assistance work. Research over the last 35 years has clearly shown us that children who attend high-quality pre-k do better in kindergarten and throughout school, and after graduation are less likely to commit crimes and more likely to attend college, get jobs and pay taxes.
"The debate in this country has moved from 'does pre-k work?' to 'how can we make it work better, and how can we pay for it?'
"This report clearly directs us to systemic improvements. We must assure that the pre-k system is well funded and that programs, teachers, children and families receive the services and supports they need early on when problems are more easily corrected and before children are told, 'you don't belong here.'
"The fact that 5,117 three, four and five year olds are being expelled every year is outrageous. While I know that even a four year old, who on average weighs about 38 pounds and is about 3 ½ feet tall, can act out and try your patience, I also know that with excellent teaching and the right supports nearly every child can be successful.
"Research clearly shows the quality of the program makes a difference in child behavior. High-quality programs support learning as an individual process, provide behaviorally challenged students with alternative means of communication; teach, model and reinforce positive behavior and development; partner with parents; and link children and families with other services when needed.
"The report clearly indicates that in-classroom consultation may help in many cases. Yet as states build public schools, Head Start and community-based organizations into a system, they often don't include the mental health and special education systems that are necessary.
"In most states, pre-k is under-funded. With limited funding in classroom consultation, support and training for teachers and links to outside services are viewed as frills. The per-child spending for a child in K-12 is $9,517. But the per-child spending in pre-k is significantly below that. Only five states provide more than $5000 per child; seven states provide less than $2000 per child.
"While funding is not the only answer, without more funding, pre-k will never be able to hire the most qualified teachers and offer those teachers behavioral consultation and other supports which are clearly needed.
"In conclusion, even funding, hiring qualified teachers and linking programs to other services are not sufficient. This requires leadership. Good programs with strong teachers must be nurtured, valued and built through funding, outside champions and ongoing support."
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