 |
 |
|
State Profiles
New York
In 1997, legislation passed that laid out a plan to offer voluntary pre-k through the state's 680 school districts, placing New York at the forefront of the pre-k-for-all movement. Structured to phase in over a four-year period through annual increases beginning in 1998, the program continued to grow throughout the late '90s. By 2001, New York offered pre-k to more than 60,000 children, and Education Week declared New York's pre-k program a national model.
The 2001 legislative session should have resulted in a significant budget increase for pre-k, but legislators approved only flat funding. After the tragedy of 9/11, funding stalled, largely because of the financial demands of recovery. However, in the interim political battles festered, and they continued to be a factor in New York's chronic flat pre-k funding. As of 2008, the program reached only about thirty-nine percent of the state's four year olds, primarily serving children from low-income families, though all districts are eligible.
In the absence of full funding for pre-k, advocates have worked diligently to inform public and policymaker opinion, positioning pre-k within the larger education system - pre-k through high school - as a grade like any other.
Key Milestones
| 1997 |
|
Legislation passes creating a part-day universal pre-k (UPK) program for four year olds as part of a larger education reform package. The legislation seeks access for all four year olds and is fairly unique in mandating that at least 10 percent of the capacity be in non-public school settings through contracts with the local school districts. The legislation sets a time frame for growing the program as well as strategies for local planning and for phasing in a requirement for a certified teacher in every classroom. |
| |
|
|
| 1998-99 |
|
Pre-k program kicks off to rave reviews. In the first year of implementation about 18,000 children are enrolled in 65 school districts at a cost of $67 million. A substantial percentage of the children are served in non-school settings including childcare centers, Head Start programs, preschool special education, and private and parochial schools. |
| |
|
|
| 2000-04 |
|
Pre-k program continues to grow, reaching about 60,000 children in 201 school districts and $200 million dollars, with nearly 60 percent of the children served in non-school settings. The diverse delivery system is a great strength of the program, serving families well and providing access to full-day and year-round programs. This approach enhances the relationship between schools and the community-based settings, smoothing the transition to kindergarten. |
| |
|
|
| 2005 |
|
The New York State Board of Regents, the state's highest education policymaking body, moves toward a finalized early education policy statement, Early Education for Student Achievement in a Global Community, which recommends pre-k for all of New York's three and four year olds.
The New York Board of Regents proposes an increase of $99 million for pre-k, the first recommended increase since FY01-02. Only the legislature can implement such recommendations and, thus, advocates continue to educate New York policymakers about their eight-year-old promise to make pre-k available to all who choose it.
At the urging of superintendents from community school districts, the New York City Board of Education allocates $6 million to open 1,000 new, full-day pre-k spaces. In October, Mayor Michael Bloomberg calls for a doubling, over the next four years, of the number of children served in pre-k. |
| |
|
|
| 2006 |
|
The General Assembly proposes and approves a 2006-07 state budget that includes a $50 million increase in funding for the Universal Prekindergarten program. Although Governor George Pataki had not proposed additional pre-k funding, he signs the budget bill in April. It is the first time in five years that the state's pre-k programs have received an increase in funding.
In November, New Yorkers elect a new governor, Eliot Spitzer, who campaigned on the promise of smaller class size, safer schools and pre-k for all. |
| |
|
|
| 2007 |
|
Governor Spitzer’s first budget proposal, released in January, calls for an increase of $99 million for Universal Pre-kindergarten (UPK), bringing total funding to $395 million in 2007-08.
The legislature exceeded his proposal increasing funding to $450 million. The new program could serve as many as 44,000 additional children. |
| |
|
|
| 2008 |
|
Because of implementation struggles caused by limited flexibility in offering full day services, estimated spending for UPK during the 2007-2008 school year amounts to only $354 million. Despite difficulties expending the new pre-k funding, before resigning in March, Governor Spitzer proposes to increase the Universal Pre-kindergarten (UPK) program by $6.3 million to $452.3 million. Faced with new budget constraints, and implementation struggles, the legislature appropriates an increase of only $4.8 million, making the total UPK budget $450.8 million. |
Pre-K Champions
Pre-k for all started out as the dream of Assemblyman Sheldon Silver, Speaker of the state assembly. He has been unwavering in his support. As time has passed, broad commitment and support for pre-k has increased on every front.
As part of a multi-year strategy, The Schuyler Center for Analysis and Advocacy (SCAA) and Child Care, Inc. launched Winning Beginning NY, a statewide campaign to inform policymakers and the public about the many benefits of early education to children, families, and society.
Next Steps for New York
The focus of Winning Beginning is to:
- Continue to expand the program and to secure its inclusion within the state's education funding formulas.
- Call for a true commitment to a pre-k-12 education framework, with the understanding that early education spans ages three to eight.
- Collaborate with unlikely and unusual messengers such as Fight Crime: Invest in Kids and Docs for Tots.
- Advocate for changes to the UPK program, so funding can be used for full-day programs, transportation, or to serve three year olds.
- Strengthen relationships with the larger education community.
|
|
|
|
|
|
|
"Redefining ESEA" Webinar
Looking for resources from our Webinar, "Redefining ESEA: The Critical Role of Pre-K and the Early Grades in School Reform Efforts”?
Access our PowerPoint presentation from the March 17 call here.
|
|
Recovery Round-up
You've got questions? We've got answers -- and when it comes to pre-k and the American Recovery and Reinvestment Act, we've got lots of them. Courtesy of Pre-K Now's federal team, here is our great collection of resources to help you navigate and apply ARRA funding.
|
|
Meeting the Challenge of Rural Pre-K
Families everywhere struggle to find high-quality pre-k programs for their children, but the problem is even more acute in rural areas. Pre-K Now has come out with recommendations for federal policymakers to help states meet the unique challenges of rural pre-k.
|
|
Find High-Quality Pre-K
With Our Checklist
Quality is key to unlocking pre-k's many benefits. Learn what to ask about and look for when choosing a pre-k program for your child.
|
|
Tour a Pre-K Classroom
Through our virtual classroom tour and our short video following real children through their pre-k year, we will help you recognize high quality, understand why it makes a difference, and show you how children benefit.
|
|
|
|
Print this page
Email this Page
Recovery Round-Up
