Setting the Course for Sustainable Pre-K Systems: Lessons From Four States

• In Event: Understanding How Organizational Systems Shape Student Equity and Teacher Agency

Abstract

While broad public and political support has led to increased investments and expansion of state PreK programs, little is known about the effectiveness of state organizational structures that oversee and implement early childhood programs. Using data from a qualitative multiple-case study of four State Offices of Early Learning in states with effective PreK programs (Alabama, Michigan, New Jersey, West Virginia), this paper identifies factors that help ensure the sustainability of high quality PreK systems. Findings suggest that PreK systems are more sustainable when they have: authority, reliable funding, political and public support, shared priorities, resolute leadership, and collective capacity across sectors and systems. Findings suggest that while PreK systems are context-specific, some structures and attributes are instrumental to their sustainability.

Authors

• Kaitlin Northey, The University of Vermont

• Katherine Schellie Hodges, Rutgers University