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Overview Brief: Ohio Preliminary Results from Telelephone Survey

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Abstract

State-funded Pre-K programs represent the most rapidly expanding segment of the U.S. educational system. Debate exists about whether the expansion of state-funded universal Pre-K will positively or negatively affect the supply and quality of child care for low-income working families. The debate stems from whether Pre-K expansion will contribute to (or detract from) the already available early child care and education resources within communities. Some stakeholders believe Pre-K programs have the potential to positively affect local early education programs and organizations (e.g., child care centers, family child care homes, Head Start, or faith-based providers) by adding funds, elevating standards, and/or introducing more stringent monitoring. On the contrary, others caution that Pre-K programs may have unintentional negative effects, such as siphoning highly qualified teachers away from local organizations. Another concern is that Pre-K programs will result in the preschool-age population being separated from infants/todders and school age children. Still, others argue that low-income working families may not be able to take advantage of Pre-K expansion efforts if such services are not offered via a mixed-delivery system that include collaborative partnerships with local child care centers. Ohio’s Pre-K Programs There were two state-funded Pre-K programs i

Year: 2009
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