Recent findings in brain research confirm the vital importance of neurological
growth in a child's early years. Early learning offerings should take advantage
of this natural growth period. The High/Scope Perry Preschool longitudinal
studies provide solid evidence of the long-term benefits of high-quality early
learning experiences, including improved academic performance, decreased need for
special school services, higher levels of education completed, higher incomes,
greater civic involvement, and a fifty percent reduction in crime. A system that
makes learning opportunities available for all early learners will pay dividends
to both individuals and society.
Expanding access
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In 1987, the Oregon legislature established the Head Start Pre-Kindergarten
program with the goal of providing comprehensive services to 3- and 4-year-olds
from low-income families. Currently given oversight by the Department of
Education, the program offers half-day classes and comprehensive services to
all Oregon 3- and 4-year-olds from families at or below the poverty level.
All providers must follow federal Head Start performance standards.
(ORS 329.165-329.175,
www.leg.state.or.us/ors/329.html
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Student participation in pre-kindergarten programs is not compulsory nor
are districts required to provide pre-kindergarten programs.
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In 2001-2002, 9,742 of 15,707 eligible children participated in Head
Start, including 3,698 four-year-olds - or 6% of 4-year-olds in the
state. In 2002-03, 9,742 of 15,952 eligible children participated in
Head Start, including 3,848 4-year-olds - or 6% of 4-year-olds in the
state. According to Oregon's 2002-03 Report Card, over 40% of eligible
children do not yet have access to the program and grantees report
long waiting lists of eligible children.
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According to Oregon statute, when the federal Head Start program
provides funding for eligible children at or greater than the 1990-1991
per-child level, eligibility for the state funded pre-kindergarten
program will be expanded to include programs for children whose
family income exceeds the federal Head Start limits (ORS 329.185).
Supporting reliable quality criteria
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The Superintendent of Public Instruction is required to report to the
legislature on some demographic indicators of the state-funded pre-kindergarten
program (ORS 329.200).
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H.B. 3659, signed into law in 2001, directs the Commission on Children and
Families, the Department of Education and the Department of Human Services to
jointly establish policies for a voluntary statewide early childhood system
and specifies that these agencies develop a plan for sharing and linking data
to implement a common data system for early childhood programs.
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The Oregon Educational Act for the 21st Century requires state agencies that
administer education programs and other programs that provide services for
children and families to evaluate the effectiveness of each program as related
to the principles stated in ORS 329.025 and 417.305; to articulate ways in
which the program is an effective component of agency and state priorities,
goals and strategies, such as those developed by the Oregon Progress Board,
or of relevant research and professional standards; to utilize the information
generated by applicable state advisory groups and by the local planning
process administered by the State Commission on Children and Families in the
program assessment of needs and decisions as to service delivery in a given
community; and to identify barriers to improving program capability to serve
the needs of young children and related recommendations (329.155).
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Oregon adheres to the federal Head Start pre-kindergarten program performance
standards, but does not appear to have statewide pre-K curriculum standards or
program evaluations. Individual programs perform evaluations but there are no
comprehensive comparisons. The following Oregon quality standards meet or
exceed the National Institute for Early Education Research quality benchmarks:
vision, hearing and health screening/referrals are required; the maximum class
size for three-year-olds is 17 and the maximum class size for four-year-olds
is 20; the maximum staff-child ratio for three-year-olds is 2:17 and the
maximum staff-child ratio for four-year-olds is 1:10; breakfast, lunch and a
snack are required meals; and Family Support Services is required to make at
least two home visits per year for center-based programs (for programs using
a combination model, eight home visits are required annually).
Securing adequate funding
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State Head Start spending per enrolled child is approximately $7,463. State
spending per 3-year-old is approximately $184; state spending per 4-year-old
is approximately $427. In 2002, funding for the 2001-2003 biennium was cut
from $58.5 million to $55.2 million. Further cuts for the 2003-2005 biennium,
to a budget of $52.5 million, have reduced both services and the number of
children being served throughout the state. Local matching dollars are not
required by the legislature.
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S.B. 976, which died in 1999, proposed required funding for 15% of
children from birth to three years of age and specified that funding
would increase each biennium to provide for an additional 10% of
eligible children. Funding would be capped once the program was funded
for eligible children, and moneys would be appropriated from the
General Fund to the Department of Education for early childhood
education programs for children from birth to three years of age.
Professionalizing teachers
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A Bachelor of Arts degree and an Early Childhood certificate/specialization
are required for all public programs. An Associate of Arts in Early Childhood
Education is required for teachers in non-public schools. Assistant teacher
degrees are not required. Teacher in-service requirements are not reported,
but each program allocates 2.5% of budget allocations to professional
development of staff.
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Oregon does not include the number of early learning teachers with
such credentials in its annual State Report Card.
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