Report: The State of Preschool 2008: State Preschool Yearbook

APPENDIX A: STATE SURVEY DATA 2007-2008 (continued)
ALABAMA – Alabama Pre-Kindergarten Program 2007-2008
1 During 2007-2008 a pre-K task force was created by the Governor’s Office to provide oversight and make policy decisions for the Office of School Readiness.
2 Local programs can make some decisions within the parameters of the Office of School Readiness Operating Guidelines.
3 Though 187 children are labeled as special needs, it is unclear how many of them received special needs services.
4 State pre-K funds are blended with IDEA funds.
5 Private child care centers may offer this service but are not required to do so. It is a local decision between providers and families.
6 Developmental screenings were recommended but not required.
7 While accreditation is not required, it is strongly encouraged.
8 Funding sources listed were believed to be used but the exact contributions are unknown as programs are not asked for this information.
9 Each fully funded program (n=84) was required to provide a 50 percent match of their grant award amount, which varies from program to program. Sources from which the
local match was pulled by each program is unknown.
10 The local match is 50 percent of the individual site grant award amount. Individual grant award amounts vary based on factors such as teacher credentials, accreditation,
whether the site offered teacher benefits, and program assessment scores.
ARIZONA – Early Childhood Block Grant (ECBG) – Prekindergarten Component 2007-2008
1 Money is available to all public entities (public schools/charter schools) based on their previous year K–3 free lunch eligibility count as reported in the state accountability
database. ECBG is allocated through a funding formula to each district.
2 Allocations are available to all qualifying schools. Those with extremely small allocations may choose not to apply for their available funds. All remaining funds are
re-allocated midyear to qualifying schools at their request.
3 Arizona’s ECBG is not child-specific money; funds may be blended (a local decision) with IDEA, Head Start, or district maintenance and operation funds to serve
preschoolers with special education needs.
4 Most ECBG programs operate for 4 hours per day, 3-5 days per week. Number of hours is locally determined with a minimum recommended operation of 12 hours per
week.
5 Some schools offer extended-day or wrap-around services, usually funded through other sources although the number is unknown.
6 School districts can choose to allow children younger than age 5 to enter kindergarten, as long as they are 5 by January 1. This is a local decision and most childrenare5
prior to kindergarten entry.
7 Children must be eligible for free or reduced-price lunch in order to be enrolled.
8 State licensing requires meals be served, depending on the length of program and time of day.
9 State policy does not apply at the pre-K level.
10 None are required in statute. However, most programs follow school schedules and meet with parents quarterly.
11 Other specific standards that are required include health and safety, math, science, social studies, and fine arts.
12 As of July 1, 2009, all state-funded pre-K teachers must hold an early childhood certification or endorsement, which requires a bachelor’s degree. Since 2005, most
programs have hired new staff that have or are eligible for the EC certification or endorsement. The Arizona Department of Education is working closely with the state’s
community colleges and universities to offer scholarships and on-site classes to allow current teachers to attain their degree and meet this requirement.
13 Assistant teachers who work in Title I schools are required by NCLB to have an AA degree.
14 Other supports include numerous professional development opportunities on a wide variety of topics pertinent to pre-K educators, as well as mentoring during monitoring
visits.
15 Local funds support ECBG and vary by school or program.
16 This formula is based on previous year data of the number of K–3 children eligible for free lunch.
17 State law requires that all parents are given a choice from a list of interested and eligible programs, either private or federal.
18 Programs receiving ECBG money are required to be accredited.
19 State child care subsidy can be used for non-ECBG program hours only.
20 The evaluation was completed in July 2008 after a three-year time period. It included the review of financial accounting practices, distribution of grant monies,
expenditures, and the department’s monitoring of preschool providers.
21 An assessment is conducted in kindergarten, but the type is locally determined.
ARKANSAS – Arkansas Better Chance (ABC)/Arkansas Better Chance for School Success (ABCSS) 2007-2008
1 The state Department of Education receives the funding and contracts with the Division of Child Care and Early Childhood Education to administer the pre-K program.
2 School districts classified as being in academic distress, appearing on the school improvement list, or where more than 75 percent of fourth graders score below proficient
on benchmark exams are required to establish an ABC/ABCSS pre-K program.
3 The only data available is the total number of 3- and 4-year-old ABC children receiving special education services.
4 Special education receives a separate appropriation to serve children in addition to the funding flowing to state pre-K. Services provided by the separate appropriation
include: follow-up assessments, speech therapy, occupational therapy, and salaries for behavioral specialists who work with preschool teachers on social-emotional needs.
5 Wrap-around/extended-day services are supported through federal child care subsidy and/or private funds.
6 Children with special needs may apply for age waivers.
7 Foster children, children in other custody, military families, and families with substance abuse are all income-exempt. Other risk factors only count with birth–5 programs
under the original ABC program. All other children must meet the income requirements.
8 There must be one BA/BS lead teacher for every three classrooms. The lead teacher must have a degree in early childhood education, child development or equivalent with
a P–4 license. The other two teachers must have minimum of an AA/AS degree in early childhood education or child development.
9 Assistant teachers may substitute an associate degree in early childhood or child development for CDA.
10 An additional $15,877,743 of state and local funds were allocated to a home-visiting program option and is not included in these totals.
11 Funding is based on a cost quality model, which was developed by an early education taskforce and has been adjusted for inflation annually.
12 There is a QRIS currently in development.
13 Structured observations of classroom quality use the Environment Rating Scales.
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