Financing Child Care in the United States - Ewing Marion Kauffman ...

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ALLOCATING PUBLIC REVENUES EDUCATION HOW FUNDS DISTRIBUTED ECPA is distributed to local school districts. The aid formula is based on a modified K–12 enrollment and poverty level. POPULATION SERVED Children 3 to 5 years old who are residing in specific school districts may be served. In 1998–99, there were 44,186 children ages 3 to 5 years old enrolled in ECPA districts — 8,305 children enrolled in full–day kindergarten and 35,881 children enrolled in preschool. The Abbott Districts include about 25 percent of the state’s children. Taken together, all ECPA districts account for about 40 percent of the state’s children. STRATEGIC CONSIDERATIONS • Preschool education is a legitimate aspect of educational equity. Higher income families are two to three times more likely to enroll their children in preschool programs than are lower income families. Research evidence demonstrates both effectiveness and benefits that far outweigh costs, especially for disadvantaged children who attend quality preschool. • The Abbott v. Burke lawsuit has provided an opportunity to improve the quality of preschool programs for 3– and 4–year–olds and increase access. However, litigation as a strategy has limitations, especially when a lawsuit has continued for several decades under highly adversarial conditions. In such a climate, trust can be hard to establish. In its latest ruling, the New Jersey Supreme Court said: “It is our hope that the adversarial relationships between the parties will give way to a cooperative effort focused on the provision of high–quality preschool programs for children in the Abbott districts. The children deserve no less.” • Other organizations that are not part of the lawsuit have played useful roles to help successful implementation. For example, the Association of Urban Superintendents of the New Jersey Association of School Administrators meets regularly with Department of Education staff to share information, and the Governor’s Task Force on Early Childhood Education developed detailed expectations for quality programs. • The state Supreme Court required Abbott Districts to design programs based on the “particularized needs of children.” To help districts respond, philanthropy in New Jersey provided partial financial support to a university policy center to conduct needs assessments in 22 of the 30 Abbott Districts. The districts also contributed to the cost of these services. The assessment focused on the access to preschool services that 3–, 4– and 5–year–old children currently had, the needs of children, resources available in families and the community and the quality of community–based early childhood programs, including present teacher qualification levels. These districts were provided with an essential baseline of information. • Before attempting to deliver preschool services through collaboration between school districts and community–based organizations, considerable attention and effort must be directed toward building the constituency for expansion and innovation, both among community–based organizations and among school districts. One approach to building the constituency across sectors is the Early Education Coalition, which brings together dozens of stakeholder organizations, including New Jersey Association of Child Care Resource and Referral Agencies, New Jersey Association for the Education of Young Children, New Jersey Head Start Association, the New Jersey Education Association, the state Principals and Supervisors Association and the Association of Early Childhood Teacher Educators. Philanthropy helped to support this coalition by providing some funding to the state–wide child advocacy organization, Association for Children of New Jersey, which convened it. • To access new resources, community–based early childhood programs have to admit that there is room for improvement. This is often a challenge. Arguing that a program is already providing a quality preschool education undermines the rationale for investing in improving quality. • Advocates believe that ECPA funds are not sufficiently well–directed toward quality programs, although reinstatement of the Preschool–Grade 3 teaching certificate is regarded as a positive move. The Department of Education has not yet promulgated quality program standards applicable to all ECPA districts and continues to permit class sizes of 25 children with only one teacher. • Differing requirements for Abbott and non–Abbott districts such as teacher qualifications, class size and community collaboration in preschool operations have created unnecessary confusion, which has made implementation more difficult. OTHER SITES WITH SIMILAR STRATEGIES Many states have at least one ongoing lawsuit on school finance equity. (For information on these, see the Information Clearinghouse website maintained by the Education Commission of the States: www.ecs.org.) Some of these may have the potential to include preschool. For example, in February 1999, in a North Carolina lawsuit on the constitutionality of the state’s funding of education, a Superior Court trial judge ruled that disadvantaged children have a constitutional right to preschool education. 1 87
CONTACTS For information about preschool programs in New Jersey: Margretta Reid Fairweather Assistant Commissioner for Early Childhood Education Department of Education P.O. Box 500 Trenton, NJ 08625 Phone (609) 777 2074 Fax (609) 341 2763 Web http://www.state.nj.us/njded/genfo/toc.htm For information about the Abbott decisions and their impact: Cecilia Zalkind Association for Children of New Jersey 35 Halsey Street Newark, NJ 07102 Phone (973) 643 3876 Fax (973) 643 9153 E–mail CZalkind@ACNJ.org Web www.ACNJ.org David Sciarra Education Law Center 155 Washington Street, Suite 205 Newark, New Jersey 07102 Phone (973) 624 1815 Fax (973) 624 7339 Web www.edlawcenter.org Steven Barnett Center for Early Education Graduate School of Education, Rutgers University P. O. Box 5050 New Brunswick, NJ 08903 Phone (732) 932 7496 Ext. 235 Fax (732) 932 1957 E–mail wbarnet@rci.rutgers.edu PREKINDERGARTEN PROGRAM (TEXAS) DESCRIPTION Texas established a categorical, part–day, school–year prekindergarten program targeted for at–risk 4–year–olds and is the only state that requires school districts to provide a prekindergarten program if at least 15 eligible children reside in the district. WHEN ESTABLISHED Texas established its prekindergarten program as part of an education reform package recommended to the legislature by the Select Committee on Public Education, appointed by the governor in 1983. House Bill 72, considered in a special legislative session called by the governor, was passed and signed into law in July 1984, and the program was implemented in the 1985–86 school year. ANNUAL AMOUNT In the 1998–99 school year, state education funds for prekindergarten totaled $171.9 million, supporting 925 districts serving 138,429 children. For the 1998–99 school year, per pupil aid was $2,485. State aid per prekindergartener is set at half this amount, or $1,242.50. Recent legislation appropriated $200 million for two years to fund the optional expansion of the prekindergarten program from a half–day to a full–day program. Priority for the funding is given to districts in which the third–grade achievement scores fall below average. SERVICES FUNDED House Bill 72 authorizes any school district to provide prekindergarten classes, but requires school districts that have more than 15 educationally disadvantaged 4–year–olds within the district to provide a program. The definition of “educational disadvantage” applies to children whose families are low–income, unable to speak English or homeless. The prekindergarten program can be operated only by school districts and within public school facilities, although subcontracting is permitted and coordination with other early childhood programs such as Head Start is encouraged. Prekindergarten programs must meet at least three hours a day for the full school year and be taught by a certified teacher. HOW FUNDS DISTRIBUTED FOOTNOTE 1 Simmons, Tim (February 13, 1999). “Judge: Poor Have Right to Preschool.” Raleigh, NC: The News & Observer. (Pages 1B, 5B). For the first three years, a fixed allocation for prekindergarten was a line item in the state education budget. The funds were distributed among participating districts based on a funding formula that favored poorer districts. The original law required that a local district provide a cash match of up to one–third of the cost of the prekindergarten program. 88
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FINANCING CHILD CARE IN THE UNITED
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FINANCING CHILD CARE IN THE UNITED
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ABOUT THE GRANTEE PHILADELPHIA CITI
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HOW TO USE THIS CATALOG This catalo
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DIFFERENT EXPECTATIONS The expectat
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LEVERAGING Matching and leveraging
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TAXES Income taxes are the major so
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EMPLOYER INCOME TAXES Twenty-five s
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LOCAL PROPERTY TAXES CHILDREN’S S
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GENERATING PUBLIC REVENUE LOCAL PRO
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GENERATING PUBLIC REVENUE SALES AND
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TAX CREDITS, DEDUCTIONS AND EXEMPTI
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LOOKING TO THE FUTURE TAX POLICY Th
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LOOKING TO THE FUTURE THE HOME MORT
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APPENDIX 174
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WHAT YOU OWN Property taxes on real
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INDEX 178
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Child Care Scholarship Fund of the
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lotteries and gaming, 14 Neighborho
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Area, Kansas and Missouri), 133—1
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income tax provisions for child car
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