Early Childhood Education: Federal Policy Issues

Publication Date: February 2004

Publisher: Library of Congress. Congressional Research Service

Author(s):

Research Area: Education

Type:

Abstract:

Between 1990 and 2001, the percentage of 3 to 5 year olds in the United States enrolled in some kind of preprimary (center-based or kindergarten) education increased from 59% to 64%. At the same time, data indicate that some children need more assistance to be ready to learn effectively when they enter kindergarten, and that many school-age children are having difficulty becoming proficient readers.

Research on the effects of quality early childhood education and care programs indicates positive short-term effects in terms of cognitive functioning, school readiness, and social behavior; and also supports positive long-term effects for children from "model" early intervention. Long-term results from more "typical" programs, such as Head Start, are less conclusive.

Most researchers have found high-quality early childhood programs to have several factors in common: low teacher-child ratios, well-trained and well-paid teachers, and low staff turnover rates.

The principal federal programs presently providing funding for early childhood education and care are: Head Start; Title I, Part A of the Elementary and Secondary Education Act (ESEA); the William F. Goodling Even Start Family Literacy Programs; the Individuals with Disabilities Education Act; the Early Reading First Program, the Child Care and Development Block Grant; the Social Services Block Grant; and the Early Learning Fund.

Congress is considering what role is appropriate for the federal government in providing and setting standards for early childhood education and care, and how to best enhance the supply of quality early childhood education and care. At the same time, issues have been raised about what form federal aid for early childhood education and care should take, how to coordinate new federal initiatives with existing federal programs, and how to avoid supplanting or discouraging state initiatives for early childhood education and care. This report will be updated periodically.