Following a national trend of opening public schools to children younger than 5, New York’s newmayor, Bill de Blasio, plans to provide universal access to all-day pre-kindergarten, funded by an income tax on the wealthiest New Yorkers.
Expanding pre-K services to all eligible 4-year-olds in the city—perhaps as many as 50,000 kids—would cost an estimated $340 million, both to enroll new students and to expand half-day programs. Back in the late 1990s, New York state led the country in boosting public pre-K with a law mandating universal access, but since then districts have failed to fully fund this measure, and New York City’s school system falls far short. De Blasio proposes to fund his program with a “rich tax” that would bring in roughly $530 million. The balance of the money would be invested in afterschool programs for middle-schoolers.
The program is a popular one across party lines. Reams of research show that investing in preschool for all children can dramatically shrink “achievement gaps” across racial and economic lines. And it may also pay fiscal dividends: According to the progressive think tank Economic Policy Institute, “High-quality pre-kindergarten benefits government budgets by saving government spending on K-12 education, child welfare, and the criminal justice system, and by increasing tax revenues.” Even conservatives, generally skeptical about anti-poverty programs, can at least value the idea of pre-K as a welfare supplement to alleviate the childcare burdens of parents who might otherwise be working more hours. And community groups, teachers and unions have championed De Blasio’s initiative, focusing on the promise of much-needed resources to serve more pre-school students with more comprehensive programs.
While advocates generally see universal pre-K in New York as a potential boon for the early-childhood education field—one of the few public-education sectors that’s actually expanding nationwide in a time of severe budget cuts—some are concerned about whether the plan will meet the needs of both educators and students in struggling public schools. Read the rest of this entry →