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Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19. REL 2021-070

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Title: Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19. REL 2021-070
Language: English
Authors: Waterman Irwin, Clare, Gallo, Audrey, National Center for Education Evaluation and Regional Assistance (ED), Regional Educational Laboratory Northeast & Islands (ED), Education Development Center, Inc. (EDC)
Source: Regional Educational Laboratory Northeast & Islands. 2021.
Availability: Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Contract Number: EDIES17C0008
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Equal Education, Validated Programs, Access to Education, Educational Quality, School Choice, Poverty Areas, Public Schools, Private Schools, Rural Areas, School Districts, School Schedules, Enrollment, Preschool Teachers, Accreditation (Institutions), Preschool Curriculum, Population Distribution
Geographic Terms: Vermont
Abstract: In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their children at no cost in any approved preK program across the state regardless of location. In efforts to better understand program availability, program quality, and characteristics related to family choice among universal preK programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The study found that in 2018/19 fewer than 50 percent of programs were at preK capacity and that a higher percentage of private programs than of public school programs and a higher percentage of programs in high-poverty local education agencies than of programs in low-poverty local education agencies were at preK capacity. These findings raise questions about the availability of preK programs in high-poverty areas. The study also found that program quality is similar across local education agencies with different population sizes and poverty rates, suggesting that Act 166 allows for an equitable preK system in terms of program quality for families in rural and low-income areas of the state. The findings also suggest that continuing to allow families to access preK in locations other than their local education agency of residence might maximize preK availability for families in local education agencies with few--sometimes only one--preK programs. Private programs reported being open for more hours per day and for more weeks per year than public school programs were, which might reduce the need for transitions throughout the day and year for children in private programs who need additional child care beyond the 10 hours per week funded by the state. [For the appendixes, see ED610704; for the study snapshot, see ED610706.]
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4654
Entry Date: 2021
Accession Number: ED610702
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Waterman+Irwin%2C+Clare%22">Waterman Irwin, Clare</searchLink><br /><searchLink fieldCode="AR" term="%22Gallo%2C+Audrey%22">Gallo, Audrey</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28ED%29%22">National Center for Education Evaluation and Regional Assistance (ED)</searchLink><br /><searchLink fieldCode="AR" term="%22Regional+Educational+Laboratory+Northeast+%26+Islands+%28ED%29%22">Regional Educational Laboratory Northeast & Islands (ED)</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Development+Center%2C+Inc%2E+%28EDC%29%22">Education Development Center, Inc. (EDC)</searchLink>
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  Data: Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
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  Data: <searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their children at no cost in any approved preK program across the state regardless of location. In efforts to better understand program availability, program quality, and characteristics related to family choice among universal preK programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The study found that in 2018/19 fewer than 50 percent of programs were at preK capacity and that a higher percentage of private programs than of public school programs and a higher percentage of programs in high-poverty local education agencies than of programs in low-poverty local education agencies were at preK capacity. These findings raise questions about the availability of preK programs in high-poverty areas. The study also found that program quality is similar across local education agencies with different population sizes and poverty rates, suggesting that Act 166 allows for an equitable preK system in terms of program quality for families in rural and low-income areas of the state. The findings also suggest that continuing to allow families to access preK in locations other than their local education agency of residence might maximize preK availability for families in local education agencies with few--sometimes only one--preK programs. Private programs reported being open for more hours per day and for more weeks per year than public school programs were, which might reduce the need for transitions throughout the day and year for children in private programs who need additional child care beyond the 10 hours per week funded by the state. [For the appendixes, see ED610704; for the study snapshot, see ED610706.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Validated Programs
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: School Choice
        Type: general
      – SubjectFull: Poverty Areas
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: School Schedules
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      – SubjectFull: Enrollment
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Accreditation (Institutions)
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      – SubjectFull: Preschool Curriculum
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      – SubjectFull: Population Distribution
        Type: general
      – SubjectFull: Vermont
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