CFED Scorecard

Financial Assets & Income

Outcome Measures

Income Poverty Rate

Asset Poverty Rate

Asset Poverty by Race

Asset Poverty by Gender

Asset Poverty by Family Structure

Liquid Asset Poverty Rate

Liquid Asset Poverty by Race

Liquid Asset Poverty by Gender

Liquid Asset Poverty by Family Structure

Extreme Asset Poverty Rate

Net Worth

Net Worth by Race

Net Worth by Income

Net Worth by Gender

Net Worth by Family Structure

Unbanked Households

Underbanked Households

Consumers with Subprime Credit

Borrowers 90+ Days Overdue

Average Credit Card Debt

Bankruptcy Rate

Policy Priorities

Tax Credits for Working Families

State IDA Program Support

Lifting Asset Limits in Public Benefit Programs

Protections from Predatory Short-Term Loans

Additional Policies

Income Tax Threshold

Tax Burden by Income

Prize-Linked Savings

Paperless Payday

Trend Indicators

Change in Net Worth

Change in Asset Poverty

Change in Liquid Asset Poverty

Businesses & Jobs

Housing & Homeownership

Health Care

Education

CFED Assets & Opportunity Scorecard

Quality of State Pre-K Programs

Definition

States with established state pre-K programs, including funding and quality standards, 2009-2010 school year.

Description

Early childhood development creates a foundation for later school achievement, workforce productivity, responsible citizenship and successful parenting. Pre-K programs prepare children for learning, both in school and later in the workforce, and are vital to a state’s economic prosperity. States should establish and fund high-quality pre-K programs that are accessible to all children.

States are assessed on the following criteria:

  • Does the state have an established state pre-K program? Because federal support for early childhood education programs does not sufficiently cover all children, state supported pre-K programs are critical. State supported pre-K programs create opportunities that prepare young children for school, particularly economically disadvantaged children who are at greater risk of educational failure. State-funded pre-K programs should be offered in a variety of settings, including private for-profit and nonprofit child care centers, Head Start programs, public schools and faith-based centers.
  • Does the state provide sufficient funding for a high-quality state pre-K program? Of the 39 states (including the District of Columbia) with state-supported programs, only 18 provide funding sufficient to run high-quality pre-K programs. State per-child spending should meet the National Institute for Early Education Research’s (NIEER) estimates of the necessary amount to provide high-quality programs.
  • Does the state pre-K program include high-quality standards? States should establish high-quality standards for pre-K programs to ensure children have access to meaningful learning environments. To help children develop socially and mentally, states should set high-quality benchmarks for pre-K programs that are proven to nurture children’s development. NIEER recommends 10 quality benchmarks that are foundational elements of high-quality programs, ranging from teacher training to class size to availability of supportive services. States should adopt these standards in their pre-K policies.

Although early childhood education is not a Policy Priority in the current Scorecard, it was in prior years. The 2009 Resource Guide  and  Policy Brief provide more information on strong Early Childhood Education policies. In 2007 and 2009, CFED also published the following case studies on early childhood education:

Progress in North Carolina (published September 2009)
With significant legislative and gubernatorial support for early childhood education and the institutionalization of community support through local boards, there has historically not been a need to organize a statewide advocacy coalition around early childhood education in North Carolina. However, the recent economic downturn, combined with the transition to a new governor, made it clear the early childhood system would not be immune from budget cuts. Click here to read more.

Oregon’s Ready For School Campaign (published September 2007)
The long-term goal of the Ready for School campaign is for all Oregon children to arrive at kindergarten ready to succeed. Working with the Children’s Institute, an Oregon nonprofit that moves research to action, Ready for School focused on getting the state legislature to fully fund Oregon Head Start Prekindergarten (OPK) as its first action step. OPK, a comprehensive high quality pre-kindergarten program for three- and four-year-olds living in poverty, was producing excellent results, but only reaching 60% of the eligible children. Click here to read more.

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Quality of State Pre-K Programs

StateEstablished
state Pre-K
initiative?
Dollar amount
per child enrolled
in Pre-K ($)
Sufficient state
funding?
Adequately high standards
(7 of 10 standards met)?
Alabama  Yes  $4,544  No  Yes (10) 
Alaska  Yes  $8,500  Yes  Yes (10) 
Arizona  Yes  $1,093  No  No (3) 
Arkansas  Yes  $8,388  Yes  Yes (9) 
California  Yes  $5,571  No  No (4) 
Colorado  Yes  $3,757  No  No (6) 
Connecticut  Yes  $10,441  Yes  No (6) 
Delaware  Yes  $6,795  Yes  Yes (8) 
District of Columbia 1 Yes  $11,457  —  No (6.5) 2
Florida  Yes  $2,514  No  No (3) 
Georgia  Yes  $4,212  No  Yes (9) 
Hawaii  No  —  —  — 
Idaho  No  —  —  — 
Illinois  Yes  $3,371  No  Yes (9) 
Indiana  No  —  —  — 
Iowa  Yes  $3,749  No  Yes (7.7) 
Kansas  Yes  $2,490  No  Yes (7.2) 
Kentucky  Yes  $6,290  Yes  Yes (9) 
Louisiana  Yes  $4,804  No  Yes (8.9) 
Maine  Yes  $3,835  Yes  No (6) 
Maryland  Yes  $9,645  Yes  Yes (9) 
Massachusetts  Yes  $3,895  No  No (6) 
Michigan  Yes  $4,405  No  Yes (7) 
Minnesota  Yes  $7,301  Yes  Yes (9) 
Mississippi  No  —  —  — 
Missouri  Yes  $3,051  No  Yes (9) 
Montana  No  —  —  — 
Nebraska  Yes  $2,070  No  No (6) 
Nevada  Yes  $2,710  No  Yes (7) 
New Hampshire  No  —  —  — 
New Jersey  Yes  $11,578  Yes  Yes (8.8) 
New Mexico  Yes  $3,412  No  Yes (8) 
New York  Yes  $3,503  No  No (6) 
North Carolina  Yes  $7,824  Yes  Yes (10) 
North Dakota  No  —  —  — 
Ohio  Yes  $3,902  No  No (2) 
Oklahoma  Yes  $7,853  Yes  Yes (9) 
Oregon  Yes  $8,435  Yes  Yes (8) 
Pennsylvania  Yes  $5,924  No  No (5.3) 
Rhode Island  Yes  $9,127  Yes  Yes (10) 
South Carolina  Yes  $3,244  No  No (6.2) 
South Dakota  No  —  —  — 
Tennessee  Yes  $5,688  No  Yes (9) 
Texas  Yes  $3,686  No  No (4) 
Utah  No  —  —  — 
Vermont  Yes  $3,980  Yes  No (4) 
Virginia  Yes  $6,288  No  Yes (7) 
Washington  Yes  $6,817  Yes  Yes (9) 
West Virginia  Yes  $9,413  Yes  Yes (8) 
Wisconsin  Yes  $5,038  Yes  No (5.1) 
Wyoming  No  —  —  — 

Source

Barnett, W. Steven, et al. The State of Preschool: 2010. New Brunswick, NJ: National Institute for Early Education Research, 2010.

"—" Indicates that no data is available.

Footnotes

1. Due to the differences between city-level and statewide programs, the District of Columbia's preschool initiatives cannot be directly compared to state programs.

2. The District of Columbia has two preschool programs: one meets 8 quality benchmarks, and one meets 5 quality benchmarks.

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