A statewide universal preschool program
appears ready for passage. However, the precise shape the program
will take remains unarticulated. Those most effusive in their
praise for “Preschool for All” have remained mum when
asked to expand on the narrow campaign rhetoric that has thus far
served as the sole information the administration has been willing
to provide the people of Illinois. Gov. Rod Blagojevich has proclaimed,
“We know preschool works.” However, the Illinois Early
Learning Project, funded by the State Board of Education, is
unwilling to be so bold. The sole source referenced by the
project’s Web site is the American
School Board Journal article “Is
Early Childhood Education Working? It Depends What Study You
Read.” The two-page article simply states that when it comes
to what works in early childhood education, the jury is still out. State-sponsored (as well as universal)
preschool programs share a checkered past. Nearly every approach to
early-childhood education has, at some point, experienced serious
and unforeseen setbacks. Positive results simply have not followed
from static expectations. Illinois, however, need not follow this
pattern. A dynamic and visionary approach is available to our
elected officials. Illinois can either underinvest in a
heavy-handed, suspect endeavor, or we can invest in families and
markets. If preschool is going to truly be “Preschool for
All,” it must be for all children, all families, all
communities, and all educators — public and private. The governor has thrust upon the General
Assembly a nearly unbeatable, albeit extremely ambiguous, proposal.
The proposed legislation’s lack of specificity, however, can
be made into its strength. The legislation, in its current form,
does not preclude a cooperative, cross-community approach to
early-childhood education. Now the opportunity remains for the
Legislature — and not the governor — to craft a
flexible, responsive preschool program. Florida grappled with the dilemma now faced
by Illinois. The state government answered the call for state-sponsored, and
eventually universal, preschool. Equally unavailable in Florida,
though, were the data that could in some manner point the way to a
perfect solution. The General Assembly and educators alike are
savvy enough to know that a perfect solution does not exist. Such
is the trial-and-error nature of child-rearing. The universal
preschool programs longest under way, those in Georgia, Oklahoma,
and New York, have borne positive results — if any at all
— at a rate far slower than their originators thought
probable or necessary. Theirs have been single-tiered, static
approaches to preschool. Florida, taking valuable lessons from
other states with regard to the shortfalls of a simplistic approach
to early-childhood education, has developed an approach that
acknowledges the flexible, varied approach that parents and
educators must take with children. Rather than establish (or expand existing)
public preschool programs, to supplant similar services already
provided by the private sector, Florida paid credence to educators
within the state who had for years provided quality prekindergarten
education; the state has since provided grants to families who wish
to send their children to qualified preschools — be they
public or private. David Lawrence was a leading proponent of
universal preschool in Florida. He has, since the inception of
Florida’s universal preschool program, advised others who
have taken up the cause of universal early-childhood education.“ Parents ought to
be able to decide if their child should be in pre-K, and where.
Settings ought to be private and public,” he said, addressing
the National Governors Association. “Just imagine the
capital-dollars burden using only public-school settings. Moreover,
using nonpublic settings furnishes a splendid spur to improving the
quality of child care. Surely no tax dollars ought to be spent on
poor-quality settings; such environments will never lead to gains
for children.” Unlike a one-size-fits-all program, this approach
maximizes flexibility. Parents, counselors, and preschool
administrators can better fit the needs of the individual child and his
or her home circumstances. Although universal preschool proponents may
act boldly, they must also tread lightly. One cannot impress too
heavily on the governor, the General Assembly, and the voting
public the importance of considering a dynamic approach to
universal early-childhood education. A single statewide program may
provide a child with an option of attending preschool. However, it is only
through a variety of options that Illinois’ children will
genuinely enjoy the opportunity to partake in quality preschool.
This article appears in May 4-10, 2006.
