At present there exists a dearth of reliable, complete, and comparable data on PreK and Kindergarten in school districts and local communities. In order to close achievement gaps between economically disadvantaged and advantaged students, policymakers and educators must have access to data on enrollment and public funding for all young children. These data will increase understanding of how public dollars are spent, will expose disparities in access to early learning programs, and have the potential to increase educational opportunities for young children.
Guernsey, L. & Holt, A. (2012). Counting kids and tracking funds in Pre-K and Kindergarten: Falling short at the local level. Washington, DC: New America Foundation.
- Policy Briefs