Chapter 1: If public preschool is to fulfill the goal of giving children from low-income families an academic boost, it must be characterized by high-quality programs employing well-trained and well-supported staff. Beyond that, public preschool must have clearly defined goals, and teachers in the later grades must build on what children learned in preschool. In addition, policymakers must navigate the politics of funding sources, varied constituencies, and government agencies.
About the Author
Deborah Stipek is the Judy Koch Emeritus Professor of Education and the former dean of the Graduate School of Education at Stanford University. Her doctorate is from Yale University in developmental psychology. She currently works closely with the California Department of Education on early childhood policy and with California Education Partners helping school districts develop preschool–third grade coherence.
1. The Imperative for High-Quality Pre-K by Hoover Institution on Scribd
