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March 4, 2004

Serving Preschool ChildrenUnder Title I

Non-Regulatory Guidance

March 4, 2004

Introduction

“The years between birth and age five are the foundationupon which successful lives are built.”-Laura Bush

President George W. Bush and First Lady Laura Bush believe that all children must begin school with an equal chance to achieve so that no child is left behind. Recognizingthe importance of preparing children to enter school with the language, cognitive, andearly reading skills that will help them meet challenging State academic achievementstandards in elementary school and beyond, President Bush unveiled his early childhoodeducation initiative:

Good Start, Grow Smart

. This initiative is intended to help Statesand local communities strengthen early learning for young children. Title I, Part A(hereinafter referred to as only Title I)- supported preschool education is an important part of this initiative.Since the enactment of the Elementary and Secondary Education Act (ESEA) in 1965, preschool services to eligible children have been an allowable use of Title I funds.Performance reports from State educational agencies (SEAs) for school year 2001-02indicate that approximately two percent of children benefiting from Title I services are in preschool. This percentage may seem small, but it represents more than 300,000children, and we anticipate that the number will grow as schools and local educationalagencies (LEAs) recognize the importance of a high-quality early childhood education.Providing high-quality early childhood experiences can help ensure that children in Title Ischools and programs have the foundation to meet academic standards and experiencesuccess throughout elementary and secondary school. Several studies demonstrate the powerful effects of high-quality early childhood programs on children’s later academicsuccess. A longitudinal study of over 800 children (Cost, Quality, and Outcomes, 1999)found that children in high-quality early childhood programs displayed better languageand mathematics skills, acquired more cognitive and social skills, and engaged in better relationships with classmates than did children who attended low-quality preschool programs. An evaluation of the Chicago Child-Parent Centers found that children who participated in their Title I preschool programs were less likely to repeat a grade and bereferred for special education compared to children in the control group who were fromsimilar socioeconomic backgrounds (Reynolds, 2000).Educators, especially those in schools that predominantly serve students with economicneed or with limited English proficiency, often find that a significant percentage of scarceresources are spent helping students with skill deficiencies in reading relative to their grade level. If a Title I preschool is of high-quality, it may prevent the need for remediation by addressing children’s educational needs early. Ensuring thatkindergartners arrive at school with the language, cognitive and early reading foundationneeded to begin formal reading instruction has a positive impact on future performance,thereby reducing the need for remediation later.i