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Implementing New York's universal pre-kindergarten program: An exploratory study of systemic impacts

Date Added to Library: 
Friday, July 27, 2018 - 00:12
Digital Object Identifier (DOI): 
10.1080/10409280701681649
Priority: 
normal
Individual Author: 
Morrissey, Taryn W.
Lekies, Kristi S.
Cochran, Moncrieff M.
Reference Type: 
Publisher: 
Published Date: 
05 Dec 2007
Published Date (Date): 
Wednesday, December 5, 2007
Published Date (Text): 
05 Dec 2007
Publication: 
Early Education and Development
Volume: 
18
Issue Number: 
4
Page Range: 
573-596
Year: 
2007
Language(s): 
Abstract: 

This exploratory study examined the impacts of New York's Universal Pre-kindergarten (UPK) program as perceived by directors at child care centers and preschools not receiving state funds. Although only partially implemented, UPK's mixed-delivery system grants monies to a substantial number of qualifying community-based early care and education centers, resulting in a funding imbalance between participating and nonparticipating centers. Phone interviews were conducted with the directors of non-UPK programs across New York State (N = 46). Quantitative and qualitative analyses suggest perceived decreases in 4-year-old and total enrollment and increased teacher recruitment difficulty and competition for teachers since UPK was introduced. Larger centers and those offering full-day programming more often reported changes in teacher recruitment and retention than smaller centers and those offering part-day programming only. Implications for state pre-K policy are discussed. (Author abstract)

Target Populations: 
Geographic Focus: 
Page Count: 
24
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