RE: Question 1: Pre-school support

Good Morning All!  My name is Karen Hill-Scott, and I chaired the School Readiness working group for the California Master Plan.

Welcome to the on-line, interactive, public input session for the School Readiness Master Plan.  This is a first for many of us---at least for me---and it's very exciting to hear and share with people from all over California in real time without planes, trains, and automobiles.  For those of you who come on-line to participate, I'd like to once again thank the members of the working group for developing the school readiness component of the Master Plan.  Their names are published in the report and the totality of ideas in the plan truly reflects the collective contributions of the group, as well as input from public participants who came to the meetings.  

Now, on to the protocoal I will use for today.  The questions for the School Readiness public input session are both long and complex.  I will refrain from writing a term paper as a response to each of them.  If my answers seem too brief it's only because I've been told today is a day of discussion.  There are abundant materials, and evidence to support the basic concepts in the plan referenced in the working group's published report.  The State Prop 10 office also has "working" notes from each subcommittee that developed ideas for the plan.  I mention this so that if someone wants to go deeper than the conversation of today, you will know where to go to get more information.  

Having said all this, following is a response to Question 1:

Q.How will implementing the recommendations on health, coordination of family services and pre-school help children become ready for school?  Will these services increase student's achievements in later years?
A.  There is over 35 years of research evidence that points out children who do best in school have more than basic ability or aptitude going for them.  In general, they have had good health care, are well-nourished, and a support system that fosters learning from the early years forward.  We also know from research (not to mention intuitive reasoning) that early intervention and prevention efforts heads off problems before they become resistant to treatment.  This is the case with learning and achievement just as it would be the case with a physical ailment or injury.

Recently, a longitudinal study in Chicago (Reynolds, 2001 The Chicago Parent Child Study Program- published in JAMA May 2001), with close to 1000 poor children in regular (not la-dee-dah models)early education programs, demonstrated that those who had services (family support and early education) were performing better in school and in society, close to 20 years later.  An "equivalent" comparison group had many more problems that were costing society more than the early education and support services had cost.  This is the ultimate goal---better performance over the long haul---saving public investment over several years and having individuals become productive, participating, well-functioning members of our society.  It's a win-win for children's futures, and collective win forus all.