Tennessee High-Quality Pre-K

Early childhood education, particularly pre-K, is recognised as vital for the cognitive, social, and emotional development of children. High-quality pre-K programmes have been shown to lead to greater educational skills, higher graduation rates, and even better lifelong health (United Healthcare, 2020). Yet, in Shelby County, Tennessee, where 45% of children live in poverty (Maycomb Capital, n.d.), access to such transformative educational opportunities is significantly limited.

The expiration of a federal Preschool Development Grant (PDG) in 2018 threatened to eliminate 1,000 pre-K seats (Gross, 2021). As a result, by 2019, only one-third of four-year-olds in Shelby County had access to pre-K programmes, and less than 50% of incoming kindergarteners met school readiness benchmarks (United Healthcare, 2020). Without adequate early learning opportunities, children from low-income families are more likely to start school behind their peers, setting the stage for ongoing academic struggles and lower educational attainment (United Healthcare, 2020). The high poverty rate in Shelby County compounds these issues, as families often lack the resources to supplement their children's education with private pre-K programmes or other enriching activities.

The Tennessee High-Quality Pre-K programme was launched to address these challenges by providing approximately 1,000 high-quality pre-K seats for low-income four-year-old children in Shelby County. The challenge was not only about availability but also about the quality and comprehensiveness of early education, crucial for cognitive, social, and emotional development.

This programme, administered by First 8 Memphis, uses an outcomes-based financing model known as Pay for Success, funded by the Urban Child Institute and the Community Outcomes Fund. This innovative financing model allows for funding from the City of Memphis and Shelby County to be paid after outcomes are achieved, ensuring accountability and alignment with targeted educational goals.

The pre-K programme includes several key components to ensure high-quality education:

• Class sizes capped at 20 students: Small class sizes enable more personalised attention and instruction, crucial for young learners' development.
• Qualified teachers and educational assistants: Each classroom is staffed with one qualified teacher and one educational assistant, ensuring that children receive the support they need.
• Quality instructional time: A minimum of 5.5 hours of instructional time each day, using an approved early learning curriculum, helps ensure that children are engaged and learning effectively.
• Wraparound services: These services include family support and in-depth professional development for teachers, addressing both the academic and non-academic needs of children and their families.

(First Eight Memphis, n.d.)

The programme's holistic approach recognises that children's success is influenced by their broader environment, including family stability and access to resources. By integrating wraparound services, the programme aims to support not just the child, but the whole family, creating a more stable and supportive environment for learning.

Outcomes framework

The outcomes for the Tennessee High-Quality Pre-K programme are measured across three primary areas:

1. Consistent Attendance: Research shows that consistent attendance is highly correlated with strong academic results. Ensuring that children regularly attend pre-K is fundamental to achieving educational goals.
2. Development of Early Reading Skills: Improvement in performance on a standardised assessment of pre-K reading skills conducted at the beginning and end of the school year. Early reading skills are critical indicators of future academic success.
3. Kindergarten Readiness: A standardised assessment administered at the start of the kindergarten year to measure how well-prepared children are for the next stage of their education. This metric ensures that children enter kindergarten with the skills they need to succeed.

These metrics ensure that the children are developing their pre-literacy skills and are on track when they enter kindergarten. The use of standardised assessments provides a reliable measure of progress and allows for targeted interventions where needed.

Results

Attendance and enrolment

In the 2020-2021 school year, Quarter 4, 84% of pre-K students met the goal of satisfactory attendance, attending at least 80% of total school days. This high rate of attendance is a positive indicator of engagement and the programme's ability to retain students. Specifically:

• 85% of students in financed classrooms: This slight edge over non-financed classrooms may reflect the additional support and resources available through the outcomes-based financing model.
• 79% of students in non-financed classrooms: While slightly lower, this rate still represents strong engagement and commitment from families and educators.

Enrolment capacity was maintained at 84%, with 1,237 eligible four-year-olds enrolled across 74 pre-K classrooms. This represents a significant achievement, ensuring that a large number of children have access to quality early education despite initial funding challenges.

Pre-K Growth Assessments

Students were assessed using Istation and Brigance Inventory of Early Development III Standardised. These assessments provide comprehensive data on children's developmental progress. Of the 903 students assessed in the fourth quarter:

• 70% were on track for reading at grade level: This high percentage indicates that the majority of students are developing essential literacy skills.
• 16% were at some risk: Identifying students at risk allows for early interventions to support their learning.
• 14% required additional intervention upon entering kindergarten: These students will receive targeted support to ensure they do not fall behind.

The use of these assessments ensures that the programme can continuously monitor and respond to children's needs, adapting instruction and support to maximise each child's potential.

Family engagement and support

Family Service Workers (FSWs) provided extensive support, making 4,361 follow-up actions to assist families with various needs such as adult education, utilities assistance, food resources, and income assistance. This level of support is critical in addressing the broader socio-economic factors that impact children's education. Additionally:

• 33% of families completed the Family Outcomes Assessment: This assessment helps identify and address the specific needs of families, ensuring that the programme's support is targeted and effective.

FSWs play a crucial role in bridging the gap between home and school, providing resources and support that help families create a stable and supportive environment for their children's education.