Boston's Rapid Expansion of Public School-Based Preschool: Promoting Quality, Lessons Learned

Autor/inn/en	Sachs, Jason; Weiland, Christina
Titel	Boston's Rapid Expansion of Public School-Based Preschool: Promoting Quality, Lessons Learned
Quelle	In: Young Children, 65 (2010) 5, S.74-77 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Public Schools; Early Childhood Education; Young Children; Educational Quality; Access to Education; Urban Schools; Outcomes of Education; Student Diversity; At Risk Students; National Standards; Accreditation (Institutions); Massachusetts + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Quality of education; Bildungsqualität; Access; Bildung; Zugang; Bildungszugang; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Master-Studiengang
Abstract	In his 2005 State of the City address, Boston Mayor Thomas Menino directed the Boston Public Schools (BPS) to "provide all 4-year-olds in the city with full-day school within five years." There were several reasons for this commitment, including an emerging consensus that early childhood education makes a positive difference in long-term outcomes for children. Now, five years after the mayor's decision, 85 percent of the 85 BPS elementary schools have at least one preschool classroom. Research suggests that universal public school preschool programs are effective in improving child outcomes. But across the country, debate continues on whether to establish preschool programs in public schools rather than to strengthen existing community-based programs. There is one universal agreement--that regardless of the setting, quality matters for young children. This article shares some lessons learned in Boston over the last five years and presents empirical evidence of the factors that contribute to preschool classroom quality and young children's outcomes in urban public school settings. (Contains 2 resources.) (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10