Early Childhood Education: Models for Expanding Access.

Autor/inn/en	Regenstein, Marsha; und weitere
Institution	Economic and Social Research Inst., Washington, DC.
Titel	Early Childhood Education: Models for Expanding Access.
Quelle	(1995), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Cost Effectiveness; Costs; Day Care; Disadvantaged; Early Childhood Education; Educational Economics; Educational Improvement; Educational Vouchers; Federal Legislation; Foreign Countries; Models; Preschool Children; Program Descriptions; Public Education; Reports; School Community Relationship; State Programs; France; Texas; West Virginia + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Cost; Kosten; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsökonomie; Teaching improvement; Unterrichtsentwicklung; Educational voucher; Bildungsgutschein; Bundesrecht; Ausland; Analogiemodell; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Öffentliche Erziehung; Abschlussbericht; Berichten; Regierungsprogramm; Frankreich
Abstract	Different approaches for expanding quality early childhood education in the United States are investigated in this report. After a summary and an introduction, section 2 discusses the values and benefits associated with early childhood education programs. Section 3 provides a description of the workings of a public school-based system for 3- and 4-year-olds. Case studies of Braxton County, West Virginia, Independence, Missouri, and France, are presented in sections 4, 5, and 6, and offer interesting insights into the workings of a public school-based model. Section 7 shifts the discussion to a preschool program based on publicly funded vouchers provided to poor and other lower-income families that could be used in approved, private preschool settings. A brief case study of how one state, Texas, runs this type of program follows in section 8. Section 9 provides estimates of what it would cost to operate each of the models developed in this report. Section 10 offers some guidance as to how these programs could be financed. Finally, sections 11 and 12 offer an analysis and concluding remarks about the merits and tradeoffs associated with each of the options. Contains 41 references. (AA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC