Unlocking the Potential of Early Childhood Education

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By Shone Hughes
July 19, 2024

There is a literacy problem in our country. An estimated 10 percent of American students are retained in third grade because they are reading well below their grade level. Racial/ethnic minorities residing in low income working class families are disproportionately retained. Contrary to popular opinion, third grade retention policy is an equitable policy that students deserve. Students that perform low on third grade tests are provided with an array of intensive educational interventions such as an individual tutor and an opportunity to attend a summer learning enrichment camp prior to progressing to the next grade. A quality education allows students to transcend the circumstances that they were born into to achieve social mobility.

Starting at a Disadvantage

Why does this problem persist among children residing in low-income working class families? Data indicates children in working class households have limited exposure to books at home. Children with working class parents spend less time with an adult outside of school who provides one on one reading time. Children need adults to read aloud with them to acquire greater vocabulary which later assists in literacy skills needed in kindergarten for letter recognition and developing phonology skills.

Similarly, children need at home exposure to math concepts to facilitate math literacy and numerical development. Children that do not acquire such key skills before entering kindergarten are persistently at an academic disadvantage compared to their peers. Reading and math development are paramount before kindergarten as these skills influence learning well into high school. The learning gaps have significant negative social and economic consequences for the individual and society. Low literacy by 3^rd and 5^th grade are predictors of juvenile incarceration, teenage pregnancy and high school dropout.

Proactive Policy Solution

Imagine if we began to take action to ensure equity in education outcomes prior to third grade. We could improve education outcomes by expanding access to high quality child care centers to address inequities in early learning experiences among children from working class families. As of 2021, the average cost for a child to attend a quality early learning center was $1,500 per month for five days per week. In most U.S. regions, a single parent headed household working class family, the tuition cost is unobtainable.

When considering the cost for a quality early childhood learning experience, it is no surprise that 52 percent of children from low-income working class households are not ready for school at age 5, and later unable to demonstrate third grade reading proficiency on standard tests. In making high quality early learning programs accessible to working class parents, the playing field is leveled. High quality child care places an emphasis on learning by offering small class sizes led by qualified teachers allowing children to receive individualized instruction that they may not receive at home. The curriculum focuses on specific skills to prepare children for kindergarten.  

Many state governments are taking proactive measures to ensure that children are prepared to learn in K-12 grades. Several states formed an advisory council that comprises of educators, parents, advocates and other stakeholders that provide invaluable input on early childhood learning issues and opportunities. Several states have also developed data systems to evaluate program effectiveness in child development, conduct needs assessments and market rate studies. 

In Illinois, working class parents are provided with a child care subsidy, the Child Care Assistance Program (CCAP), funded through state funds and three federal funding sources, Temporary Assistance to Needy Families (TANF), Child Care Development Fund (CCDF) and Child Care Development Block Grant (CCDBG) in partnership with over 1,000 child care providers. Illinois also has the largest percentage of students ready for learning by age 5. In a 2023 annual report, Black and Hispanic students in Illinois experienced the highest improvement in reading proficiency rates. Illinois education policy landscape is an example of a strategic collaboration between public organizations and the private sector that other states should model to promote social equity in education outcomes among U.S. students.  

Quality early childhood education interventions for children from working class households is a solid human capital investment. An investment that we can all expect to pay dividends for generations ahead. Early childhood education programs improve outcomes for children, which ultimately translates into significant individual, community and societal benefits.

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Author: Shone Hughes is an Assistant Professor in the College of Public Service at Tennessee State University. Shone’s research focuses on social equity, program evaluation, and health policy.

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