Discourse Analysis Write-up

Marcy Whitebook. Sharon Tyan, Fran Kipnis and Laura Sakai. "Partnering For Preschool. ERIC Education Resources Information Center. Research Reports. February 2008. Web. February 18, 2011

United States is shifting entry date for children from kindergarten to preschool. To help poor children get ready for this new target, Early Head Start will be expanded targeting three year olds. This will help close the gaps in children with "economic, cultural and linguistic backgrounds." Many questions have been raised. Who will be served all children or children in Head Start's current target students. Who will be responsible to provide service the school districts or child care centers or both? And the length of the day and school year. National Institute for Early Education Research (NIEER) reports only two states met all ten benchmarks in 2005-06. Six states met nine benchmarks and ten met less than half. NIEER passed benchmarks required by states to follow as well as qualifications for preschool teachers, classroom curriculum and compensation for teachers. I would like to know what the benchmarks are.

Studies have shown that children show gains in language literacy and math in the New Jersey Abbott Preschool program. Which is New Jersey's Head Start and child care facilities merged together as part of New Jerseys poorest school districts new preschool program. School districts were ordered to build a high quality preschool program built on existing programs. New requirements in New Jersey Include preschool teachers to obtain a bachelor's degree. It seems to me as if New Jersey really understands what kind of issues that surround their children and are attempting to improve their system.

Many centers were welcoming the change as more families would be helped with this new system. Many parents under the old system would take their children out of preschool when they could not afford it. Many centers were asking for assistance with bilingual families. Many center teachers used a new scholarship of $5000 a year to meet new qualifications. I do not think $5000 a year is enough to cover tuition and books. Centers also hired new teachers and shifted staff with less education to assistant positions.

Teacher turnover was lower because staff are paid the same from center to center. Some teachers left their positions because they were required to complete student teaching. Centers reported an increase in the "speed of language learned if English was the second language." Many centers reported the school districts were willing to help them with any thing needed.

When asked what improvement could be made many centers responded. They cited that skill and knowledge in the area of administration, policies and procedures. Budgeting was a concern. Lack of computers and technology was also reported. Many directors did not want school districts in the middle of centers and Department of Education. Many were afraid of repercussions if there were questions about a school district's policy. Many parents not following through with responsibilities and recommendations were also reported as a concern. Still others were asking for assistance with bilingual families.

"Centers were encouraged to be more proactive with families." Also encouraged was to hire new administration to help with financial and assistance with policies and procedures. A good working relationship with the school districts was also stressed. I think that communication is the key point here.

This case study proves to me that this system improved the existing program. It also shows that a good system can always be improved more. New Jersey not only met 9 out of 10 new guidelines but came up with solutions to issues that were not working in their system. Yes, a system can always be improved.