Pre-Kindergarten: Funding Across States

Over the past three years pre-K enrollment and investments are on the rise, according to a recently released report from the Education Commission of the States. Findings included a 12 percent increase, a total of $6.3 billion, in state investments towards pre-K programs following the 2013-14 fiscal year. The report analyzes state appropriations for pre-K programs serving four-year-olds during the 2014-15 fiscal year.

Utah and Hawaii have made first-time investments of $3 million each to establish pre-K programs. A few years ago, Hawaii passed legislation creating a new office of early learning to facilitate universal pre-k access. Subsequently, with the aid of a federal Preschool Development Grant support,  Hawaii has fostered a pilot program for the 2014-15 school year. For the first year Hawaii had $2.1 million, of the $8.3 million grant, atop their set aside state funds. Although the win is small, it is a promising step forward for early learning.

Indiana was also noted as a first-time investor; the state has created a pre-K pilot program in five counties. Indiana’s Office of Early Learning and Out-of-School Time awarded Early Education Matching Grants to 30 different early learning programs in 15 counties across the state. The grants are intended to provide pre-K access to more than 414 four-year-olds from low-income families.

The report also highlighted some grim state specifics. Despite national trends, five states--Nevada, Oklahoma, Tennessee, Florida, and Maine--decreased funding this year. In lieu of joining the pre-k expansion wave, another five states continue to opt out of providing state funding: Idaho, New Hampshire, North Dakota, South Dakota, and Wyoming.

Of the 44 states funding pre-K programs, 28 states and the District of Columbia increased their total investment. According to ECS , state funding allocations increased by $672 million nationwide. California and South Carolina topped the list for largest percent increases, reaching 78.6 ($397,500,000) and 51.3 ($26,920,701) respectively. California also reigned at the top of the list for increased overall funding: the budget agreement will provide 11,500 full-day and full-year pre-K slots for four-year-olds in California.  

Although ECS finds that national spending is increasing, the National Institute for Early Education Research’s (NIEER) Preschool Yearbook may differ, based on how they calculate pre-k allocations. NIEER has not yet released a report for the 2014 year, but discrepancies could arise. In previous reports, ECS’s estimates have proven a bit more optimistic in comparison to NIEER’s. In their report for the 2012-13 school year, ECS noted that Rhode Island’s pre-K program was funded at $1.45 million. Opposed to what is promised to state programs within state budget plans, NIEER data track what is truly spent. In the 2013 Preschool Yearbook, NIEER reported Rhode Island actually spent a little over $1.3 million, falling short of planned funds.

NIEER explains that lack of information surrounding local funds and locally allocated federal funds makes it difficult to determine how much is actually spent on pre-K in each state. Furthermore, states may not allocate funds as they planned: they sometimes use leftover funds to phase out old programs or for other expenditures. And, it’s important to note that the fiscal year versus the actual school year does not coincide, which can leave disparities between appropriations and actual spending.

Although different, both reports show state support for pre-K expansion. The ECS report provides a few conclusions, that may assist in better budgeting and spending: investments in expanding state-funded pre-K are beneficial, but policymakers must continue to keep in mind that access along with the quality are integral components of a successful pre-K program-- specifically for children of low-income families. States must assure that while enrollment numbers are increasing, they are acting on evidence-based strategies to assure children receive high quality pre-K. Making these kinds of investments can go a long way to  support the developmental needs and learning of our youngest children and provide significant payouts for the individual and our future economy.