Funding, staffing and space shortages are all barriers to making prekindergarten universal, experts say.
Instructor Lourdes Molina sings along with dual-language preschoolers at CPS' Belmont-Cragin Elementary and Early Childhood Center in Chicago on Jan. 17.
Rather than increasing the sheer number of options, “structuring programs in a way that meets families’ needs,” such as aligning with work schedules, may make a difference, Ehrlich Loewe said. When full-day preschool became more available, enrollment rose among previously underenrolled groups, particularly when programs were within a half-mile of families homes.
Though the practical realities entail a range of challenges, “the evidence we have is that you want to make sure that these systems are high-quality,” Sabol said. “You want to invest in teachers and teacher compensation, ... professional development and building systems of care that are inclusive to the diverse learners.”At School District 180 in west suburban Burr Ridge, Anne M. Jeans School fits 48 preschool students in three classrooms.
Dual-language preschoolers at Belmont-Cragin Elementary and Early Childhood Center in Chicago, where a ribbon-cutting was held Jan. 17.Some districts have relied on private-public partnerships to produce more space to teach toddlers. U-46 has preschool programs in 10 buildings across the district that are funded by state grants, some half- and some full-day, said Katie Cox, director of U-46′s Early Learner Initiatives. Cox noted. At least 125 children are on a waitlist for spots for free pre-K.
While Cox couldn’t comment on the governor’s plan and how it would affect U-46, it’s clear that one of the district’s long-term goals is to increase its preschool opportunities for families.Gabriel Coix stacks blocks as Emma Echeverria, left, and Ismael Hernandez, right, look on during preschool at Independence Center for Early Learning on Jan. 19 in Bartlett.
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