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This paper examines how Head Start and state pre-kindergarten programs can work together to better serve young children and their families. It focuses on two of the several models of early childhood education, acknowledging that these programs are just one piece of a fully integrated system of early care and education for children from birth until kindergarten entry. The authors conducted in-depth interviews with state pre-k program directors, Head Start collaboration coordinators, and providers of both Head Start and state pre-k programs in five states. This paper also draws on the Center for Law and Social Policy's (CLASP) research examining state pre-k programs offered in community-based settings and Pre-K Now's ongoing work with state pre-k programs. It probes more deeply into five states--Georgia, Illinois, New Jersey, Oregon, and Wisconsin--to look explicitly at how Head Start and state-funded pre-k can work together. This paper examines the need to focus on Head Start and state pre-k programs, the challenges of collaboration, the pathways to success, and a call to action. The appendices provide overviews of Head State and State Pre-K programs. (Contains 12 endnotes.) [This publication was also prepared by Pre-K Now.]

Every day, millions of three- and four-year-old children attend early education programs. The range of early childhood education program models includes, among others, state-funded pre-k, Head Start, and child care programs. Children attend these programs in public schools, private schools, colleges, businesses, community-based centers, and homes. Yet, in early education programs of all kinds, limited resources, uneven quality, limited operating hours, and restrictive eligibility often make it difficult for families to access the opportunities they seek for their children. To promote access to high-quality early education programs, state and local policymakers have developed innovative partnerships that benefit from the best each program model has to offer. These partnerships integrate multiple program models and funding sources to improve quality by hiring teachers with bachelor's degrees and by offering comprehensive health and family-support services. They also open classrooms to children from a range of income groups and expand the program day for children who need full-day, full-year care. "Better Outcomes for All: Promoting Partnerships between Head Start and State Pre-K" examines a narrow slice of these partnerships: those that include state-funded pre-k and federally funded Head Start programs. It focuses on two of the several models of early childhood education, acknowledging that these programs are just one piece of a fully integrated system of early care and education for children from birth until kindergarten entry. This paper draws on the Center for Law and Social Policy's (CLASP) research examining state pre-k programs offered in community-based settings as well as Pre-K Now's ongoing work with state pre-k programs. It probes more deeply into five states--Georgia, Illinois, New Jersey, Oregon, and Wisconsin--to look explicitly at how Head Start and state-funded pre-k can work together. From rural Montello, Wisconsin, to the urban neighborhoods of Newark, New Jersey, Head Start and state pre-k programs are actively working toward coordinated delivery of pre-k services. As a result, more children are enrolled, more full-day, full-year options are available, and many policymakers report that the quality of collaborating programs is improving across settings. None of the state or local players interviewed for this report said that achieving these outcomes was easy, but they all said it was possible under current law and well worth the effort. Appended are: (1) Head Start Overview; (2) State Pre-K Overview; and (3) State Pre-K Programs At-a-Glance. Appendices contain footnotes. (Contains 12 endnotes.)

From the time of conception to the first day of kindergarten, development proceeds at a pace exceeding that of any subsequent stage of life. Relationships and experiences with parents, caregivers, and preschool teachers during these early years "form the foundation and scaffold on which cognitive, linguistic, emotional, social, and moral development unfold." Children who do not have the opportunity to participate in quality early experiences, those who are rarely spoken to, and those who have little opportunity to explore and experiment with their environment, may fail to fully develop the neural connections and pathways that support later learning. The heightened awareness of this critical period of development and an ever increasing number of studies that indicate that high-quality programs lead to positive outcomes for children, have led to greater public support and investments in early childhood programs. Despite this new interest and some public policy activity, early childhood policy itself is still very much in its infancy. Because much policy work still remains to be done to ensure quality services for children ages birth to five, the authors believe that now is the time to begin to explore the connections and interactions between infant-toddler and pre-kindergarten policies, and to create a dialogue about how to build systems that ensure the maximum benefit for children of all ages, while avoiding the negative consequences that could result without an intentional discussion about how the parts fit together. This paper begins to explore these interactions through a very limited number of interviews with early childhood leaders in four states (Georgia, Illinois, New Jersey, and New York). It provides an initial glimpse into some of the issues involved in building high-quality learning opportunities for infants, toddlers, and preschoolers. Includes appendix: Related State Activities. (Contains 5 endnotes.) [This report is a joint publication of the Zero to Three Policy Center and The Trust for Early Education.]