As in Alabama: Pre-K plans could face challenge

There is no more important variable to the success of any educational effort than the presence of a high-quality faculty.

This is true at every level of education and in every circumstance.

Consider the case of smaller class sizes. Any veteran teacher knows that their ability to build productive relationships with their students is limited when the numbers get too large. Smaller classes allow for more personalized and more effective instruction. If that was not true, private schools would have 60:1 student teacher ratios.

But when California decided to implement their state-wide lower class size initiative a few years back - without consideration for whether enough qualified teachers existed - the program collapsed under the weight of poor results. The right idea; killed by bad implementation.

The same could be true of Kentucky's effort to expand pre-school opportunities in Kentucky - if we're not careful to implement the program gradually, as qualified teachers become available.

During a school board campaign a couple of years ago I had the opportunity to go door-to-door and speak to many citizens about our schools, and what might be done to improve them. I still remember one parent in particular. She was upset because she couldn't afford to get her daughter into pre-school - and she knew what that would mean for her later on. It meant that her child would start out "behind."

As we talked, I learned that her problem was that she made too much money. Not so much that I would trade her salaries, but too much for her to be considered poor - thus qualifying for free pre-school. She was African American, educated and working. She had been able to afford a small starter home off of Bold Bidder Drive; away from the inner city and its challenges. She was exactly that kind of person I could imagine making the most of such an opportunity for her daughter. In a fair system of free public education, her daughter would not have to start out two years behind her "competition." But it was not to be.

Recently the Prichard Committee has taken up the good cause of universal pre-school in Kentucky for 3 and 4 year olds. This is admirable for any group that is interested in closing achievement gaps. Education limits the size of such gaps at the outset. And they have taken into account our need for qualified teachers who would make the program a success. We need to move quickly to approve such a program - but implement it as sufficient numbers of qualified teachers become availble.

We can't afford to ruin public support for a great idea by moving too quickly.

This from the Press-Register:

[Alabama Governor] Bob Riley's plan to expand the state's pre-kindergarten program could run into a major obstacle: a shortage of qualified teachers.

The majority of those wanting to teach elementary school earn a degree with an elementary education certification, which allows them to teach kindergarten through sixth grade. A separate early childhood designation certifies teachers for pre-kindergarten through third grade. Most choose the elementary option because they'll have more flexibility in landing a job.

"If you can teach seven grades, it enhances your marketability," said Lester Smith, human resources director for Baldwin County Public Schools, who added, "Most teachers are very concerned about finding that first job."

Pre-K teaches basic skills to 4-year-olds, preparing them to step up to kindergarten the next year. Children who complete pre-K perform better through their school years, have higher graduation rates, and eventually earn higher salaries, according to various studies.

Alabama's pre-kindergarten program has won extensive praise, but reaches only a fraction of the children who might take part.

Still, a major expansion would be pointless without qualified teachers...