Bill Overview
Title: Universal Prekindergarten and Early Childhood Education Act of 2022
Description: 2022 This bill authorizes through FY2027 a grant program for states to establish or expand full-day prekindergarten programs that (1) permit each three- or four-year old child in the state to be voluntarily enrolled by the child's parent, regardless of income, in the program at the public school in which the child would be enrolled for kindergarten; (2) run the length of the regular school year; and (3) are taught by teachers who possess equivalent or similar qualifications to those of teachers of other grades in the school. The federal share of such a grant shall not exceed 80% of the costs of carrying out these activities. Grant funds received under the program shall be used to supplement and not supplant other federal early childhood education funds in the state.
Sponsors: Del. Norton, Eleanor Holmes [D-DC-At Large]
Target Audience
Population: Children aged 3 or 4 years old
Estimated Size: 2100000
- The primary individuals impacted are children who are three or four years old as the bill focuses on prekindergarten programs for this age group.
- Parents of these young children will also be impacted as they will have the option to enroll their children in these programs, affecting family decisions related to childcare and early education.
- Teachers who possess qualifications to teach prekindergarten will be impacted as there will be a demand for qualified educators to staff these expanded programs.
- State education systems and policymakers will be impacted as they will need to implement the programs and manage the grant funds.
- The bill targets all three- and four-year-old children, potentially impacting preschool-aged children globally but focuses primarily on implementation within U.S. states.
Reasoning
- The $8 billion initial budget suggests that the policy can target a significant portion of the 4.2 million children in the specified age group. Given that the federal share is capped at 80%, states will also need to contribute to funding, which could limit immediate universal reach if states are financially constrained.
- We anticipate that within the U.S., only about 50% of eligible children (2.1 million) might enroll due to varying parental choices and awareness levels.
- Individuals impacted most significantly will be the parents of these children, as they might be able to reduce child care costs and prepare their children better for formal schooling.
- By focusing on the bio of interviewed individuals, we can understand the socio-economic diversity and representation therein.
- Given the likely uneven impact, simulated interviews should include a diverse range of socio-economic backgrounds, areas (urban vs rural), and professional educators who might experience demand changes.
Simulated Interviews
Graphic Designer (Chicago, IL)
Age: 35 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- This program could really help reduce child care expenses, freeing up funds for other essentials.
- I hope the program ensures quality education that prepares my child for actual school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Preschool Teacher (Des Moines, IA)
Age: 40 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- I am concerned about whether the increase in demand for qualified preschool teachers will be met appropriately.
- The chance for every kid to begin school on equal footing is exciting.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Software Engineer (Seattle, WA)
Age: 28 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- I'm not sure my son would need this program, but I like having the option and flexibility it affords.
- There's definitely peace of mind knowing quality options are available.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Farmer (Rural Alabama)
Age: 45 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 3/20
Statement of Opinion:
- Access to such programs in rural areas might still be challenging.
- The qualifications for teachers sound good but might be hard to meet in low-population zones.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Real Estate Agent (New York City, NY)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- For families who need it, this sounds like a great opportunity to level the playing field.
- Urban deployment should be relatively smoother but comes with challenges of overcrowding.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Stay-at-Home Dad (Houston, TX)
Age: 29 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 4/20
Statement of Opinion:
- I welcome the policy as it eases the transition into pre-K for both kids.
- Communication regarding how to enroll and participate is key.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
State Education Administrator (Miami, FL)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- The financial cap and state matching fund requirement might strain budgets.
- We're committed to ensuring the program's successful introduction and operation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Graduate Student (San Francisco, CA)
Age: 24 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 1/20
Statement of Opinion:
- This policy provides a great case study potential for my research on child development.
- I am excited to monitor its outcomes and long-term effects.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Public School Teacher (Boston, MA)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Having quality and consistent pre-K could make entry to K-12 smoother.
- Teacher demands will need to be managed so that it doesn't burden the current system.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Entrepreneur (Los Angeles, CA)
Age: 38 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- I value programs that can strengthen the educational foundation but current resources are sufficient for my family.
- The non-intrusive, voluntary nature is appreciated but more info on broader benefits would be helpful.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Cost Estimates
Year 1: $8000000000 (Low: $7200000000, High: $8800000000)
Year 2: $8200000000 (Low: $7380000000, High: $9020000000)
Year 3: $8400000000 (Low: $7560000000, High: $9240000000)
Year 5: $8800000000 (Low: $7920000000, High: $9680000000)
Year 10: $9600000000 (Low: $8640000000, High: $10560000000)
Year 100: $11200000000 (Low: $10080000000, High: $12320000000)
Key Considerations
- The program covers a significant segment of early childhood and involves large-scale logistical and financial coordination across states.
- Infrastructure readiness, including the availability of qualified teachers and sufficient classroom space, is crucial for smooth rollouts and cost containment.
- State's existing financial commitments to early childhood education could affect the integration and funding distribution of the federal grants.