February 28, 2013 Page | 1

NCES Response to Public Comments Received Regarding

the State of Preschool Survey 2013-2015 Data Collection

PUBLIC COMMENT 1 - Early Childhood Data Collaborative

Thank you for providing the opportunity to submit comments regarding the proposed collection “State of Preschool 

Survey 2013-2015” (Federal Register Volume 77, Number 241 (Friday, December 14,2012) Pages 74471-74472). 

The Early Childhood Data Collaborative (ECDC) is an organization committed to helping states develop 

coordinated early childhood data systems to inform planning and decision making. State and federal policymakers 

are increasingly focused on closing the achievement gap and preparing all students to succeed in school and in life. 

Research conducted on the NCES Early Childhood Longitudinal Birth Cohort found that disparities in learning can 

begin as early as nine months of age and become more pronounced at two years and the achievement gap can be 

greater for African American and Latino children. 

Quality early education has been shown to help narrow the school readiness gap. Consistent data collection on 

preschool education opportunities in every state will help policymakers make informed decisions on improving 

access to high-quality early education opportunities, enhancing program effectiveness and ultimately improving 

child outcomes. While ECDC is not in a position to assert whether or not this data collection effort represents a 

proper function of the Department or provide specific recommendations, we offer our support for efforts such as the 

State Preschool Yearbook, published by the National Institute for Early Education Research (NIEER), for their focus 

on data quality and collaboration with states. 

NIEER has demonstrated the value of an annual survey of key attributes of state preschool programs, including, for 

nine years publishing results through its State of Preschool Yearbooks, a widely-cited and well-respected 

publication. We strongly support NCES’s proposal to continue a State of Preschool Survey. Without standardized 

collection of pre-K data, journalists, policymakers, and parents would lack important context about children’s access 

to pre-K programs, how these programs are funded, policies on program quality, and trends over time. These data 

will contribute to better pre-K – and PreK-12 policymaking and planning within states, in Congress, throughout the 

Department of Education and the Administration as a whole. 

In closing, we look forward to continuing to work with NCES, Departments of Education and Health and Human 

Services to strengthen the quality and use of data on young children, early learning programs and the early 

childhood workforce through state-led, and state-managed data systems. As states are moving to view early 

childhood as a continuum of learning and family partnership efforts there are multiple opportunities to connect and 

improve the usage of existing data from different state, federal and private sector early childhood initiatives, and to 

address gaps in our current early childhood data efforts. 

Thank you for your consideration of our comments. If you have questions please contact me at 

egroginsky@childtrends.org. 

Sincerely, 

Elizabeth Groginsky

Executive Director of the ECDC 

NCES RESPONSE TO COMMENT 1

We appreciate the support of Early Childhood Data Collaborative. To maximize information available to 

researchers and the public, NCES will work to integrate the data into on-line data access tools already developed 

by the department.
February 28, 2013 Page | 2

PUBLIC COMMENT 2 - American Federation of Teachers

In December of last year, the Department of Education (ED) announced that the Center for Education Statistics 

would be seeking approval to conduct the annual, web-based State of Preschool survey for 2013, 2014, and 2015 

(the plan). The plan centralizes data about publicly provided early childhood education opportunities with a specific 

focus on enrollment counts and state funding levels as well as state program monitoring and licensing policies. On 

behalf of the 1.5 million members of the American Federation of Teachers (AFT), including nearly 90,000 early 

childhood educators, we are pleased to support the proposed plan.

The plan would contribute data from state funded early childhood programs and federally funded programs such as 

Head Start against the backdrop of U.S. Census data. Doing so will give a complete picture of the availability of 

publicly funded early childhood education. Such data collection provides a key resource for research and for 

federal and state early childhood education policy. The proposed plan also makes clear to state governments, local 

education agencies, families, early childhood educators and their communities that early childhood education is 

important and information about delivery, funding and staffing needs to be documented.

Again, the AFT applauds ED’s efforts to ensure that research on early childhood education continues. We look 

forward to working with the department to support resources that will help generate the data necessary to 

understand and better sustain the delivery of high quality, public early childhood education and care.

Sincerely,

Marla Ucelli-Kashyap

Assistant to the President on Educational Issues

NCES RESPONSE TO COMMENT 2

We appreciate the support of the American Federation of Teachers on this important data collection and reporting 

project. We will work carefully and quickly to make the data readily available to the public and researchers to 

improve understanding of publicly supported early education and care across the United States.

PUBLIC COMMENT 3 

The Massachusetts Department of Early Education and Care collects information on program capacity however, 

only collects attendance data on through monthly billing of children utilizing subsidy funds from the Child Care 

Development Block Grant. Information regarding enrollment of all children including child specific Head Start 

enrollment is currently not available and at this time would not accurately be able to be supplied to the Department 

of Education. 

NCES RESPONSE TO COMMENT 3

We appreciate the clarifying note about data availability from Massachusetts. At the moment, the state does not 

capture detailed information about children enrolled in its publicly supported preschool programs. Because of this, 

age distributions of children in these programs are imputed. Head Start data are obtained directly from DHHS and 

do not require state reporting. For additional information about how data about Massachusetts are collected and 

reported, please see page 79 of the 2011 “State of Preschool Report” at

http://nieer.org/sites/nieer/files/2011yearbook.pdf.

PUBLIC COMMENT 4 - Jenny Williams

Please consider collecting additional information regarding the availability of post-secondary educational programs 

available for preparation of teachers and support staff. Availability of preparation programs impact the quantity and 

quality of available staff. Staff retention data might also be helpful.

NCES RESPONSE TO COMMENT 4

Content development is ongoing in the data collection system that is part of this study, and measures of 

instructional staff training are a focus of the current questionnaire. Currently, data are collected about staff 

education requirements including requirements for staff to have specialized early childhood education training and 

regular in-service training. Consideration will be given to collecting additional information on the topic in future 

years as well as information about policies for staff retention.
February 28, 2013 Page | 3

PUBLIC COMMENT 5 - Jim Lesko, Delaware Department of Education

The establishment of a national early childhood data base would be a helpful structure. My recommendation would 

be to expand the survey to include children from ages of infancy through preschool. The previous NIEER survey 

was a helpful data source. Having only one comprehensive data survey would reduce the burden on states to 

constantly answer information requests. 

NCES RESPONSE TO COMMENT 5

NCES agrees that maintaining the NIEER data collection structure would continue to provide much needed 

comparable information about early childhood education across the 50 states and District of Columbia while limiting 

burden on extremely busy state officials. Expanding the age range of the collection has been considered 

previously, and will be the focus of design decisions in future years, particularly as state data systems expand to 

collect information about younger children.

PUBLIC COMMENT 6 – New Jersey Department of Education

The Preschool Yearbook is an invaluable resource to our Department. We refer to publication throughout the year 

to learn from what other states are doing and to assess our own program relative to other states. We are also able 

to refer others to the Yearbook, thus lessening our burden to answer copious data requests. Perhaps most 

importantly, the very process of answering the Yearbook survey helps us to take a step back and evaluate our own 

programs in a way that we would not likely be able to do otherwise

NCES RESPONSE TO COMMENT 6

NCES agrees that maintaining the NIEER data collection structure would continue to provide much needed 

comparable information about early childhood education across the 50 states and the District of Columbia while 

limiting burden on extremely busy state officials. We appreciate that apart from providing much needed 

comparable information to the public in an efficient manner, we are also able to provide state officials with an 

opportunity to evaluate very important work related to early childhood education in their states. We look forward to 

continuing not only the collection, but working with states to regularly update the study’s content to reflect a 

changing policy landscape.

PUBLIC COMMENT 7 – Lindy Buch, Michigan Department of Education/Office of Great Start

The State of Preschool Yearbook that is compiled from the survey is very helpful to administrators of state 

preschool programs, policymakers, and advocates. Although it does take some time to assemble the information in 

the required format, the researchers have been very thoughtful about reducing that burden and following up to 

make sure the data are accurate. It would be very hard to continue to improve the quality and accessibility of state 

preschool programs without this resource.

NCES RESPONSE TO COMMENT 7

NCES agrees that maintaining the data collection is important. We also appreciate the work that staff in state 

agencies put into compiling the needed information. Apart from providing much needed information about 

preschool education, the collection ultimately helps reduce response burden experienced by state officials by 

making the resulting data available to the public quickly and in one location, thereby limiting the number of data 

requests being submitted by third parties to each state agency. We look forward to working with Michigan to 

maintain the quality of this important resource.

PUBLIC COMMENT 8 - Mark DeSalvo, Utica School District

The collection of information on Preschool statistics is vitally important to understand one piece of the complex 

issues brought into the K-12 continuum and could potentially assist in the turnaround of failing inner-city school, by 

addressing issues earlier and applying appropriate interventions, before school-age.

Too much of the information is not shared with the K-12 public, and feedback is relegated to those in the know on 

how to gain access, and comment succinctly. Perhaps the University system could help locales collect and inform 

organizations, providing a necessary community service as a result?

NCES RESPONSE TO COMMENT 8

NCES recognizes the importance of providing information about children to educators and supports development of 

systems that include the necessary information through the Statewide Longitudinal Data System Grant Program

funded through the U.S. Department of Education. As these data systems expand to include information about 
February 28, 2013 Page | 4

children prior to kindergarten entry, valuable information will become available to local educators, including 

information that will allow direct links between previous preschool experiences and kindergarten success. The 

strength of this study, the State of Preschool collections, is making aggregate data about preschool education 

available to the public. The U.S. Department of Education recognizes the value of connecting the broader 

education world to early education and is exploring several options to expand outreach to broader audiences, 

including making data more accessible and usable for further analysis at the national and at individual state levels.

PUBLIC COMMENT 9 - Elizabeth G Flanagan, Norfolk City Public Schools

This Preschool Survey data is informative and very important to determine pre-K status by state and national level, 

advocate for pre-K, and conduct research on pre-K. 

Data related to funding streams--how much are local districts contributing? Some cost/benefit analysis data, i.e. 

students retained in kindergarten.

A Kindergarten Survey like this preschool survey is also highly recommended, and may be even more important. It 

is not apparent to the public the fragmented funding streams for kindergarten across districts and states

NCES RESPONSE TO COMMENT 9

The data collection currently captures data about local contributions to overall preschool funding, but linkages 

between funding and later outcomes could be explored. This will become more feasible as states work to collect 

data about preschool children through state longitudinal data systems supported, in part, by the U.S. Department of

Education’s Statewide Longitudinal Data System Grant Program (SLDS). Expansion to include information about 

kindergarten funding may be possible and will be considered during design work associated with future years’

collection. Though not specific to kindergarten, ED does collect and distribute information on funding sources for 

local schools districts. That information can be accessed through NCES’ on-line ELSI tool at

http://nces.ed.gov/ccd/elsi/. 

PUBLIC COMMENT 10 - Lisa Guernsey, New America Foundation

February 12, 2013 

Dear Sir or Madam, 

Thank you for the opportunity to comment on the proposal for NCES to conduct the annual State of Preschool 

Survey for 2013-15. We commend NCES on this proposal. As an organization that focuses on improving early 

education and that has built a public resource based on data from the preschool survey, the New America 

Foundation sees this survey as critical to building a better understanding of education opportunities for our 

country’s young children. 

We would like to provide remarks on two of the five questions posed in the call for comments: Is this collection 

necessary to the proper functions of the Department? And how might the Department enhance the quality, utility, 

and clarity of the information to be collected? 

Is this collection necessary to the proper functions of the Department? 

The U.S. Department of Education, with leadership from Secretary Arne Duncan, has demonstrated a commitment 

to early learning in recent years by creating the first-ever Office of Early Learning within the Department and 

spearheading federal early education initiatives like the Race to the Top-Early Learning Challenge. In Duncan’s 

own words, “[w]e have to get out of the catch-up business, and the best way to get out of the catch-up business 

and to level the playing field is to get our babies off to a great start...increase access to early childhood education –

making sure it is high-quality and reaching children and communities historically underserved.” 

And yet, so far, little information is available through the federal government on how many children are enrolled in 

preschool, aside from Head Start. Fortunately, over the years, many states have invested in state-funded pre-K 

programs and are already collecting this data or are in a better position to do so than in past years. The National 

Institute for Early Education Research (NIEER) created the State of Preschool Survey to collect that data, and for 

nine years NIEER has been publishing results through its State of Preschool Yearbooks, providing a reliable annual 

study of the funding and quality of such programs across the country. One reason for our confidence in NIEER’s 

survey is that it collects information on state-funded pre-K programs in both school districts and community-based 

organizations. If NCES contracts with NIEER to continue administering this survey (an approach that we think 
February 28, 2013 Page | 5

makes sense), that comprehensiveness should be continued. Too often in the past, data on pre-K that are 

presented to the U.S. Department of Education only include school-based pre-K programs, providing an incomplete 

picture of how many children are served by publicly funded pre-K programs. 

In short, we strongly support NCES’s proposal to bring the State of Preschool Survey into its body of work on 

education data collection. Early education data shine a light on the disparities of access and quality that children 

face in their first years of development. Without standardized collection of pre-K data across the country, 

journalists, policymakers, and parents would lack important context about children’s access to pre-K programs and 

how these programs are funded in comparison to K-12 education. These data are necessary to ensure better pre-K 

– and PreK-12 -- policymaking within Congress, throughout the Department of Education and throughout the 

Administration as a whole. The State of Preschool Survey will help provide essential data to answer these 

questions and measure progress in achieving the objectives over time. 

Recommendations on enhancing the quality, utility, and clarity of the information to be collected 

1. Begin collecting data on enrollment and funding at the local level 

Currently, states struggle to provide good early education data at the school district level. We believe that a national 

task force or meeting of experts could help NCES change this. States need guidance on how to gather and report 

on enrollment in state-funded pre-K programs within the boundaries of their school districts. At the moment, this is 

very difficult to do because data from community-based organizations are not designed to mesh with data from 

school districts. Without a full picture of how many children are enrolled in publicly funded pre-K in their districts and 

what programs they attended, superintendents, principals, and early grade teachers lack valuable information about 

the students they are teaching. 

2. Collect child, program and workforce level data 

The Early Childhood Data Collaborative, another leader in the field of early education data, has proposed and 

advocated for the use of its 10 Fundamentals of Coordinated State Early Care and Education Data Systems. The 

New America Foundation believes those Fundamentals promote a deeper understanding of early learning systems 

and would recommend that several be incorporated into the State of Preschool Survey. 

In particular, New America recommends that states, taking appropriate measures to guard child privacy, collect 

child-level demographic data and participation in early childhood programs; data on early education program sites 

and quality; and information on the early learning workforce by program. Additionally, the New America Foundation 

believes that the ability to link child-level data systems with K-12 and other systems is critical, and would propose 

that the survey collect information from states on current links between their pre-K data and their K-12 longitudinal 

data systems. 

3. Make distinctions about dosage 

For pre-kindergarten programs, dosage – the number of hours or days that a program is open to children – may act 

as a critical indicator of students’ school readiness. Per-child funding cannot be calculated without an 

understanding of whether the data apply to a morning and afternoon class each day or to a full-day program. The 

data cannot be comparable across districts and states until dosage is included as a component of the collection 

process. 

4. Include publicly funded early education opportunities for infants and toddlers 

The New America Foundation recognizes that gaps in learning between students of different socioeconomic and 

demographic groups begin well before pre-kindergarten. Thus, collecting data on the enrollment of infants and 

toddlers in publicly funded early learning and home visiting programs, as well as the funding available for such 

programs, at the state and local levels are critical metrics for policymakers. Additionally, information on state 

policies for early education before pre-K provides essential information for researchers on the availability of those 

programs for needy families. 
February 28, 2013 Page | 6

5. Open the survey to questions about kindergarten 

On a related note, although K-12 funding is typically understood to mean that funding per student within a district is 

roughly equivalent for each grade, in reality, kindergarten funding may vary greatly. In some states or school 

districts, kindergarten is funded separately from first through twelfth grade. Additionally, dosage issues mean that 

kindergarten per-pupil funding may refer to either full-day or half-day programs, and therefore may not be directly 

comparable within and between school districts and states. Adding kindergarten data, including dosage, to the 

annual data collection process would help to unmask some of these serious disparities in funding and access to 

full-day kindergarten. 

6. Incorporate the data into the Common Core of Data 

Ensure that pre-K data can be downloadable within the National Center for Education Statistics’ Common Core of 

Data. Enabling pre-K data to be part of the Common Core of Data would place early learning on a platform level 

with elementary and secondary education and offer data linked to other federal data on demographics, enrollment, 

spending and outcomes. However, we would also urge NCES to ensure the data collected remain comparable to 

prior NIEER data collections. NIEER is the only reliable, comparable source of pre-kindergarten data available 

across all fifty states. To lose its capacity as a data stream spanning nearly a decade would be an unfortunate loss 

for the early education community. 

The New America Foundation thanks you for the opportunity to offer comments on the State of Preschool Survey 

2013-2015. The preschool survey must continue – and collections of early childhood data need to expand in the 

coming years – to inform policymaking and spur the improvement of early education opportunities for all children. 

* About New America Foundation’s use of the State of Preschool Survey 

Thorough, consistent data collection is essential to measuring the effectiveness and quality of early learning 

programs, and to promoting those practices. The New America Foundation’s Early Education Initiative relies on 

NIEER’s annual State of Preschool survey data to display many of the data points in its public Federal Education 

Budget Project (FEBP) database. FEBP is a centralized source of demographic, funding and outcomes data for 

every state, school district, and institution of higher education in the country. The New America Foundation’s Early 

Education Initiative last year embarked on a project to collect and publish in FEBP data from all 50 states and 

Washington, D.C., on state-funded pre-kindergarten, Head Start programs, and early intervention services provided 

under IDEA Section 619. The data were collected at the state and school district levels. (To explore this database, 

see edbudgetproject.org) 

However, the data proved challenging for states to provide, and the collection could not have been completed 

without the publication of the NIEER annual State of Preschool Yearbooks and the expertise of NIEER staff. The 

information NIEER provides to the public is authoritative and impeccably researched. Without it, we would be 

grasping in the dark to understand the variations in pre-K programs across state lines. 

Furthermore, the very act of data collection through a standardized format encourages states to standardize the 

way they collect data and think about their early learning programs. This can help states to consider the full 

continuum of education, from birth through postsecondary education. It will also allow states to build a continuous 

educational infrastructure, including child and teacher assessments and data systems, that is more meaningful and 

reliable.

NCES RESPONSE TO COMMENT 10

We appreciate the New America Foundation’s support for this collection and reporting project. As noted in the 

comments, the study plays a very important and productive role in understanding publicly supported preschool in 

this country. The rest of this response focuses on the six questions raised by the Foundation. 

1. Begin collecting data on enrollment and funding at the local level. NCES RESPONSE – Collecting and sharing 

data about more granular geographic levels would be very useful. At the moment, such an undertaking is not part 

of the State of Preschool studies. Augmenting the collection in this manner would require a new design and data 

collection initiative well beyond the scope of this study. However, such data may become increasingly available as 

state longitudinal data systems that follow individual child development are extended below the kindergarten year.

2. Collect child, program and workforce level data. NCES RESPONSE – Again, more granular data would be 

useful, but collecting data at that level of disaggregation would expand the scope of this data collection effort in 
February 28, 2013 Page | 7

ways that would require a different kind of data collection system. Such data are being incorporated into state 

longitudinal systems as they expand to include preschool children. Also, while some workforce information is 

already collected, collecting additional information will be evaluated.

3. Make distinctions about dosage. NCES RESPONSE – Recognizing the importance of “dosage,” NIEER has 

asked for several years about length of program day but has also taken recent efforts to standardize the terms used 

across states in defining schedules as state-level data has become more detailed. These efforts will be reflected in 

NIEER’s 2012 Yearbook (not yet published), and in the data collections continued under NCES.

4. Include publicly funded early education opportunities for infants and toddlers. NCES RESPONSE – Expanding 

the age range of the collection has been considered previously, and will be the focus of design decisions in future 

years.

5. Open the survey to questions about kindergarten. NCES RESPONSE – Expansion to include information about 

kindergarten funding may be possible and will be considered in the future during design work associated with each 

year’s collection.

6. Incorporate the data into the Common Core of Data. NCES RESPONSE – NCES intends to integrate the State 

of Preschool data into NCES on-line data tools as much as possible. If integrated into the CCD ELSI tools, statelevel reporting would be possible.

PUBLIC COMMENT 11 - Brenda Ivie, Choctaw Nation of Oklahoma

Turning pre-school over to the states needs to be completely thought through before we jump into this. Public 

schools are terribly over-burdened now. Do you think that throwing some money at them will immediately fix all the 

problems they have now? I think not. 

Universities are offering very few comprehensive classes to their students in the way of early childhood education. 

Teachers, who have never had a classroom full of 4 year old children, do not have the skills to deal with them.

If the states are thinking clearly, they will, if this passes, look to entities already in place to administer any statefunded pre-school programs that result. The teachers are already trained, and educated, in what pre-school 

children need to be able to learn, and how to communicate effectively with their parents. Successful pre- school 

classrooms are there to be duplicated, Let's take advantage of the opportunity to do well by the children, Think this 

through BEFORE jumping into this, The Nation's children are too important to do things haphazardly.

NCES RESPONSE TO COMMENT 11 

NCES agrees that it is imperative that our young children have access to effective and appropriate learning 

opportunities. The purpose of this study is not to change how preschool programs are structured or administered. 

The study will provide the public and policymakers with clear and accurate data about existing publicly provided 

preschool, information that is crucial to entities working to provide high-quality, accountable programs that model 

successful pre-K initiatives.

PUBLIC COMMENT 12 - Patricia Ewen, Hampshire Department of Education 

The abstract indicates the State of Preschool survey is to centralize data about publicly provided ECE 

opportunities. Further, it states data is to be collected from state agencies focusing on enrollment counts in statefunded ECE programs. This data will be combined with Federally funded programs.

This will provide the basis for rates developed State Preschool reports for publicly funded ECE.

The issue: New Hampshire, like so many states, does not have state funded Pre-K outside of Pre-K Special 

Education IDEA, part b. Because our legislature does not fund this opportunity, each year more of our local districts 

through publicly funded local tax dollars operate public preschools in public schools. Based on the abstract this 

funding stream is not counted and yet it provides a more accurate accounting of the State of Preschool on publicly 

funded ECE. 

Is there a way to present the survey to include local communities funding public pre-K?

NCES RESPONSE TO COMMENT 12

It is important to capture data about publicly provided preschool through this study as many children are served in 

such settings, though expanding this effort would increase the scope of this project as well as the burden on state 
February 28, 2013 Page | 8

and/or local officials to provide such data. As such, the issue of district-supported preschool and how such 

information might be best captured will be considered for future administrations of this survey.

PUBLIC COMMENT 13 - Jean Public, American citizen

I oppose gouging us taxpayers to pay for a preschool survey. The fact is we have immigration laws that mean all 

the sneaking illegal immigrants who sneak into this country for free schooling need to be picked up and shipped out 

of America. The cost to educate all these freebie leaches is bankrupting American taxpayers. There is no reason 

that America should be paying for all these sneaking lawless people sneak into this country to leach off American 

taxpayers. Our education costs have gone into the stratosphere since the USA let all these sneaks come into this 

country illegally. Deport them all and their kids. They do not belong in this country. We have a legal immigration 

system. That is the only way anyone should be getting into this country. I am sick of lousy corrupt politicians who 

choose which of our laws to enforce and which to let go. Our immigration system is completely damaged. We want 

the illegal lawless sneaks, criminals, druggies out of America. They are causing endless costs to American 

citizens. Our classrooms will be a lot smaller when we deport the sneaking leaches. 

Comment was submitted again as follows.

R W. I AM OPPOSED TO THIS STUDY/SURVEY WHICH IS WASTEFUL. THESE NUMBERS OF STUDENTS CAN AND 

NEED TO BE ALTERED BY THOSE HERE ILLEGALLY BEING SENT BACK WITH THEIR PARENTS TO THEIR OWN 

COUNTRY. THE TAXPAYERS OF THIS COUNTRY ARE BEING STOLEN FROM TO PECAUSEAY FOR EDUCATION OF 

LAWLESS ILLEGAL SNEAKS. THEY FLOCK HERE TO LEACH ON AMRICAN TAXPAYERS AND ARE BANKRUPTING 

AMERICAN TAXPAEYRS WITH HIGH EDUCATION COSTS FOR KIDS WHO SHOULD NOT BE IN OUR SCHOOLS IN THE 

FIRST PLACE. THE FAILURE TO OBSERVE LEGALLY PASSED IMMIGRATION LAWS IS NOTHING BUT A STEALING 

SCHEME TO STEAL FROM AMERICAN TAXPAYERS. THOSE KIDS BELONG IN THEIR OWN COUNTRY NOT LEACHING 

ON AMERICAN CITIZENS. IT IS TIME TO START FINING THOSE WHO SNEAK INTO THIS COUNTRY AND TAKE 

BENEFITS THAT AR EPAID FOR BY AMERICAN CITIZENS. THESE SNEAKS FROM MEXICO/CHINA, ETC ARE NOTHING 

BUT COMMON UNLAWFUL THIEVES. THEY ARE CAUSING TAXES TO BE PAID FOR EDUCATION THAT ARE NOT 

THEIRS TO GET. THEY SNEAK IN HERE UNLAWFULLY. THEY ARE NOT GOOD CANDIDATES FOR CITIZENSHIP 

BECAUSE THEY ARE THIEVES. THEY BELONG IN JAIL IN AMERICA AND THEN DEPORTED. THEY SHOUDL HAVE 

FINES OF $r500,000 ON THEIR HEADS FOR SNEAKING INTO THIS COUNTRY. STOP STEALING FROM AMERICAN 

TAXPAYERS FOR EDUCATION YOU DONT DESERVE 

NCES RESPONSE TO COMMENT 13

The U.S. Department of Education (The Department) received the comment above in which the commenter felt this 

study was a waste of taxpayer money. The Department disagrees; the importance of this study is described in 

section 1, 2, 4, and 6 of the Supporting Statement Part A that is part of the clearance package. Data collected and 

tabulated by NCES are used by policy makers at all levels of the educational system to help inform policy decisions 

and future planning. The purpose of this study is to provide the much needed information about publicly funded 

preschool in this country. While the study does contain information about cost, it is not a study of immigrants or 

immigration.

PUBLIC COMMENT 14 - Melody Hobson, Nebraska Department of Education

The State of Preschool, as currently published by NIEER, is a valuable document for some entities with interests in 

early childhood policy. However, the published State of Preschool document does not provide information useful to 

state agencies. 

The NCES should make every effort to ensure that the scope of the State of Preschool survey is not enlarged or 

expanded. The current State of Preschool survey is cumbersome and requires a significant investment of time and 

effort on the part of state agency staff. The estimate of time needed to complete the survey is low. To minimize the 

burden on state agencies, the survey should be streamlined and all current topics should be reviewed before 

inclusion in the survey. 

The current State of Preschool survey ranks states, in terms of resources used, and percentage of children served. 

While that may be a useful device to spur on early childhood advocates, it is not an appropriate role of federal 

government. The current State of Preschool report highlights state and local resources used for preschool 

programs. Federal ranking of states based on state and local expenditures is inappropriate, especially if connected 

with the allocation of federal funds. Finally, collection of information regarding state and local expenditures appears 

to be out of the scope of the federal government. 
February 28, 2013 Page | 9

NCES RESPONSE TO COMMENT 14

We agree that the State of Preschool studies are valuable for those interested in early childhood policies. We 

understand that there is a burden imposed on states to report data for the data collection system and appreciate 

the effort state agencies make to provide the requested data. However, many state education agencies have noted 

the importance of having clear and accurate data for all 50 states and the District of Columbia in helping them make 

decisions about state preschool policy, including information about state and local financial support of early 

education. 

Without the work done by state personnel, the data collection and report would not be possible. NIEER has 

reviewed the survey each year before releasing a new version to clarify unclear questions and to remove those for 

which data collection was deemed not useful as part of an ongoing streamlining process. Part of this process has 

included seeking input from state personnel. The burden estimate quoted in this submission was based on a range 

of burden reports provided by the 50 states and the District of Columbia. Burden estimation will be reevaluated for 

upcoming data collections in this series. Although the rankings published by NIEER were simple listings of states 

in order of the reported numbers, NCES (the agency that now oversees this study within ED) will not release 

reports based on these data that include rankings. Results will be reported by state in alphabetical order as is done 

with most NCES reports that include state level data. Direct policy recommendations will also not be included in 

reports developed and released by NCES from these data.

PUBLIC COMMENT 15 - Yasmina Vinci, National Head Start Association 

Thank you for providing the opportunity to submit comments regarding the proposed collection “State of Preschool 

Survey 2013-2015” (Federal Register Volume 77, Number 241 (Friday, December 14,2012) Pages 74471-74472). 

The State of Preschool Survey offers an important opportunity to better understand the range of state initiatives for 

early childhood education, especially as these initiatives expand and diversify. 

The National Head Start Association (NHSA) is a non-partisan, not-for-profit organization that believes that every 

child, regardless of circumstances at birth, has the ability to succeed in life if given the opportunity that Head Start 

offers to children and their families. It is the voice of more than a million children in Head Start and Early Head Start 

programs in the United States. Head Start represents a national commitment to providing early learning 

opportunities for the children who are most at risk and who have been proven to benefit most from early learning 

experiences. 

NHSA supports states’ intentions to develop high-quality early learning experiences for all children. Strong data 

systems are an integral part of quality early learning, and to that end NHSA supports the State of Preschool Survey 

to collect data about early learning programs’ quality and impact. 

In response to the questions posed in the Federal Register, NHSA provides comments regarding the first and the 

fourth. 

Is this collection necessary to the proper functions of the Department? 

All learning in the K-12 and secondary education systems rests on development –cognitive, physical, and 

social/emotional – that occurs during the first five years of life. Ensuring appropriate, high-quality learning 

opportunities during these early years is an investment in children’s success in school and in life. Collecting data 

about children’s pre-kindergarten learning experiences would enable the Department of Education to better design 

K-12 systems and other policy initiatives that address the existing cradle to career experiences of children and 

encourage improvement. 

How might the Department enhance the quality, utility and clarity of the information to be collected? 

Quality 

Quality data should be a priority in the design of this survey. We were pleased to see the breadth of questions 

addressing program design, parent engagement, teacher qualifications, and comprehensive services. In addition, 

NHSA recommends that queries address the following:

 Number of age-eligible children in the state
February 28, 2013 Page | 10

 Cost per child for various types and settings of early learning programs offered, including differentiated 

program and administrative costs

 Attendance/suspension rates for early learning programs

 Previous early childhood care and education experiences of children enrolled in state early learning programs

 State averages for CLASS and ECERS where these tools are implemented state-wide

 Status of integration of early learning systems with State Longitudinal Data Systems (including which subsets 

of early learning programs are integrated)

All of these factors reflect on the quality of state early learning efforts and will make more advanced understanding 

of data possible. 

Utility

The data collected by the State of Preschool Survey has the highest utility only if it is quickly made public and is 

readily accessible for analysis. NHSA strongly recommends that the Department work to ensure timely and ready 

access. 

Clarity

For nearly fifty years, Head Start has been a leader in the field of early learning, and today Head Start programs 

have varied partnerships and collaborations across all fifty states and numerous territories. We appreciate the 

survey questions that address whether state funding is braided into Head Start services at the state level. We also 

encourage that all reporting on survey data carefully articulate the role of Head Start as a partner in state and local 

systems and that when Survey data are shared alongside federal Head Start data sources, the overlap in children 

served be clearly articulated. 

NCES RESPONSE TO COMMENT 15

We agree with the National Head Start Association regarding the utility of the study. We intend to release reports 

and data from the study in a timely manner to maximize access to the data. Several points were made about how 

the quality of the data might be improved. Currently, the number of age-eligible students in each state is collected

from Census Bureau sources and is included in Appendix E of the State of Preschool annual report

(http://nieer.org/yearbook), and is also used to calculate the percentage of age-eligible children served in each 

program and nationally. Capturing more detailed cost information will be challenging for the study, but will be 

explored in the future. Attendance rate information will also be studied for possible inclusion. Information about 

previous early education program experiences would be outside the scope of this study as it would require 

expansion of information collected by the providers about child specific characteristics. Collecting data on CLASS 

and ECERS scores would increase the burden on state education officials, but survey data does currently include 

documentation of any recent state evaluations, which would likely include that information. Lastly, information 

about what elements in the study are included in Statewide Longitudinal Data Systems can be included in future 

reports.

PUBLIC COMMENT 16 - National Association for the Education of Young Children (NAEYC)

Since the early 2000’s, data on the number of children served by publicly-funded pre-k programs has been 

systematically collected and reported by the National Institute for Early Education Research (NIEER). These data 

are vital to the national dialogue on young children’s access to, and participation in, pre-k programs. NAEYC 

supports the continued collection of these data under the auspices of the National Center for Education Statistics 

(NCES). We encourage the department to consider the following in collecting data on children’s pre-k experiences:

1. Access and enrollments should consider all federal and state funding streams that support preschool.

2. Include age of children served (chronological age or commonly accepted age categories [e.g., infant and toddler, 

preschool]), home language, gender, race/ethnicity, and family income.

3. Data collected should be consistent with definitions used by other federal data collections, including CCD, and 

data collected by the US Census Bureau, to allow for linking.

4. Data collected should be consistent with non-federal entities that annually collect and report data related to early 

childhood education, including state licensing and monitoring standards, or collection of these data should be 
February 28, 2013 Page | 11

incorporated into the data collection described here.

5. One hallmark of the NIEER yearbooks is the inclusion of 10 standards against which all states are compared. 

This review has provided a historical record of change nationally and within states in policies intended to drive 

quality programming. Collection of these data should be continued.

NAEYC recognizes the critical importance of these data. Certainly, there are many benefits to be gained by 

continuing to collect substantially the same data through the vehicle of data collection established by NIEER. At the 

same time, we encourage NCES to consider additional models of data collection, as well as integration of new and 

extant data, to ensure that these data meet the needs of the field.

NCES RESPONSE TO COMMENT 16

We agree that the study is valuable and appreciate the National Association for the Education of Young Children’s 

comments. We also agree that additional information as recommended would be useful. However, some of the 

recommendations for expanding the information collected would significantly increase the scope of the study. 

Specific responses to recommendations follow.

1. The intent of the study is to capture information about all public support for preschool programs. As much 

information as possible is captured, and where limitations exist, they are noted in the resulting data and reports.

2. Expansion of child-level characteristics is not currently planned, as this kind of collection would require a much

more extensive data collection process. However, such data will become increasingly available as states expand 

the age range of their student records through state longitudinal data systems supported, in part, by the U.S. 

Department of Education’s Statewide Longitudinal Data System Grant Program (SLDS). Feasibility of collecting 

additional aggregate data from state administrative records at the preschool level will be evaluated and considered

as state data systems continue to be developed.

3. Definitions of concepts used in the study will be evaluated for consistency with definitions used in other federal 

data collections so that possible discrepancies are clearly understood. Consistent definitions across federal studies 

are not always followed as the purposes of the different studies sometimes lead to intentional conceptual 

differences.

4. Data about monitoring and licensing standards for publicly supported preschool programs are collected through 

this study. Review of licensing and monitoring policies will be regularly undertaken to make sure the study reflects 

changes in policies related to these important issues that occur over time. Some data about licensing standards for 

child care programs is currently collected and included in Appendix C of the State Preschool Yearbooks. 

5. NCES intends to continue collecting data necessary to evaluate standards, but reports released by NCES based 

on the data will not include ranking information or policy recommendations.

As mentioned above, review of licensing and monitoring policies as well as review of state administrative data 

availability will be regularly undertaken to maintain the utility of the collection and related report. We thank NAEYC 

again for its interest and input into this important study.

PUBLIC COMMENT 17 - Judy Freeman

I represent child advocates who are working hard to assure that education and the funding for education will begin 

at birth in the Unites States. This concurs with what we know about learning, brain research and wise investments.

We are celebrating today in Michigan as our Governor released his budget proposals yesterday which included an 

increase of funding for the state preschool program for at-risk 4 year olds.

We are working hard to help develop a system for Recruitment / Intake for all free preschools in our county which 

includes Head Start and the state preschools. We also oversee a scholarship program for 3 year olds who do not 

have access to quality learning. We are learning vast amounts about what parents know exist for their children. 

They don't know the difference between programs and how to navigate.

I am concerned about Federal regulations which seem to restrict Head Starts for collaborating for programming and 

cost efficiencies. We have many different Head Start affiliates in Michigan with such differences in quality. It seems 

that they also run independently as small school districts. Most Head Start agencies have their own fleet of buses, 

kitchen and food service, recruitment staff, program staff, etc for not very many children. Some free standing public 

schools have the same number of students. Think of how many more children we could serve if they would contract 

with local school districts for these services.

Our local Head Start agency has worked hard to build educational program to assist with kindergarten readiness. In 

spite of that, we have local school districts who do not wish to send their special needs children to them until they 
February 28, 2013 Page | 12

have certified teachers. 

Could the federal government help us work towards the same requirements and guidelines for state and federal run 

preschool services? We need whatever assistance you may lend to allow the maximum collaboration. Thanks so 

much for new requirements and we look for more

NCES RESPONSE TO COMMENT 17

We appreciate the challenges associated with finding good educational opportunities for at-risk children. The 

purpose of this study is to provide information about publicly provided preschools and will not be able to provide 

requirements or guidelines for preschool services. Other parts of the Department, such as the Office of Early 

Education and offices in other agencies, such as Health and Human Services’ Child Care Bureau, that will have 

access to the findings of this study do engage in work to implement good practices across preschool programs. 

This study will provide valuable information to support the work of the many entities across the country that work to 

improve early childhood education.

PUBLIC COMMENT 18 - Chris Booth, University PreSchool

February 8, 2013

Please provide more information on the programs you wish to survey. You do realize that there are other programs 

besides federally funded preschools in all communities. Perhaps it would be best to send the surveys to all 

preschool programs that currently serve families?

NCES RESPONSE TO COMMENT 17

The purpose of the study is to collect data about publicly funded programs to provide information about these 

important investments to the public and to policymakers. We are very aware that there is a broader range of 

preschool education providers than those considered for this data collection, and we do undertake studies of them.

However, given the nature of preschool education and the wide range of providers, collecting data from 

representative samples of them is cost prohibitive. Therefore, broader provider studies are conducted much less 

frequently.