PDG PROGRESS UPDATE 1

PRESCHOOL DEVELOPMENT GRANTS

PROGRESS UPDATE

Preschool Development Grants

Eighteen Preschool Development Grant (PDG) states have used funding to 

substantially expand and increase access to high-quality programs for 4 year-olds 

from low to moderate income families. Data from grantees, covering the period 

January 1 to December 31 of 2017, indicated over 14,000 additional eligible 

children received services. This increased the total number of children served and 

benefiting from high-quality preschool programs from approximately 34,000 in 

2016 to over 49,000 children in 2017. In addition, 70 high-need communities 

were added to the previous total increasing from 250 to 320 communities working 

with children and families. These additional children were served through a variety 

of methods identified in the graph below.

FUNDING FOR NEW AND IMPROVED SLOTS

(Total 49,263)

METHODS STATES USED TO IMPROVE PRESCHOOL SERVICES 

States reported using multiple strategies to improve 22,938 slots in 2017. As one

example, Maryland added 2,700 improved slots through strengthening 

professional development, sharing curriculums and practices and establishing 

strong partnerships. Other strategies used by states included: increasing hours to 

support full day, reducing teacher-child ratios, and strengthening compensation. 

The chart below reflects the main strategies used by states.

MEETING TARGET LEVELS

States reported serving a significant 

number of children targeted for 

services, with recruitment an 

element that local communities 

continue to address. New Jersey

exceeded expectations for serving 

children by almost 40%. Additional 

state examples where targets were 

exceeded are Illinois, Massachusetts

and Virginia, with a combined total 

of 8,246 additional children and 

families benefiting from services.

RAISING THE BAR 

ON QUALITY

49,263 additional children 

benefited from quality initiatives 

through a variety of strategies 

used by grantees. All states 

have instituted practices in 

keeping with well-established 

ECE quality standards including 

full day services, evidencebased curricula, teachers 

receiving comparable and 

equitable salaries to local K-12 

staff, comprehensive services 

for children, community 

partnerships, and the inclusion 

of children with disabilities.

The Preschool Development Grants (PDG) program is a discretionary grant program jointly administered by the U.S. Departments of Education (ED) and Health and Human 

Services (HHS). Eighteen states were awarded funding through a competitive grants process including five Development Grants states (Alabama, Arizona, Hawaii, Montana, 

and Nevada) and thirteen Expansion Grants States (Arkansas, Connecticut, Illinois, Louisiana, Maine, Maryland, Massachusetts, New Jersey, New York, Rhode Island, Tennessee, 

Vermont, and Virginia). Data for this Progress Update is as of December 1, 2017.
PDG PROGRESS UPDATE 2

STATE GRANTEES ARE ADVANCING EARLY LEARNING REFORMS

States have established unique and innovative practices using PDG, state and local funds to strengthen and sustain their PDG 

services. States are merging PDG funds with a multitude of funding sources to create initiatives to build stronger systems to 

support children and families. A table summarizing several key reforms in these areas is presented below.

Expanding State 

Infrastructures

Community Collaborations 

and Partnerships

Workforce Development Birth to Grade 3 Alignment

Connecticut, Louisiana and 

Virginia have used funds to 

explore, develop and implement 

system-levels policies and 

strategies to build and enhance 

state and local systems.

Montana and Arkansas are 

building collaborations and 

partnerships to create strong 

relationships that bring together 

cross-sector stakeholders to 

design aligned systems.

Hawaii, Rhode Island, 

Vermont, and Arizona

have established creative 

and supportive solutions and 

partnerships to strengthen and 

support the availability of a 

strong and capable workforce.

Tennessee, New York, Maine, 

and Alabama are bringing together 

early childhood and early elementary 

programs to align standards, curricula 

and assessments to build stronger and 

more coherent systems of learning.

MEETING THE NEEDS OF A DIVERSE GROUP OF CHILDREN AND FAMILIES

STATE GRANTEES DISTRIBUTION OF FUNDS TO 

EXPAND PRESCHOOL IN MULTIPLE SETTINGS

PDG funds are being used to expand preschools in multiple 

settings, including public and private schools, Head Start 

centers, community and faith-based settings. The graph 

below depicts the number of classroom settings being used 

in local PDG sites.

STATE GRANTEES ARE SERVING MULTIPLE 

CRITICAL POPULATIONS 

8,246 (17%) of the children served in the states were 

English Learners. Many children (5,008) were served across 

mixed age group and socio-economic status classrooms. 

2,968 (6%) of the children were identified as a part of the 

Child Welfare System. The graph below reflects the diverse 

population of children having access to high quality 

programs. The data reflects children that may fit into 

several categories.

ADDRESSING INCLUSION TO SUPPORT CHILDREN WITH DISABILITIES

The data from state subgrantees shows 

programs are strengthening their capacity 

to support children with disabilities. 303 

of the 606 Subgrantees (49.8%) reported 

they met or exceeded their respective 

required state target to serve children 

with disabilities in inclusive settings. One 

example, Nevada, is supporting inclusion 

through coordinated communication 

at the state level, intensive technical 

assistance to subgrantees, and guidance 

from the Early Childhood Technical 

Assistance Center. The rates for each 

grantee are presented in the table.

PERCENTAGE OF SUBGRANTEES MEETING OR EXCEEDING THE HIGHER 

OF THE NATIONAL OR STATE AVERAGE FOR INCLUSION
PDG PROGRESS UPDATE 3

Table 1: Total Slots for All Communities in the State

(Corresponds with Section C – NIA Part A.1: Table A(1)(b) Total Slots for All Communities in the State)

State

New Slots 

Funded Only 

with PDG Funds

New Slots Funded 

with PDG and 

Head Start Funds

New Slots Funded 

with PDG and Other 

Funds (not Head Start)

Total New Slots

Improved Slots Funded 

with PDG and Existing 

Preschool Funds

Total New and 

Improved Slots

Alabama 1,309 2,156 489 3,954 11,286 15,240

Arizona 2,520 276 76 2,872 0 2,872

Arkansas 1,274 0 0 1,274 1,511 2,785

Connecticut 428 0 0 428 293 721

Hawaii 1 137 0 0 137 104 241

Illinois 2 2,198 1,487 0 3,685 344 4,029

Louisiana 1,275 0 0 1,275 0 1,275

Maine 131 241 0 372 92 464

Maryland 1,099 438 25 1,562 2,701 4,263

Massachusetts 3 594 71 98 763 0 763

Montana 387 613 0 1,000 0 1,000

Nevada 1,213 41 243 1,497 1,091 2,588

New Jersey 930 185 165 1,280 649 1,929

New York 2,371 0 0 2,371 0 2,371

Rhode Island 432 0 648 1,080 0 1,080

Tennessee 1,330 0 0 1,330 2,410 3,740

Vermont 0 0 0 0 448 448

Virginia 1,276 4 165 1,445 2,009 3,454

Total 18,904 5,512 1,909 26,325 22,938 49,263

________

1 120 began with PDG in 2015 & 2016

2 Data quality will improve for next reporting period. The State has revised the Student Information System (SIS) data elements.

3 MA is not funding any improved slots. All slots are new.
PDG PROGRESS UPDATE 4

Table 2: Method for Improved State Preschool Program Slots

(Corresponds with Section C – NIA Part A.1: Table A(2) Method for Improved State Preschool Slots)

State Half-Day to 

Full-Day

Limiting Class Size 

and Decreasing 

Child to Staff Ratios

Employing and 

Compensating a Teacher 

with a Bachelor's Degree

Providing In-Service, 

Evidence-Based Professional 

Development Such as Coaching

Providing 

Comprehensive 

Services

Alabama 4 0 0 940 940 940

Arizona - - - - -

Arkansas 1,509 1,509 1,509 1,509 1,509

Connecticut 5 113 N/A 721 721 721

Hawaii N/A N/A N/A N/A N/A

Illinois 344 - - - 344

Louisiana - - - 2,029 2,029

Maine 92 - - - -

Maryland 1,474 25 36 65 1101

Massachusetts 6 0 0 0 0 0

Montana 1,000 1,000 1,000 1,000 1,000

Nevada 1,091 2,588 2,564 2,588 2,078

New Jersey 55 483 160 527 620

New York 0 2,371 2,371 2,371 2,371

Rhode Island7 0 0 0 0 0

Tennessee - - - 2,403 2,403

Vermont 331 254 398 388 423

Virginia - 27 - 1,743 2,017

TOTAL 6,009 8,257 9,699 16,284 17,556 

________

4 Funds are braided and awarded per classroom and not through slots with all classrooms receiving PD/coaching/pay parity and comprehensive services. Classrooms are funded at different levels. 

5 Figures based on actual enrollment as of December 1, 2017. Limiting class size and decreasing child to staff ratio is already a state requirement with class sizes no larger than 18 and ratios of 9:1, so PDG funds were 

technically not used to improve any classrooms in this way.

6 The PDG program in MA does not have any improved slots. However, in classrooms with blended funding, funds were used to extend the length of the day and year (Head Start) and provide coaching, fund additional 

educator compensation and add comprehensive services.

7 All of our slots are new, none are improved according to the PDG definition.
PDG PROGRESS UPDATE 5

Table 3: Program Settings

(Corresponds with Section C – NIA Part A.1: Table A(4) Program Settings)

State Public 

School

Public 

Charter 

School

Private 

School 

(FaithBased)

Private 

School 

(Non FaithBased)

Head 

Start

CommunityBased 

Provider 

(Faith-Based)

CommunityBased 

Provider (Non 

Faith-Based)

Tribe or 

Indian

College, 

University or 

Vocational/

Technical School

Other Total

Alabama8 687 N/A 28 74 118 N/A 21 N/A 9 3 940

Arizona9 71 0 3 29 220 0 0 0 0 2 325

Arkansas 178 2 0 0 2 0 0 0 5 0 187

Connecticut 30 0 0 0 3 1 21 0 0 0 55

Hawaii - 18 - - - - - - - - 18

Illinois10 195 0 0 6 2 3 - - 1 - 207

Louisiana 26 4 0 1 3 0 27 - - - 61

Maine 35 2 0 0 0 0 0 0 0 - 37

Maryland 138 2 2 1 23 5 56 N/A 2 - 229

Massachusetts11 3 N/A N/A 1 7 N/A 32 N/A N/A 5 48

Montana 26 0 0 0 26 0 0 24 0 0 76

Nevada 119 15 3 - 12 - 7 - 1 - 157

New Jersey 146 0 0 0 18 0 0 0 0 0 164

New York 78 0 30 2 27 12 84 0 0 - 233

Rhode Island 17 N/A N/A N/A 22 N/A 21 N/A N/A 0 60

Tennessee 226 10 NA 3 N/A N/A 27 N/A 3 N/A 269

Vermont 30 0 0 0 17 0 13 0 0 0 60

Virginia12 225 N/A N/A 5 N/A N/A N/A N/A 2 N/A 232

TOTAL 2,230 53 66 122 500 21 309 24 23 10 3,358 

________

8 Private School (Faith-based) = Faith-based; Private School (Non Faith-based) = Private School, Private Child Care; Other = Military.

9 Public School = Number of PDG school-level sites (not necessarily individual classrooms); Private School (Faith-based) = Number of PDG school-level sites (not necessarily individual classrooms); Private School (Non 

Faith-based) = Number of PDG school-level sites (not necessarily individual classrooms); Head Start = Number of PDG school-level sites (not necessarily individual classrooms); Other = Home-Based Provider; Number 

of PDG school-level sites (not necessarily individual classrooms).

10 Public School = Number of classrooms was determined by enrollment. Also, the classrooms in City of Chicago SD 299 are blending and braiding fund sources to improve access and quality.

11 Public School = One classroom in Holyoke moved out of a public school classroom into a Head Start program in the fall of 2017; Head Start = One classroom in Holyoke moved out of a public school classroom into a 

Head Start program in the fall of 2017; Community-based Provider (Non Faith-based) = One classroom in Springfield moved out of the public school run early childhood center into a community-based site in the fall 

of 2017; Other = Springfield Public Schools manages a city-owned site that it leases to multiple community-based ECE providers. This site also contains some Springfield Public Schools Prekindergarten classrooms. 

One classroom in Springfield moved out of the public school run early childhood center into a community-based site in the fall of 2017.

12 Private School (Non Faith-based) = Fairfax (2), Richmond (3); College, University, or Vocational/Technical School = Norfolk (1), Richmond (1).
PDG PROGRESS UPDATE 6

Table 4: Student Demographic Information

(Corresponds with Section C – NIA Part A.1: Table A(3)(a) Demographic Information)

State With 

Disabilities

Who 

Reside 

on Indian 

Lands

Who are 

from 

Migrant 

Families

Who are 

English 

Learners

Who are 

Homeless

Who are 

in the 

Child 

Welfare 

System

Who are 

from 

Military 

Families

Who are 

Served in 

Mixed Age 

Classrooms

Who are Served in 

Economically Diverse 

Classrooms (Families 

with Incomes Above 200% 

Federal Poverty Level)

Alabama13 1,097 0 38 962 130 114 374 0 794

Arizona 260 43 49 1,092 41 1194 38 589 852

Arkansas 445 0 0 439 47 51 137 - 410 

Connecticut14 51 0 38 153 21 13 6 2 239 

Hawaii15 5 0 0 54 12 3 7 67 67 

Illinois 529 0 0 1,231 194 174 18 483 49 

Louisiana 49 - 9 102 33 147 13 - 40 

Maine 68 0 0 47 8 - 10 0 307 

Maryland 268 0 8 293 69 592 9 348 1,466 

Massachusetts 18 0 41 238 27 32 2 179 29 

Montana 70 379 0 2 29 15 9 488 302 

Nevada 342 9 102 476 137 438 102 1,662 2,476 

New Jersey 263 0 0 505 27 15 12 321 987 

New York16 224 0 1 540 167 60 55 108 1,734 

Rhode Island17 95 0 4 153 14 86 18 0 267 

Tennessee 253 N/A N/A 1,012 58 54 11 511 1,042 

Vermont 106 0 3 33 23 77 7 175 210 

Virginia 177 N/A 0 914 44 17 120 75 230 

TOTAL 4,320 431 293 8,246 1,081 3,082 948 5,008 11,501 

________

13 English learner is defined by any home language that was not equal to English. Welfare system was any child in TANF, WIC, SNAP, Medicaid or Free Lunch.

14 Figures based on actual enrollment as of December 1, 2017. Number of Children with disabilities only represents number of PDG eligible children with disabilities. Additionally, there are 20 non-eligible children in 

our mixed-age, mixed income classrooms who also have disabilites. This brings our total percent of children in PDG classrooms with disabilities to 10%.

15 The number of children identified with disabilities is a mid-year reflection of the data. This number has increased since 12/1/17.

16 The communities of New York City and Yonkers have additional prekindergarten funding from NYS allowing their communities to create classrooms that are economically diverse. 

17 Rhode Island does a lottery based system, although through recruitment works to ensure we have applications from the neediest children and families.
PDG PROGRESS UPDATE 7

Table 5: Number of Eligible Children with Disabilities Served by High Quality Preschool Programs

(Corresponds with Section C – NIA Part A.1: Table A(3)(c) Eligible Children with Disabilities Served by the Grant)

State

Number of Eligible 

Children with Disabilities 

Served by the High-Quality 

Preschool Programs 

funded by this grant and 

served by Subgrantee

Number of Eligible 

Children 

served in the High-Quality 

Preschool Programs 

funded by this grant and 

served by Subgrantee

Percent of Eligible Children 

with Disabilities Served in 

the High-Quality Preschool 

Programs funded by 

this grant and served by 

Subgrantee

Alabama 1, 097 15,240 7.2%

Arizona 260 2,872 9.1%

Arkansas 445 2,785 16.0%

Connecticut 51 721 7.1%

Hawaii 5 241 2.1%

Illinois 529 4,029 13.1%

Louisiana 49 1,275 3.8%

Maine 68 464 14.7%

Maryland 268 4,263 6.3%

Massachusetts 18 763 2.4%

Montana 70 1,000 7.0%

Nevada 342 2,588 13.2%

New Jersey 263 1,929 13.6%

New York 224 2,371 9.4%

Rhode Island 95 1,080 8.8%

Tennessee 253 3,740 6.8%

Vermont 106 448 23.7%

Virginia 177 3,454 5.1%

Total 4,320 49,263 -
PDG PROGRESS UPDATE 8

Table 6: Number and Percentage of Subgrantees Reported as Meeting and/or Exceeding the Higher of the National or State Average for Inclusion

(Corresponds with Section C – NIA Part A.1: Table A(3)(c) Eligible Children with Disabilities Served by the Grant and Subgrantee)

State

Number of 

Subgrantees 

Reporting Data 

Serving Children 

with Disabilities

Number of Subgrantees 

Reported as Meeting and/

or Exceeding the higher 

of the National or State 

Average for Including 

Children with Disabilities

Number of Subgrantees 

Reported as not Meeting 

and/or Exceeding the 

Higher of the National or 

State Average for Including 

Children with Disabilities

Percentage of 

Subgrantees 

Reported as Meeting 

and/or Exceeding 

the National or 

State Average

Alabama 264 150 114 56.80%

Arizona 68 28 40 41.20%

Arkansas 17 10 7 58.80%

Connecticut 13 5 8 38.50%

Hawaii 12 3 9 25.00%

Illinois 25 4 21 16%

Louisiana 16 8 8 50.00%

Maine 14 10 4 71.40%

Maryland 56 22 34 39.30%

Massachusetts 5 0 0 0.00%

Montana 22 10 12 45.50%

Nevada 16 12 4 75.00%

New Jersey 16 11 7 68.80%

New York 5 1 4 20.00%

Rhode Island 23 11 12 47.80%

Tennessee 4 2 2 50.00%

Vermont 17 11 7 64.70%

Virginia 13 6 7 46.10%

Total 606 304 300 45.27%
PDG PROGRESS UPDATE 9

Table 7: Student Demographic Information – Ethnicity

(Corresponds with Section C – NIA Table A.1: Table A(3)(b) Demographic Information - Ethnicity)

State

American 

Indian or 

Alaska Native

Asian

Native 

Hawaiian/Other 

Pacific Islander

Black or 

African 

American

Hispanic/

Latino

White, Not 

Hispanic 

Two or 

More Races Total

Alabama18 68 117 10 6,770 887 6,387 794 15,033

Arizona 99 46 11 268 1811 482 155 2872

Arkansas 18 100 81 1,083 549 820 134 2785

Connecticut 0 32 1 141 256 206 85 721

Hawaii 2 26 109 6 49 30 30 252

Illinois 11 74 14 1,812 1,730 275 113 4,029

Louisiana 4 17 1 719 117 321 96 1,275

Maine 7 4 0 49 15 - 389 464

Maryland19 36 105 7 1,859 1,217 698 350 4,272

Massachusetts20 0 74 1 173 435 46 20 749

Montana 420 4 1 7 36 501 31 1,000

Nevada 40 56 34 340 1,024 761 333 2,588

New Jersey 2 121 3 371 760 503 169 1,929

New York - 12 195 6 420 1,400 310 2,343

Rhode Island 5 59 3 160 366 377 110 1,080

Tennessee 12 97 5 2,262 774 504 86 3,740

Vermont 2 21 0 17 9 382 17 448

Virginia21 - 9 113 8 1,915 832 465 3,342

TOTAL 726 974 589 16,051 12,370 14,525 3,687 48,922 

________

18 We had 231 who declined to answer this question.

19 The 9 slots that will not show for Worcester County, Berlin Education Station would make the A(3)(b) comparison number 4,272.

20 Data is missing on 14 children so the numbers do not equal the total number of children enrolled.

21 Student race/ethnicity not specified for 2 students.