Some states have applied other funds to these kinds of services. Georgia's prekinder-garten program for 57,000 children is paid for with state lottery earnings. SEAs and districts can also solicit and maximize other sources of funding, including those from related health and social service agencies. For example, funds from child and maternal health programs might be applied. SEAs can require local matching, from both the public and private sectors.
Districts can also solicit outside funds, fees, and in-kind services.
The transition of children from pre-K to school has become a concern. For example, there is some evi-dence that parents may be more fixated on whether their child can count to 20, while teachers are more appreciative of the fundamental readiness that results when a child arrives in class healthy and ready to follow directions. There also are questions regarding the transition from care and preschool providers to schools. For example, as children move into the more directive school environment, there are issues of continuity for children in terms of how they are taught or disciplined and in terms of what is expected of them. There is no doubt that the transition of children from pre-K programs to their arrival at elementary schools with varying needs and experiences provides a challenge to educators in terms of assessing their readiness and progress.