Concerns that some children are at more risk if they are raised in a hostile or deprived environment have also made this an equity of opportunity issue. The result has been significant increases in the number of children aged five or younger attending some form of structured pre-primary program. As a consequence, the public education system has become more involved, both directly and indirectly, in the preprimary years of childhood. This Update looks at some of the trends and issues associated with the role of public schools in early childhood education. States and districts themselves are offering more services to pre-primary children .
Some states support pre-K classes in districts serving populations at high risk.
In response to federal and state initiatives, districts are partners in a number of other efforts to provide services to pre-school children. The federal Even Start program requires local providers to partner with a district. Supporters agree that the extension of services to preprimary children can be expensive, but argue that these early expenditures will convert to substantial savings later on. For example, research has shown that pre-K attendance reduces the likelihood that disadvantaged students will be retained or referred to special education in elementary school. The recent expansion of the Ed-Flex Program allowing states to waive selected federal regulations for local district programs may help.