Building a Universal Preschool System Around Head Start: Guiding an Equitable Pandemic Recovery
August 2021
Authors: Dr. Shantel Meek, Dr. Conor Williams, Dr. Briana Bostic, Dr. Iheoma U. Iruka, Dr. Darielle Blevins, Dr. Evandra Catherine, and Dr. Brittany Alexander
The COVID-19 pandemic has comprehensively disrupted life around the world, including for our youngest learners. But as we approach a possible end to this particular crisis, we should not strive to return to the inadequate and inequitable pre-pandemic normal in our early learning and education systems. President Biden recently announced the outlines of his American Families Plan (AFP), a series of investments aimed at supporting children and families from cradle to career. This brief focuses on one element of the AFP—universal preschool—and describes how, alongside other elements like quality child care, child tax credits, and paid family leave, it can bridge opportunity gaps and promote healthy, positive outcomes for young learners. Specifically, the brief unpacks the argument for making Head Start the anchor of a new universal system to ensure an equitable, mixed delivery, high-quality, and comprehensive system that optimizes existing funding streams and coordinates new ones to meet this unique moment in history.
Suggested citation:
Meek, S.E., Williams, C., Bostic, B., Iruka, I.U., Blevins, D., Catherine, E., Alexander, B.L. (August, 2021). Building a Universal Preschool System Around Head Start: Guiding an Equitable Pandemic Recovery. The Children’s Equity Project at Arizona State University. Retrieved from: https://cep.asu.edu/resources/building-universal-preschool
Why build a universal preschool system around Head Start?
Universal preschool would require more than adding seats. The Children’s Equity Project’s brief argues that children should have access to high-quality early learning alongside health, mental health, nutrition, and family supports suited to their needs.
The authors propose using Head Start as the foundation for a system that brings together Head Start programs, child care providers, and state and local pre-K programs. Head Start offers a common set of standards and a comprehensive approach to children’s development. Partnerships could build on the strengths of each setting while expanding the number of families able to access those supports.
How does the brief propose expanding preschool access?
The brief describes a phased approach:
- Map access and need. Examine where Head Start, child care, pre-K, and preschool special education slots are available, including access at the neighborhood level.
- Expand existing Head Start programs. Add slots where established programs have the capacity to grow and where families need more options.
- Fund new Head Start programs. Address communities where existing programs cannot expand or are not available.
- Create Head Start–Child Care Partnerships for preschoolers. Adapt the Early Head Start–Child Care Partnership approach so child care providers can receive the resources needed to offer comprehensive services and meet Head Start standards for three- and four-year-olds.
How would the model prioritize equity?
The brief recommends that children already eligible for Head Start receive access as the system expands. It also calls for attention to which neighborhoods lack high-quality preschool, inclusive settings for children with disabilities, support for dual language learners, and opportunities for children from families with different incomes to learn together. The authors describe a system in which services respond to each family’s needs while all children benefit from a strong standard of quality.
Frequently Asked Questions
Universal preschool is a system intended to make preschool available to all families who want it. In this brief, CEP proposes a high-quality, comprehensive system built around Head Start and partnerships with child care and pre-K programs.
Head Start combines early learning with health and family supports and operates under a common set of program standards. The brief argues that this model can guide expansion while helping partner programs offer more consistent, comprehensive experiences.
Yes. The proposal calls for partnerships with child care providers, alongside Head Start and pre-K programs. It recommends adapting the Early Head Start–Child Care Partnership model to support providers serving preschool-aged children.
The brief recommends that children already eligible for Head Start whose families want services receive access first as additional preschool slots are created.
The brief envisions children with disabilities receiving preschool special education services in inclusive settings, with appropriate accommodations and supports.
Yes. Although its main proposal focuses on preschool, the brief says investment in paid family leave, infant and toddler care, and Early Head Start is also necessary to support children before preschool.