The past 45 years have seen the emergence of education for young
children as a national issue, spurred by the initiation of the Head
Start program in the 1960s, efforts to create a child care system
in the 1970s, and the campaign to reform K-12 schooling in the
1980s. Today, the push to make preschool the beginning of public
education for all children has gained support in many parts of the
country and promises to put early education policy on the national
agenda. Yet questions still remain about the best ways to shape
policy that will fulfill the promise of preschool. In The Promise
of Preschool, Elizabeth Rose traces the history of decisions on
early education made by presidents from Lyndon Johnson to George W.
Bush, by other lawmakers, and by experts, advocates, activists, and
others. Using this historical context as a lens, the book shows how
the past shapes today's preschool debate and provides meaningful
perspective on the policy questions that need to be addressed as we
move forward: Should we provide preschool to all children, or just
to the neediest? Should it be run by public schools, or incorporate
private child care providers? How do we most effectively ensure
educational quality and success? The Promise of Preschool is a
balanced, in-depth investigation into these and other important
questions and demonstrates how an understanding of the past can
stimulate valuable debate about the care and education of young
children today. 'This work illuminates the complexity of the
issues, processes, and personages involved in early childhood
policy in a way that is thoughtful, readable, and sensitive to the
contradictory demands and competing concerns with which policy
makers, educators, and parents have to contend. It greatly expands
our understanding of early childhood policy over the last 45 years
and should top reading lists for stakeholders and students alike.'
- Kristen Nawrotski, History of Education Quarterly 'The Promise of
Preschool is more important now than ever before. Local, state and
federal policymakers are looking at the "promise" of early
childhood to help close the achievement gap. The discussion is no
longer whether early childhood matters, but how do we expand access
and improve quality for all children? Elizabeth Rose's historical
look at the field - and its patchwork of services - provides an
invaluable resource for policymakers and academics. As a State
Senator, I read the book with interest and recommend it to
colleagues interested in understanding early childhood education.'-
Beth Bye, Connecticut State Senator, 5th District 'The Promise of
Preschool is the most complete history of the preschool education
movement written to date. Plus, the author even-handedly discusses
the remaining issues that must be resolved before the full
potential of preschool can be realized.' -Edward Zigler, Sterling
Professor of Psychology, Emeritus, Yale University, and founder of
Head Start 'It is rare to find in one volume acute historical
analysis and good sense about current questions of public policy.
The Promise of Preschool offers both, told in the form of a lively
narrative. It's a book that should be read not only by scholars and
advocates, but also by all who care about children and the futures
they will create for all of us.'-Ellen Condliffe Lagemann, Levy
Institute Research Professor, Bard College 'Beautifully and
accessibly written, The Promise of Preschool is a spectacular piece
of scholarship. A highly original analysis, the book is a goldmine
for anyone who wants to understand one of the most important issues
in America today. Rose provides a much needed voice of mediation in
the battle over how to move forward in the rapidly growing world of
preschool education. Anyone interested in the future of education
should read this book. Our children and our country can't
wait.'-Barbara Beatty, Professor of Education, Wellesley College,
and author of Preschool Education in America 'The Promise of
Preschool deftly employs stories about people, places, and reform
movements to account for America's patchwork approach to preschool,
and does so with an eye to broader theoretical questions about how
history constrains and enables social change.'-Jeff Henig,
Professor of Political Science and Education, Columbia University
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