In the vibrant classrooms of Boston, a group of enthusiastic 4-year-olds are preparing for their pre-kindergarten graduation. Their smiles and fidgets are only interrupted slightly as they rehearse a song about the sun. What stands out to Jason Sachs, the director of Boston’s pre-K system, is not just the choreography, but the unique artwork each child has created. Each picture of the sun is distinct, showcasing the children’s individuality and ability to think for themselves. This intentional design is just one aspect of Boston’s comprehensive pre-K curriculum.
As I spend the next few hours observing different programs, Sachs points out numerous details that illustrate Boston’s pre-K strategy. There are visible elements like activity stations with labeled illustrations highlighting the skills children develop through play. But there are also hidden aspects, such as high wages designed to attract and retain highly skilled instructors. Sachs believes that this combination results in a successful pre-K formula that can be replicated in other communities.
Universal pre-kindergarten, which refers to government-funded preschool for 4- and sometimes 3-year-olds, serves multiple purposes. It ensures that all children, especially those from low-income backgrounds, are prepared for kindergarten. It also provides quality childcare for working parents, thus benefiting the economy. Universal pre-K programs already exist in over a dozen states, including unexpected ones like Georgia, Oklahoma, and Tennessee. This widespread bipartisan support fueled hopes for a nationwide initiative in 2021 as part of President Joe Biden’s “Build Back Better” legislation.
However, the proposed funding for these programs faced opposition from conservative Democrats, such as Sen. Joe Manchin, and Republicans. Policy experts also questioned whether a large-scale pre-K initiative would yield favorable results based on previous studies. To turn the tide and make nationwide pre-K a reality, advocates need strong evidence that these programs can succeed not only in controlled pilot programs but also on a broader scale over a sustained period.
Sachs and his colleagues in Boston believe they have accomplished just that. By observing the classrooms, conversing with instructors, administrators, and analysts, it becomes evident that Boston’s program stands out from others. Still, there are important factors to consider, such as the crucial role of local political support and adequate resources for a pre-K initiative to thrive.
Boston has a long-standing tradition of prioritizing education, dating back to the establishment of the nation’s first public school in 1635. The city continued to invest in early childhood education with the creation of “infant schools” in the 1800s. In the 1990s, Boston introduced a pre-K program targeting low-income children. In 2005, Mayor Thomas Menino expanded the program to serve all families, regardless of income. This ambitious endeavor was made possible through outside funding and support, leading to its current enrollment of 4,000 children, approximately two-thirds of the city’s 4-year-olds.
Boston acknowledges the challenge of equitable access to pre-K, particularly in underprivileged neighborhoods. The city has taken steps to improve outreach and enrollment processes while expanding the program further. Mayor Michelle Wu’s agenda aims to create additional slots for 3-year-olds and include small, in-home child care programs that meet the program’s standards. With a $20 million investment, Boston strives to serve 1,000 more children, focusing on underserved communities and solidifying its reputation as the most family-friendly city in the country.
One notable aspect of Boston’s pre-K program is its emphasis on quality and reliance on research. Sachs, who has been at the forefront of Boston’s early childhood office since its inception, benefits from his connections to both the superintendent and the mayor. His background in education and research reaffirms his belief in the transformative power of pre-K, particularly for disadvantaged children. Over the years, Sachs and his team have concentrated on implementing effective structures and strategies to optimize pre-K outcomes.
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