Educational Justice?

Community Dashboard of 2011 Key Socioeconomic Indicators of Austin and Travis County
Source: http://www.cancommunitydashboard.org/index.php
Community Dashboard Indicators assert several current findings related to early education and childhood risk factors for vulnerable populations, notably only 52% of AISD children were reported kindergarten ready in 2010.

Kindergarten readiness was quantified through testing competence levels in social-emotional development, language and communication, and emerging literacy and mathematics. If was found that students qualifying or enrolled in free or reduced price school lunches “were less likely to be kindergarten ready” than children enrolled in pre-kindergarten curriculum. The United Way Success by 6 programs posits that many low-income children are two years behind their peers developmentally when they show up for school. The developmental disparity has been cited to lead to an increased risk of developing a host of challenges and problems in the future. Further, research shows that once a child reaches 8 years of age some delays tend to be intractable to remediation strategies. The take-home message appears to be loud and clear, enrolling children in pre-school programs helps to maximize their long-term educational gains.

The current 82nd legislative budget proposes to stop funding to the following programs:
Pre-kindergarten Early Start (PKES) grant program (net-loss $104.3 million a year)
-Currently serves 102,000 preschoolers
Early Childhood School Readiness Models (TEEM) (net-loss of $11.7 in federal funding)
-Texas A&M found that for every $1.00 invested in the TEEM there is a $3.50 yield
Texas Higher Education and Early Childhood Development Project (net-loss $1 million)
-Program which helps day-care centers to employ a highly qualified staff

Click below for a related video:
http://www.youtube.com/watch?v=0qONMpYRE00

Yet, in the Texas 82nd proposed legislative budget severe cuts have been made to the very programs research cites as imperative for educational success of Texas children. Within the budget released through the House of Representatives a total loss of $249 million was cut from proven pre-K reform efforts.

In this following video President Obama alludes to strengths derived from early childhood education:
http://www.youtube.com/watch?v=jMRazyRAXhE&feature=related

Playing Keep-Away

Center for Public Policy Priorities - "Playing Keep-Away"
Center for Public Policy Priorities - Children's Budget 2012-2013

The Center for Public Policy Priorities (CPPP) is a nonpartisan policy institute that is primarily committed to improving public policies on behalf of low- to moderate- socioeconomic Texans.

Through a "Policy Point" and subsequent news release, the CPPP has brought to light the shortcomings of the proposed State budget in meeting the needs of Texas' children. The budget as outlined decreases the amount of monetary assistance given to benefit children even as the need increases.

Within the "Policy Point", numbers and percentages are thrown out that, at face-value, appear to be encouraging and promoting the welfare of our children.  The budget proposes spending $77 Billion on children in 2012-2013; 49% of that budget is set aside for education, 25% for health, 16% for nutrition, etc.  However, when one reads further, the CPP uncovers the cold, hard truth - our children are being short-changed.  The chart provided shows us the reality of the proposed budget.  Financial appropriations that benefit the State's children are being drastically cut.  Education alone is receiving a 49% decrease in contributions by the federal government with an overall 16% decrease.  The only other area that will be receiving a greater percentage decrease in support is Juvenile Justice.

As pointed out by both CPPP's "Policy Point" and News Release, the 2012-2013 proposed budget ultimately will invest $10 billion less in our children.

In CPPP's report, "Playing Keep-Away", the percentage of Texas children relying on education, health care, and nutrition has greatly increased in the past ten years.  The number of children enrolled in public education increased 21% and children in pre-kindergarten classes increased 43%.  As these numbers rise and the need for financial contributions into these programs increases, the actual monetary assistance received decreases.  As mentioned previously, this year public education is proposed to be subjected to a 16% decrease in assistance.

As the gap between need and assistance continues to widen, what will happen to those most vulnerable to its effects?  We are playing keep-away with Texas children's education, and ultimately their futures.