Testimony of UFT Vice President for Elementary Education Karen Alford before the New York City Council Committee on Education and Committee on Women's Issues
Good afternoon Chairman Dromm, Chairwoman Cumbo, and to all of the members of the Education and the Women’s Issues committees. My name is Karen Alford and I am the vice president for elementary education at the United Federation of Teachers (UFT). On behalf of our members and our President Michael Mulgrew, I thank you for the opportunity to testify on this critical issue.
The UFT endorses Resolution No. 2
Without reservation or equivocation, we endorse City Council Resolution No. 2 supporting the City's plan to establish high-quality universal prekindergarten for all eligible four-year olds. The case articulated in “Ready to Launch: New York City’s Implementation Plan for Free, High-Quality, Full-Day Universal Pre-Kindergarten” is compelling and irrefutable. Mayor de Blasio has passionately championed the campaign for universal full-day pre-K and spearheaded a plan that is more than a policy statement from a sole visionary. Authored by a multi-disciplinary team, based on in-depth analysis of agency data and supported by external research, the plan details why universal access is critical and of how many children will benefit. Of critical importance, it offers a sustainable funding approach and a realistic implementation model to convert existing capacity and create new pre-K seats.
As a certified educator in early childhood and as a steward of our union’s elementary school division, I am pleased that the will of the public has finally come to bear on formal pre-K instruction for our children. From my earliest classroom experiences in Ocean-Hill Brownsville’s District 23 through my current role advocating for elementary school children and their teachers across the city, I can attest to the difference in the learning trajectory for children who enter kindergarten without the benefit of a pre-K experience. These children are at a marked disadvantage versus their peers who start kindergarten from quality pre-Ks where instruction was guided by developmentally appropriate curricula. Their peers are primed to learn.
Providing families with access to universal, high-quality, full-day pre-K is among the most important things we can do to help prepare young children for school and beyond, especially for those living in poor communities. The Society for Research in Child Development and the Foundation for Child Development in its 2013 joint presentation of wide-ranging empirical studies, Investing in Our Future: The Evidence Base on Preschool Education, proves the efficacy and long-term benefits of public pre-school education. Citing an analysis of more than 84 preschool program evaluations children were shown to gain “additional learning in reading and math.” Plus, children develop of love of learning and exploration especially engaging with their teachers and peers in an environment that is emotionally supportive guided by curricula that is appropriate to get them ready for primary schooling. For years we’ve heard a lot of lip service about reducing the achievement gap for our students with the greatest need. The evidence now speaks; it’s time to act.
The Case for a Dedicated Funding Stream
Building the city’s capacity to bring free full-time pre-K to all four-year olds who need it by the 2015-16 school year, an estimated 73,250 according to the mayor’s plan, requires dedicated revenue. To scale up and expand pre-K offerings in approved public school and community settings with certified teachers in every classroom, the funding must be in place. Creating a new revenue stream for these programs is crucial; draining stretched resources from existing education budgets is not the answer. We applaud Governor Cuomo’s inclusion of full-day pre-K in his proposed fiscal year 2015 budget. We believe these funds are a great start; but New York City requires what Resolution No. 2 advocates for — predictable funding from year to year to properly implement the initiative on a citywide scale. Our city needs every state dollar from existing state revenues to adequately fund K-12 in high-needs districts.
The UFT supports the mayor’s call for home rule so New York City can create a new funding stream that will ensure stability of its pre-K programs. A broad coalition of unions, business leaders and parents have joined together behind this issue, and voters have already shown a willingness to accept a tax on the wealthy as a way to implement universal pre-K. The mayor’s proposal also includes the creation of afterschool programs for middle school students, an initiative we strongly support.
A Shared Vision of High-Quality Pre-K
In the late 1990s, Assembly Speaker Sheldon Silver fueled the movement by creating the first state funding allocated for pre-K. Notably, it was continued last year by Governor Cuomo allocating full-day pre-K state dollars, for the first time. Mayor de Blasio’s comprehensive implementation plan of course, will expand full-day pre-K to the all of our City’s four-year-olds.
The UFT has long supported bringing quality education to our early learners. The professional development and credentialing services we provide to the more than 20,000 members of our family child care providers is evidence of our commitment. Our support for this resolution and the plan upon which it’s based is centered on the model for pre-K where there’s professional development, on-site instructional coaches, aligned curricula with standards and resources for families.
Some of the best education ideas face obstacles to success when the implementation plan is flawed. This is not the case with the current plan for universal full-day pre-K. The rigorous application process coupled with the mandate for teacher-to-student ratios that will result in a system where our pre-K students learn in small class sizes is sound. Ensuring there are certified teachers in each classroom — regardless of setting — who utilize curricula that they’re trained in is a win for all stakeholders. The UFT shares this vision and firmly endorses the plan for implementation.
Shaping the Future
These programs can play a pivotal role in laying the foundation for a child’s social, emotional and intellectual development, including critical thinking, the ability to concentrate and transition from one activity to the next, and verbal and written communication.
It’s an initiative that will have far-reaching social and economic benefits for our communities, and Mayor de Blasio has put forward a comprehensive plan to make that dream a reality.
From the mayor to Governor Cuomo, who has voiced a strong commitment to expanding access, to elected officials statewide and child advocates and education researchers — we all agree — the time is now. Every teacher and parent knows why. Today’s four-year-olds can’t afford to lose the opportunity to enter a qualified pre-K program staffed by certified educators in the upcoming school year. Implementing this plan means children will come to school, to kindergarten, ready to learn.
Thank you.