Sara Mead and Ashley LiBetti Mitchel have done a great public service by providing a detailed study of how the early care and K–12 education policy landscape creates barriers to collaboration. It is good to see the Thomas B. Fordham Institute focusing its considerable knowledge and prestige on thinking about this opportunity.
From the perspective of someone who has been involved with charter schools since 1993, adding preschool and pre-kindergarten arrows to the education reform quiver has been a no-brainer since 2005. That was the year we launched AppleTree Early Learning Public Charter School in Washington, D.C.
The science behind early learning is clear and compelling. With growing numbers of children living in poverty-stricken and fragmented family households, the need is clear and compelling too.
Resources are already being invested. By some estimates, federal, state, and local governments (as well as corporations and individuals) spend $70 billion each year on myriad programs for early care and education. But as the study illustrates, the sector is highly fragmented, lacks quality, and is not connected to K–12 education in any meaningful way. Few states currently even offer full-day kindergarten.
What's most lacking is a clear, compelling goal, so let me suggest one: We must...