BACKGROUNDER: Achieving a High-Quality Preschool Teacher Corps: A Focus on California By Miriam E. Calder贸n There is growing momentum in California to expand preschool education opportunities, particularly among Latinos. A recent public opinion research poll shows that 75% of California voters favor state government funding for preschool programs; among Latino voters in California, support for a publicly-funded preschool program is an overwhelming 86%. Legislation introduced in the last session of the California Assembly to address the issue included the California Master Plan for Education bill which sought to create a voluntary, publicly-funded preschool program for all three- and four-year-old children in the state. Although this bill was not enacted, California voters can expect a preschool measure on the ballot in the next two years, as well as the introduction of legislation to create a voluntary preschool program. The National Council of La Raza (NCLR), through its Sacramento, California policy office, is a partner in the Preschool for All campaign, a coalition committed to a high-quality, voluntary, publicly-financed preschool for all system. Latino children are among those most likely to benefit from a preschool for all system in California. Nearly half (46%) of all three- to five-yearold children in the state are Latino, yet only 37% of Latino children in this age group are enrolled in preschool.
Teacher Quality, a Key Issue for Latinos Throughout the nation, and particularly in California, the quality of preschool programs is related to the availability of well-prepared teachers who have the skills and training to effectively serve a linguistically- and culturally-diverse child population. For example, 39% of the state s preschool-aged child population are English language learners (ELLs). For a preschool system in California to be effective, the preschool workforce must include Latinos and teachers with expertise in serving ELLs. Recent studies underscore that providing these children with access to bilingual teachers enhances school readiness and academic achievement. In addition, bilingual teachers can be effective in engaging and building trust with parents and families of diverse cultural and language backgrounds. Preparing a diverse, highly-qualified preschool workforce is critical for quality preschool programs. However, it will be a significant task for California. Research demonstrates that having teachers with higher levels of formal education and training in child development improves classroom quality and leads to better outcomes for children. In response, state preschool legislative proposals have sought to increase formal education requirements for preschool teachers, including requiring teachers to hold bachelor s degrees. Increasing formal teacher education requirements, however, presents several challenges for California. Chief among these is that too few higher education institutions in the California system offer the