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oapen-20.500.12657-456762023-08-17T09:41:54Z Early Start Karch, Andrew Political Science Child care Child development Day care Early childhood education Head Start (program) Preschool In the United States, preschool education is characterized by the dominance of a variegated private sector and patchy, uncoordinated oversight of the public sector. Tracing the history of the American debate over preschool education, Andrew Karch argues that the current state of decentralization and fragmentation is the consequence of a chain of reactions and counterreactions to policy decisions dating from the late 1960s and early 1970s, when preschool advocates did not achieve their vision for a comprehensive national program but did manage to foster initiatives at both the state and national levels. Over time, beneficiaries of these initiatives and officials with jurisdiction over preschool education have become ardent defenders of the status quo. Today, advocates of greater government involvement must take on a diverse and entrenched set of constituencies resistant to policy change. 2017-03-09 23:55 2020-03-12 03:00:29 2020-04-01T13:49:34Z 2020-04-01T13:49:34Z 2013 book 625245 OCN: 841170706 9780472118724 9780472118724 https://library.oapen.org/handle/20.500.12657/45676 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 625245.pdf University of Michigan Press 10.3998/mpub.813135 100396 10.3998/mpub.813135 e07ce9b5-7a46-4096-8f0c-bc1920e3d889 b818ba9d-2dd9-4fd7-a364-7f305aef7ee9 9780472118724 9780472118724 Knowledge Unlatched (KU) Ann Arbor 100396 KU Select 2016 Backlist Collection Knowledge Unlatched open access
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OAPEN
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English
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| description |
In the United States, preschool education is characterized by the dominance of a variegated private sector and patchy, uncoordinated oversight of the public sector. Tracing the history of the American debate over preschool education, Andrew Karch argues that the current state of decentralization and fragmentation is the consequence of a chain of reactions and counterreactions to policy decisions dating from the late 1960s and early 1970s, when preschool advocates did not achieve their vision for a comprehensive national program but did manage to foster initiatives at both the state and national levels. Over time, beneficiaries of these initiatives and officials with jurisdiction over preschool education have become ardent defenders of the status quo. Today, advocates of greater government involvement must take on a diverse and entrenched set of constituencies resistant to policy change.
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625245.pdf
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625245.pdf
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625245.pdf
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| title_full |
625245.pdf
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625245.pdf
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625245.pdf
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| publisher |
University of Michigan Press
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| publishDate |
2017
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| _version_ |
1799945247041519616
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