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<p>The critical role of early care and education (ECE) in children’s development is well-documented, with disparities in access most acute among low-income families, children of color, children with developmental delays and disabilities, and multilingual learners. Various publicly funded preschool programs have emerged to address these gaps, differing in target demographics, structure, costs, and quality. However, research on the planning and implementation of such initiatives remains scarce. This paper focuses on the Multnomah County Preschool for All (PFA) Program—an initiative launched in 2020 that aims to offer free, inclusive, and culturally responsive preschool opportunities to all 3- and 4-year-old children living in Multnomah County, Oregon. The PFA program stands out for its equity-driven approach, offering culturally responsive, inclusive education and prohibiting suspensions and expulsions. Conducted through a partnership between university researchers and the local county agency, the study involved interviews and community of practice sessions with community members and leaders to uncover the strengths, challenges, and early lessons of the PFA program’s planning and initial implementation phases. Specifically, the findings highlight the complexities of establishing a public, mixed-delivery preschool program that prioritizes equity, emphasizing the need to embed equity from the start, balance structure with flexibility, and adapt during early implementation. This research contributes insights into the design and scaling of equitable preschool initiatives.</p>

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Centering Equity in the Planning & Implementation of Universal Preschool: Lessons Learned from a County-Wide Program

  • 期刊论文

  • 发表日期：

    2025年8月19日

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  • Kyle DeMeo Cook,
  • Ebony McQueen,
  • Olivia R. Nazaire,
  • Daphne Babrow,
  • Xia Zhang,
  • Janice Cole,
  • Stephanie M. Curenton

摘要

The critical role of early care and education (ECE) in children’s development is well-documented, with disparities in access most acute among low-income families, children of color, children with developmental delays and disabilities, and multilingual learners. Various publicly funded preschool programs have emerged to address these gaps, differing in target demographics, structure, costs, and quality. However, research on the planning and implementation of such initiatives remains scarce. This paper focuses on the Multnomah County Preschool for All (PFA) Program—an initiative launched in 2020 that aims to offer free, inclusive, and culturally responsive preschool opportunities to all 3- and 4-year-old children living in Multnomah County, Oregon. The PFA program stands out for its equity-driven approach, offering culturally responsive, inclusive education and prohibiting suspensions and expulsions. Conducted through a partnership between university researchers and the local county agency, the study involved interviews and community of practice sessions with community members and leaders to uncover the strengths, challenges, and early lessons of the PFA program’s planning and initial implementation phases. Specifically, the findings highlight the complexities of establishing a public, mixed-delivery preschool program that prioritizes equity, emphasizing the need to embed equity from the start, balance structure with flexibility, and adapt during early implementation. This research contributes insights into the design and scaling of equitable preschool initiatives.