DESIGN

My long-term goal and the basis of this project is to advocate for and eventually see a permanent, state-funded public pre-k option become available for all students who need it in the state of Montana. Currently, only 18% of 4-year-olds attend pre-k programs with any public funding such as through IDEA, Head Start, etc. (Artifact 1, Learn) That means more than 80% of four-year-olds do not have access to public pre-k learning opportunities, despite demonstrated need as seen in waitlists for publicly-funded programs. This is an issue of equity in education (Competency: Explore and Challenge Inequity).

My action plan shifted from direct, state-wide advocacy for publicly-funded pre-kindergarten to learning about how pre-k is funded in Montana and advocating for increased access at the local level (Competency: Policy Pathway, Advocacy). I made this shift because I realized that my understanding of past, current, and proposed funding was lacking, and frankly it’s difficult to advocate for increased funding if you don’t understand the current funding. I quickly grew to understand that funding for pre-k in the state is scattered and disorganized at best, and that the work of many other interested parties may also be impacted by this brick wall of minimal clarity (Competency: Reflective Process). I decided to learn as much as I could about pre-k funding (Competency: Continuing Learning and Education) and share my newfound knowledge with other advocates and colleagues in the field of early childhood education.

Through discussions with colleagues, surveying stakeholders, question-and-answer conversations with policy professionals and union personnel, I collaborated and questioned in order to increase my personal understanding of the realities of public pre-k and identify potential barriers and constraints to increasing access to Montana students (Artifacts 15-17, Do). These collaborations have also served as a wonderful jumping-off point to identify previous efforts and legislation in order to create forward momentum for public pre-k efforts in the future. Through my discussions with stakeholders, colleagues, and policy professionals, I have identified tasks I can complete after this capstone to move the public pre-k effort forward (such as creating a database of providers and a database of funding data related to pre-k in Montana).

I will know if my action plan succeeded by my ability to have knowledgeable conversations with those in positions of power (such as the superintendent of my district) that provide greater understanding regarding current programming and barriers to expansion, knowledge which I can share with colleagues and other advocates in order to move the effort of all students having access to public pre-k forward. I will know if my action plan succeeded if I can identify barriers to increasing access and connect with fellow advocates to use this knowledge to create actionable steps to overcoming these barriers.

Artifact 8: Longform Survey Results