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dc.contributor.authorKarch, Andrew
dc.date.accessioned2021-02-10T12:58:18Z
dc.date.issued2013
dc.date.submitted2017-03-09 23:55
dc.date.submitted2020-03-12 03:00:29
dc.date.submitted2020-04-01T13:49:34Z
dc.identifier625245
dc.identifierOCN: 841170706
dc.identifierhttp://library.oapen.org/handle/20.500.12657/31790
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/32301
dc.description.abstractIn 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.
dc.languageEnglish
dc.rightsopen access
dc.subject.otherPolitical Science
dc.subject.otherChild care
dc.subject.otherChild development
dc.subject.otherDay care
dc.subject.otherEarly childhood education
dc.subject.otherHead Start (program)
dc.subject.otherPreschool
dc.titleEarly Start
dc.title.alternativePreschool Politics in the United States
dc.typebook
oapen.identifier.doi10.3998/mpub.813135
oapen.relation.isPublishedByb7359529-e5f7-4510-a59f-d7dafa1d4d17
oapen.relation.isFundedBy969f21b5-ac00-4517-9de2-44973eec6874
oapen.collectionKnowledge Unlatched (KU)
oapen.place.publicationAnn Arbor
dc.number100396
dc.relationisFundedByb818ba9d-2dd9-4fd7-a364-7f305aef7ee9


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