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Kay Lietz LabEarly Childhood Education Aff

Early Head Start Affirmative

IndexIndex ..........................................................................................................................................................1

1AC ............................................................................................................................................................3Observation I: ....................................................................................................................................... 3Advantage I: Cycle of Poverty ..............................................................................................................5Advantage II: Competitiveness ............................................................................................................. 9............................................................................................................................................................16

InherencyStudent Achievement Decreasing ............................................................................................................ 17

Poverty Leads to Low Academic Performance ...................................................................................18Public Education Fails Children ..........................................................................................................19NCLB Fails to Improve Education ...................................................................................................... 20Obamas Education Funding Flawed ..................................................................................................21

Education Funding Decreasing ............................................................................................................26Head Start Funding too Low ............................................................................................................... 28Poverty Shifts Solutions from Education ............................................................................................31Politics Inherency ................................................................................................................................32Cost of Early Childhood Education Excludes Poor ............................................................................ 35............................................................................................................................................................ 36Failure of ECD Leads to Cognitive Underdevelopment in Poor Students ..........................................37Rich/Poor Gap Disproportionately Affects Minorities ........................................................................ 40Rich/Poor Gap Growing ......................................................................................................................43Economic Growth Alone will not Solve Gap ......................................................................................52Education Key to Breaking Cycle of Poverty .....................................................................................53

Rich/Poor Gap Growing in Education ................................................................................................. 56Cycle of Poverty ..................................................................................................................................61Education Solves Cycle .......................................................................................................................63Education Solves for Poverty Related Problems .................................................................................64Education Solves Crime ......................................................................................................................65Education Solves for Community .......................................................................................................66Poverty Impacts Environment ..........................................................................................................67Poverty Impacts: Education ................................................................................................................. 68Education Solves Racism ....................................................................................................................70US Competitiveness Falling ................................................................................................................71Competitiveness Brink ........................................................................................................................72

Soft Power Democracy Impacts .......................................................................................................76China Brink .........................................................................................................................................77Chinese Conflict Scenarios ..................................................................................................................80Soft Power AT: Hard Power Better .................................................................................................. 82Economic (Sticky) Power Key ............................................................................................................83Economic Impacts ...............................................................................................................................84Long-term Education Policy Key to Solve .......................................................................................... 85Education Key to Competitiveness .................................................................................................... 86Education Key to US Democracy ........................................................................................................ 95


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............................................................................................................................................................ 95US Trailing in Education Internationally ............................................................................................96ECD Key to Competitiveness .............................................................................................................. 99

Social Capacity Key .......................................................................................................................... 102

Assistance Can Solve Poverty ...........................................................................................................103Early Head Start Solves Systemic Poverty Issues .............................................................................104Early Head Start Solves Crime ..........................................................................................................105Early Head Start Solves Education ....................................................................................................109Early Head Start is Cost Effective .....................................................................................................113Early Head Start Closes the Achievement Gap .................................................................................114Head Start Solves .............................................................................................................................. 115ECD Key to Academic Success ........................................................................................................ 118Social Networks Key .........................................................................................................................123Solvency: Education Key .................................................................................................................. 124AT: Deficit Model Immoral ..............................................................................................................127

AT: States CP .................................................................................................................................... 128AT: Politics ........................................................................................................................................131AT: Spending .....................................................................................................................................133


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Observation I:

First, the current commitment to Early Childhood Education fails to meet the needs of 12 million

children in poverty and fails to provide the cognitive foundations necessary to allow children

living in poverty to break out of that cycle through education.

Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THE IMPORTANCEOF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ONEDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)

But we have a long way to go to ensure that all children can get a

high-quality early education foundation.

Today, nearly 12 million of the 18.5 million children under 5 inthis country are in some type of regular child care or early education

setting.

Children with working mothers spend on average 36 hours per week in

early learning settings.

Child care costs for families with young children are generally the

single highest or second highest spending cost, after housing. Parents

need more affordable, quality early education settings for their

children as they work longer hours or take on a second job.

Unfortunately, research suggests that the quality of child care in

this country is mediocre. This is not surprising given the weak and

variable standards in most states for early learning programs.

The vast majority of states have no training requirement for child

care providers prior to working in a classroom. And thirteen state pre-

k programs meet five or fewer of 10 key quality criteria.

The American Recovery and Reinvestment Act provides emergency

funding for child care, Head Start, and Early Head Start to expand

opportunities for more low-income children, and create tens of

thousands of new jobs.

This is a good start--but more needs to be done.

In his budget blueprint, President Obama outlined his plan to build

on these key investments. He proposes creating incentives for states to

support comprehensive and coordinated high quality early childhood

programs for children age birth to five.

I think these are the right types of investments. I look forward to

working in a bipartisan way with the Obama Administration, to ensure

our youngest children are provided the early learning opportunities

they need to succeed in school and in life.


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Second, despite its effectiveness, Early Head Start programs do not exist nationwide

St. Petersburg Times 02(February 21, Jim Ross, St. Petersburg Times Program offers kids an earlier head start)

Griffith said Early Head Start has been a success in Marion, where it has operated the past three years. Early Head Start is just now graduating its

first group to regular Head Start. Some students already have mastered many skills that they otherwise wouldn't havelearned until later. "We have had a very successful transition of our first set of children," she said. "They are learning faster" than kidswho entered Head Start without benefit of Early Head Start. Strangis of UF said that while Head Starthas been helping children for 30 years, Early Head Start has been available only since 1995. As a result, theacademic community hasn't yet generated definitive studies about the program's effectiveness. But early studies and anecdotal evidence from people such as Griffith haveshown parents are pleased with the program and are participating actively. Meanwhile, other research has clearly shown the value of investing in early childhood education,Strangis said. Childhood Development Services receives about $ 6-million a year to administer Head Start and Early Head Start in Citrus and Marion counties. That covers

services for 639 students in Head Start and 64 (including the 24 in Citrus) in Early Head Start. All the money comes from the federal government. There arethousands of Head Start programs nationwide, but only 800 to 1,000 Early Head Start programs,Strangis

Third, despite hopes, Obamas policy will not provide universal Pre-K education

Early Ed Watch, 08 (Sara Mead, April 10,http://www.newamerica.net/blog/early-ed-watch/2008/primary-watch-barack-obamas-early-education-agenda-3239)

The centerpiece of Barack Obamas early education agenda would be a new program ofEarlyLearning Challenge Grants, which would provide states with funding to support quality child care,early education, and other services for pregnant women and children from birth through age five.States could use Early Learning Challenge Grant funds to support voluntary, high-quality preschoolprograms for three- and four-year olds, but universal pre-k is not the central focus of Obamas earlyeducation strategy. Instead, states would be given flexibility in how they choose to expand quality pre-k and other early education programs.

In order to receive Early Learning Challenge Grants, states would be required to: match new federalfunds, meet quality and accountability standards, develop public/private partnerships, ensure thatparents receive valid information, and provide support for both early learning and family supportservices (such as nurse home visiting). Although Senator Obamas plan refers to high-quality earlychildhood care and pre-k, it does not describe the quality standards states would be expected to meet.


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Advantage I: Cycle of Poverty

First, low Income Parents Faces Challenges in finding Quality Early Child Education Programs

Rasmussen 09(Jessie Rasmussen, Vice President of Buffett Early Childhood fund, the Importance of Early

Childhood Development, March 17, 2009, p. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)

Access to quality early childhood programs for families of low income is compounded by the factthat a significant number of these parents with young children are working (as required in the welfarereform of the nineties) and need full day, year round care. However, many of the programs designed toserve children at risk are often only part day and don't operate all year. This means parents mustarrange for care before and after the half day preschool program as well as make special arrangementsfor summer breaks. Even if parents could find care to fill in the gaps, the half-day preschool programsare often inaccessible to families of low income because parents are frequently in jobs that do notallow them the flexibility to leave work to transport their child between child care and preschool.

Furthermore, we need to acknowledge the research that indicates children need continuity in care andshould not be shuffled between multiple early childhood programs--and multiple caregivers--everysingle day.

Secondly, this cycle of poverty creates a culture of violence in inner-cities.

Blumenson and Nilsen 2002. [Eric and Eva S., "How to Construct an Underclass, OrThe War on Drugs Became aWar on Education", May 16, 2002,http://www.dpfma.org/pdf/war_on_drugs_education.pdf]

The bleak consequences of withdrawing educational access sweep well beyond those directlydeprived. They extend to the entire society. A robust economy as well as our democratic survival

requires a well-educated population. As the Supreme Court has stated, "Some degree ofeducation is necessary to prepare citizens to participate effectively and intelligently in our openpolitical system if we are to preserve freedom and independence."85 Another predictable outcome of educationaldeprivation is an increase in crime. There is a demonstrated correlation between the lack of secondary education and criminal behavior,86 aconnection aggravated by expulsions that produce unsupervised free time, bleak future prospects,87 and feelings of unjust treatment.88 One studyconcludes that "school personnel may simply be dumping problem students out on the streets, only to find them later causing increased violenceand disruption in the community . . . [W]e face serious questions about the long-term negative effects of one of the cornerstones of zero tolerance,school exclusion."89 As for prisoners, numerous studies show that prison education programs reduce recidivism rates,90 in some cases by a

factor of four.91 A Rand study concluded that education is the most cost-effective crime preventionprogram available, and other studies confirm that investment in prisoner education more thanpays for itself .92 The exploding incarceration rate and the termination of prison educationprograms were intended to "get tough" on criminals. But given the consequences.a multiplyingrecidivism rate93 at a time when an unprecedented 600,000 prisoners are returning to society per

year94. These policies are proving particularly tough on America.


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This is fueling an inner-city war that is based on and intended to continue policies of racism.Washington Post, 08(Andrea Billups, Columnist of the Washington Post, The Washington Post) LN, July 25, 2008

"Schools are closing and kids are being shipped to different schools, so you have that kind of

instability that goes along with the historic treatment of the black community as something to bepushed around into one place and treated as a second-class citizens."

Mr. Hagedorn thinks police are not blameless in fueling local outrage. He calls the governor's offer tosend extra law enforcement a political ploy, rather than a serious solution.

"There has been a large string of shootings by police - at one point, seven over the course of 10days. It's really added to the hostility and alienation of the community," he said. "One of the factors

that fuels violence is hostility. The nihilism is there for a reason."The other thing that is related to that is the method that this new chief is trying to use to get tough

on the gangs - arming a unit with assault weapons and high-tech artillery and creating a military unitto attack the gangs," Mr. Hagedorn added. "It's the whole notion ofwar ... Chicago declared war ongangs in 1969, and we've had 40 years ofwar now Do you think maybe we could figure outsomething else? I don't know how war solves violence."

This cycle of violence dehumanizes children and impoverished communities.

Anderson and Larson, 09

Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73)

Coming from an ethical rather than an economic perspective, Nussbaum (2000) argued that the capabilitiesapproach to social justice theory plays a very practical role in understanding issues of inequity. She suggestedthat more holistic approaches to examining issues of injustice may help policy makers and practitionerseliminate the sort of self-deceptive rationalizing that frequently makes us collaborators with injustice (p. 36).Like Sen, Nussbaum argued that insufficient attention to the particular features of individual lives often leads to harmful policies and practices. To Nussbaum,

children and families are human beings first, not simply students and parents. She argued that human beingsneed material support and without such support people cannot come into full being. Nussbaum asserted that the centralquestion researchers and leaders of schools might ask from a capabilities perspective is, What is child X actually able to do and to be? (Nussbaum, 2000, p. 12).

Children and families vary greatly in their needs for resources and in their abilities to convert resources thatinstitutions provide into valuable opportunities. Like Sen, Nussbaum argued that the structures and practices of our institutions, such aseducation, should be chosen with an eye toward expanding capabilities to achieve rather than focusing onachievement alone. For example, she argued that human capabilities are enhanced when an individual is free to expect to live a human life of normal length,not dying prematurely. These insights compel educators and policy makers to ask, how and in what ways do safety and security concerns of poor youth affect their

freedoms to focus on achievement? Nussbaum also suggested that human capability thrives when a person enjoys good health, goodnutrition, and adequate shelter. If educators and policy makers recognized the importance of these capabilities to enhancing freedoms to achieveacademically for poor children and youth, what would they do? In sum, from a capabilities perspective, physical integrity and emotional comfortare essential to human development and to increasing educational opportunity for children and youth. Yetcurrent directions in school reform and in many educational support programs such as Upward Bound ignore

issues of bodily and emotional integrity entirely.Nussbaum pointed out that the poor are often forced into choices they would not make if issues of bodily andemotional integrity were adequately supported. Rather than being free to choose the life they value, peopleliving in impoverished communities are often forced into making what Nussbaum called deformed choices.Deformed choices arise when people feel as if they have no real choice in matters that concern them. Whenpeople are trapped in a deformed choice, they are not free to pursue a path that they value and, typically, theyfeel forced into taking a path they would not choose if they had a real choice. In this study, we seek to understand how thesocial, emotional, and economic context of the lives of impoverished youth create situations and circumstancesthat culminate in deformed choices that prevent motivated youth from focusing on academic achievement

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This dehumanizing evil of the cycle of poverty has a devastating ripple effect that will destroy the planet.

SOCIAL ISSUES .COM 06Poverty Is the Root of All Evilhttp://socialissues.wiseto.com/Articles/FO3020630249/References: Fagan, Patrick F. "Single-Parent Families Are More Likely to Be Poor."Inner-City Poverty. Ed. Tamara L. Roleff. San Diego: Greenhaven Press, 2003.Hollander, Jack M. "Poverty Causes Environmental Degradation."At Issue: Is Poverty a Serious Threat? Ed. Mercedes Munoz.Detroit: Greenhaven Press, 2006. Li, Quan and Drew Schaub. "Poverty Causes Terrorism."At Issue: Is Poverty a Serious Threat? Ed.Mercedes Munoz. Detroit: Greenhaven Press, 2006.

Poverty is the enemy. It attacks all ages, genders and can be found around the globe. Authorities on this subject haveclear-cut ideas where to lay the blame. According to Patrick F. Fagan, who is the William H.G. FitzGerald Senior Fellow infamily and cultural issues at the Heritage Foundation, believes that the likelihood of whether a child will live in poverty isgreatly influenced by the marital status of the childs parents. Studies show that children of single parents are six times morelikely to be impoverished than children whose parents are married Fagan asserts. Furthermore, divorce is closely linked to poverty: Almost half of all families that are broken by divorce become impoverished.Children born out of wedlock,especially to teenage mothers, also experience high rates of poverty, Fagan continues. This cycle often continues in the nextgeneration, since children of single parents are more likely to get pregnant before marriage, which lessens the likelihood thatthey will complete their education and obtain a good-paying jobthus making it more likely that their children will also beraised in poverty. Jack M. Hollander, a professor of energy and resources at the University of California, Berkeley blames

poverty for another problem: environmental degradation.The real enemy of the environment is povertythetragedy of billions of the world's inhabitants who face hunger, disease, and ignorance each day of

their lives. Poverty is the environmental villain; poor people are its victims. Impoverished people

often do plunder their resources, pollute their environment, and overcrowd their habitats. They do

these things not out of willful neglect but only out of the need to survive . Quan Li and Drew Schaub,professors of political science at Pennsylvania State University, extends the problems of privation ever further, alleging that the

primary cause of terrorism is poverty. Because poverty causes feelings of military and economicinferiority, people affected by it choose violent means to express their discontent . Consistent with thisargument, [President George W.] Bush claimed, in a widely cited speech, that the United States would fight against povertybecause hope is an answer to terror. Numerous academic and social science researchers have demonstrated how the path toachieving a decent and stable income is still the traditional one: complete school, get a job, get married, then have children, inthat order. Another factor, the acquisition of a positive work ethic, may be especially vital in the war on poverty. Li and Schaub

believe that for economic globalization to reduce transnational terrorism, globalization has to beable to promote economic development and reduce poverty. As a consequence, Hollander states: With theincrease of freedom and affluenceboth are crucialpeople are then likely to become motivated and increasingly able toapply the necessary political will, economic resources, and technological ingenuity to address environmental issues more

broadly. Poverty is indeed the enemy. It has a negative ripple effect on families, the environment and

society as a whole.

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Finally, Early Childhood / Preschool programs significantly increase reading/math attainment decreasingthe likelihood of dropout and crime saving states billions of dollars.

Corzine 2007. [Jon S., governor of New Jersey, Prevention: A Strategy for Safe Streets and Neighborhoods,http://www.nj.gov/oag/crimeplan/PreventionReportFinal%20.pdf]

Delinquency prevention is a critical component of the Strategy for Safe Streets and Neighborhoods because it is a moreeffective and efficient use of taxpayer dollars than waiting until youth have begun to offend, or delaying concerted systemresponses until juveniles have been arrested repeatedly or commit very serious offenses.7

For example,research has shown that educational attainment and access to market-rate jobs decrease crime and delinquency. A 2001 report issued by theCoalition for Juvenile Justice found that school dropouts are three and a half times more likely than high school graduatesto be arrested. The Alliance for Excellent Education estimates that, for New Jersey, the impact of a five percent increase in male highschool graduation rates would save the State $120,008,948 in crime related costs, with additional annual earnings of$69,283,091, for a total benefit to the state economy of $189,292,039.8 And a recent Justice Policy Institute brief found that for every one

percent increase in civilian labor force participation, violent crime is expected to decrease by 8.8 incidents per 100,000 people.9

Finally, research studies consistently show that youth development programs that enhance decision making skills or parent-

child relations, diversion interventions and family therapies, home visitation programs and quality pre-school education, quality after-school programs, andother primary prevention programs can divert youth from delinquent activity, protect children and adults from violent crime, and

provide positive returns on investment.10 In this regard, the State is encouraged by data unveiled in September 2007, by the U.S.Department of Education from the National Assessment of Educational Progress (NAEP), which showed that 4th grade readersin New Jersey are among the best readers in the nation. The NAEP scores also showed dramatic improvements in closing the achievementgap in New Jersey. For 4th grade reading, Black students scores increased by 12 points from 2003 to 2007, and the gap between Black and White students decreased

by 10 points. This was one of the largest reductions in the achievement gap in the nation. For 4th grade math, the gap between Black and White students decreased byseven points over the same period, which was also one of the largest decreases in the nation. Black students scores increased 15 points, the largest such increase in thenation. There were also increases in test scores for Hispanic students in 4th grade reading.

These results are very promising. In particular, gains in reading scoresappear to be indicative of the States commitment to earlychildhood programs and an emphasis on literacy for the younger grades.The results, however, also show that there is a significantamount of work to be done to close the achievement gap and to improve educational outcomes for middle and high school students.

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Advantage II: Competitiveness

First, US innovation decline is leading to decreased US competitiveness.

National Research Council 08 (Committee on Enhancing the Master's Degree in the Natural Sciences and the

National Research Council, 2008, Science Professionals: Masters Education for a Competitive World, pg. 9-11,http://books.nap.edu/openbook.php? record_id=12064&page=11)

The United States enjoys a vital, dynamic economy that is the largest national economy in the world. The vitality ofthat economy, as the National Academies report Rising Above the Gathering Storm eloquently conveys, is derived inlarge part from the productivity of well-trained people and the steady stream of scientific and technical innovationsthey produce.1 Over the last decade, however, Americans have engaged in critical discussions about the nations

position in the global economy and the steps necessary to sustain the competitiveness of both our economy and thescientific enterprise that fuels its growth in the long run.

The disquiet about our competitiveness has found its voice among journalists and business leaders. Tom Friedmanwrites of a flattened world in which the economic playing field has been leveled through revolutionary forcesamong them knowledge workers deployed throughout the world and networked through the creation of a globaltelecommunications system. Andy Grove, former CEO of Intel, contends: If the world operates as one big market,every employee will compete with every person anywhere in the world who is capable of doing the same job. Thereare lots of them and many of them are hungry. The Council on Competitiveness, under the banner of Innovate orAbdicate, advocates a national effort to spur innovation as the intensification of a global knowledge economy has putpressure on the United States to remain a step ahead of the competition and ensure the United States is the premierplace in the world to innovate.2

Second, US competitiveness is on the brink because of critical gaps in our educational system now is

the defining moment.

\National Research Council 08(Committee on Enhancing the Master's Degree in the Natural Sciences, National Research Council, 2008,Science Professionals: Masters Education for a Competitive World, pg. 1-3,http://books.nap.edu/openbook

.php?record_id=12064&page=3)

There is growing consensus that we are again at one of those moments when we need bold actions. The vitality and

competitiveness of the U.S. economy is due in large measure to the investment our nation has made over fivedecades in research and higher education, yielding a steady stream of scientific and technical innovations. Manycountries, however, now invest in research and the development of knowledgeable people who play a critical role incompetitive success. The development of research capacity and productivity in Europe and Asia and the globalcompetition for talent are now challenging U.S. technological leadership.

There has not been a singular event, such as the Soviet launch of Sputnik in October 1957, to sound a clarion call toaction. Instead, the situation has developed under the radar like a Silent Sputnik. It is a situation of deep concernnonetheless and the nation needs to act.

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Our failure to improve education destroys US competitiveness and leadership

NAFSA, 07

(Association of International Educators, An International Education Policy For U.S. Leadership,Competitiveness, and Security, October,http://www.nafsa.org/public_policy.sec/united_states_international/toward_an_international)

The need is critical. Globalization is obliterating the distinction between foreign and domestic concerns. Today,most domestic problems are also international problems. The global economic and technology revolutions areredefining the nations economic security and are reshaping business, work, and life. In a devastating report, theCommittee for Economic Development documents the myriad ways in which the U.S. educational system failsto produce graduates with the knowledge and skills required for a global workforce. U.S. competitiveness is anational interest. It underpins national security and leadership, and deliberate policies are required to facilitateit.

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A failure of US leadership will lead to increased terrorism and a new round of world wars with China .

Nye, 08

(Joseph, Prof. Emeritus at Harvard University, Fmr. US Admiral, Real Institute Elcano, 5/19,http://www.realinstitutoelcano.org/wps/portal/rielcano_eng/Content?WCM_GLOBAL_CONTEXT=/Elcano_in/Zonas_in/USA-Transatlantic+Dialogue/00026)

Academics, pundits, and advisors have often been mistaken about Americas position in the world. For example, twodecades ago, the conventional wisdom was that the United States was in decline, suffering from imperial overstretch. A decade later, with the end of the Cold War,

the new conventional wisdom was that the world was a unipolar American hegemony. Some neo-conservative pundits drewthe conclusion that the United States was so powerful that it could decide what it thought was right, and others would have no choice but to follow. CharlesKrauthammer celebrated this view as the new unilateralism and it heavily influenced the Bush administration even before the shock of the attacks on September 11,

2001 produced a new Bush Doctrine of preventive war and coercive democratization. This new unilateralism was based on a profoundmisunderstanding of the nature of power in world politics. Power is the ability to get the outcomes one wants .Whether the possession of resources will produce such outcomes depends upon the context. In the past, it wasassumed that military power dominated most issues, but in todays world, the contexts of power differ greatlyon military, economic and transnational issues.

Contextual intelligence must start with an understanding of the strength and limits of American power. We are theonly superpower, but preponderance is not empire or hegemony. We can influence but not control other parts of the world. Poweralways depends upon context, and the context of world politics today is like a three dimensional chess game.The top board of military power is unipolar; but on the middle board of economic relations, the world ismultipolar. On the bottom board of transnational relations (such as climate change, illegal drugs, pandemics,and terrorism) power is chaotically distributed. Military power is a small part of the solution in responding tothese new threats. They require cooperation among governments and international institutions. Even on the top board(where America represents nearly half of world defense expenditures), our military is supreme in the global commons of air, sea, and space, but much more limited inits ability to control nationalistic populations in occupied areas.

Second, the next president must understand the importance of developing an integrated grand strategy thatcombines hard military power with soft attractive power. In the struggle against terrorism, we need to use hard poweragainst the terrorists, but we cannot hope to win unless we gain the hearts and minds of the moderates. If the mis-useof hard power(such as in Abu Ghraib or Guantanamo) creates more new terrorist recruits than we kill or deter, we will lose.Right now we have no integrated strategy for combining hard and soft power. Many official instruments of soft power publicdiplomacy, broadcasting, exchange programs, development assistance, disaster relief, military to military contacts are scattered around the government and there is nooverarching strategy or budget that even tries to integrate them with hard power into an overarching national security strategy. We spend about 500 times more on themilitary than we do on broadcasting and exchanges. Is this the right proportion? How would we know? How would we make trade-offs? And how should thegovernment relate to the non-official generators of soft power everything from Hollywood to Harvard to the Bill and Melinda Gates Foundation -- that emanate fromour civil society?

A third aspect of contextual intelligence for the next president will be recognition of the growing importance ofAsia. Bushs theme of a war on terrorism has led to an excessive focus on one region, the Middle East. Wehave not spent enough attention on Asia. In 1800, Asia had three fifths of the world population and three fifthsof the worlds product. By 1900, after the industrial revolution in Europe and America, Asias share shrank toone-fifth of the world product. By 2020, Asia will be well on its way back to its historical share. The rise inthe power of China and India may create instability, but it is a problem with precedents, and we can learn from history about how our policiescan affect the outcome.A century ago, Britain managed the rise of American power without conflict, but the worlds failureto manage the rise of German power led to two devastating world wars. In this regard, the enormous success of South Korea both ineconomic and democratic terms offers a promising prospect for Asias future. It will be important to integrate Asian countries into aninternational institutional structure where they can become responsible stakeholders.

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US China war would lead to nuclear conflict

Canberra Times, 07 (Dec. 3, LN)

Rudd enjoyed the Asia-Pacific Economic Cooperation leaders' summit while sidestepping difficult questions about the possibility of US-China conflict. Perhaps thiswas fair enough. It was possible to conclude at the APEC summit that Australia could successfully manage its relations with the US and China, and that APEC had

lived up to its founders' vision of bringing the US and East Asia together. Further, the ever-growing web of free trade agreements andregional initiatives suggest that the Asia-Pacific is well placed to continue on the prosperous path it has been onin recent decades.

Yet it is possible to consider a different set of events from recent years and conclude that a darker, more dangerous future isstill possible, with all the invidious choices that this would involve for Australia and the region. No one can definitively predict that the USand China will successfully negotiate China's rise, particularly since both are committed to armed conflict overTaiwan in certain circumstances.

US analyst Nancy Bernkopf Tucker says, "Today the most dangerous place on earth is arguably the Taiwan Strait, where awar between the United States and China could erupt out of miscalculation, misunderstanding, or accident." She

believes that the Taiwan Strait is "the only place in the world today where two major nuclear powers are threateningto engage in a colossally destructive war which would not just disrupt their economic, political and securityrelations but also have a profound impact on the Asian region and the world".

It is easy to see how a crisis could develop. In 1996, China launched missiles into the sea around Taiwan to coincide with the first democraticpresidential elections in Taiwan.

The US deployed its Seventh Fleet, including two aircraft carriers, to the Taiwan Strait in response. The two countries negotiated that crisis, but fighting a warin the Taiwan Strait continues to occupy defence planners in both countries. I n the early years of the Bush Administration, Chinawas characterised as a strategic competitor, and US President George W. Bush promised to do "whatever it takes" to defend Taiwan from Chinese attack. Were itnot for September 11, and the subsequent wars in Afghanistan and Iraq, it is likely that there would have been

far greater confrontation between the US and China under the Bush Administration .

Both the US as the existing hegemon, and China, as the rising hegemon, have clear expectations about how Australia should act tosupport their interests and the costs of a wrong decision.

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__ America requires a greater focus on minority education if it is to maintain its economic dominance in

the globalizing world economy.

Brown 09

(Dr. Frank Brown, Univ. of North Carolina, Education and Urban Society, July 2009, p. 242-3 )

Second, America is more diverse by race and ethnicity today than in the past, and the country can no longerremain competitive and miseducate its nonWhite students, which led to the Courts decision in Brown (1954) and Swann (1971). Thequestion now is whether the Courts Parents Involved (2007) decision will mean less quality education for nonWhite students.

Third, the road to wealth in America has changed over the past half century for good and is not likely to return toprivate individual entrepreneurial avenue as in the past. Today, most large wealthy businesses are public and are subject to control by thefederal government through the U.S. Security and Exchange Commission and other federal regulatory commissions. Individuals who are selected to manage these

public companies (owned by millions of investors worldwide), such as IBM, Microsoft, General Electric, and Google, are individuals who do not own these companiesbut are hired by an independent board of directors who also do not own these companies (Rosenthall, 2009). Thus, the shortest road to wealth today is by being selectedCEO of such companies and possibly earn $20 million per year. This can happen without the CEO investing any of his or her money, and if the company goes bankrupt,the CEO still gets paid. The quickest route to financial wealth without coming from a wealthy family is to graduate from an Ivy League type university with a degree inlaw or an MBA degree from a top business school and become the CEO of a top public corporation such as Ford, General Motors, IBM, or Macys (Friedman, 2008).Large corporations are more likely to buy out successful small businesses, and a successful small business is likely to generate less than $10 million in assets overseveral decades, which is less than half the annual salary of the CEO of a major corporation.

The road to the top economic ladderas CEO of a public corporation is an earned degree in business or law from a topcollege and university. This new route to wealth in America has advantages and disadvantages for minoritystudents. The advantage is that minorities, in general, will not have to come from a wealthy background to becomewealthy, but the disadvantage is that it is very difficult for most minorities to acquire the quality of educationnecessary to gain entrance to top colleges and universities. A major question for this special issue isthe impact of a return to neighborhood schools onthe quality of education for minority students. More than 50 years after Brown (1954) eliminated legal segregation of public education by race, many minority students

are still a long way from realizing desegregated or quality education from public schools (Brown, 2003a, 2003b, 2003c). American K-12 schools, inscience and mathematics, are near the bottom of all industrialized nations for all students (Bradley, 2007). Inaddition, more top academically talented college students are enrolling in financial engineering programs, business administration, compared to other academic

disciplines (Leonhardt, 2009).This current movement to acquire more wealth after college may leave less talented students for careers inother fields. This leads us to ponder the future of what is expected to be more racially isolated schools byneighborhoods after Parents Involved (2007) held that school boards may no longer use race of students to desegregate schools.

The Plan

The United States federal government should substantially increase social services for persons living in

poverty in the United States by providing universal Early Head Start programs in all Title I schools.

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Observation II: Early Childhood Development is critical to the future health of our nation

First, ECD is critical to a childs development as a learner and to their later productivity in society making itcritical to our long-term intellectual and economic health.Stebbins, 09

(Helene Stebbins, Project Coordinator, National Center on Children in Poverty, Chairman, House Committee onEducation and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING beforethe COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)

I am here today to talk to you about the state of state early childhood policies, and

to urge you to think comprehensively about the range of policy options that support early

learning. To thrive, young children need regular visits to the doctor even when they are

healthy; they need stimulating early learning opportunities; and they need stable,

nurturing families who have enough resources and parenting skill to meet their basic

needs. These are the ingredients that put young children on a pathway to success.

Early childhood policy that is informed by research improves the odds that young

children will in fact have good health, positive early learning experiences, and strong,nurturing families to get them off to the right start. State policy choices are

especially important to low-income families whose young children lack access to the kinds

of supports and opportunities that their more affluent peers receive. In a nutshell,

focusing on state policy choices that support early childhood development matters because:

1. Compelling research supports the lifelong importance of early childhood

development. Both brain science and developmental research show that the quality of the

earliest relationships and experiences set the stage for school success, health, and

future workforce productivity. These experiences shape the hard wiring of the brain,

which in turn sets the stage for how children approach life, how they learn, how they

manage emotions, and how they relate to others. Once brain circuits are built, it is hard

to change behavior. Thus, these early experiences set the stage for future development.\1\

2. There is hard economic evidence that smart investments in early childhood yield

long-term gains. More than 20 years of data on small and large-scale early intervention

programs show that low-income young children attending high-quality programs are morelikely to stay in school, more likely to go to college, and more likely to become

successful, independent adults. They are less likely to need remediation, be arrested, or

commit violent crimes. The return on investment of ensuring that young children and their

caregivers have access not only to health care, but to mental health care when needed,

also shows reduced health care costs when the children become

adults.\2\

3. Without support, low-income families cannot provide the basic necessities that

their young children need to thrive. The official poverty level in 2009 is $18,310 for a

family of three,\3\ but research shows that it takes twice this amount to provide basic

necessities, and in many places it costs even more.\4\ To earn twice the poverty level

($36, 620), a single parent with two children working 35 hours per week would have to

earn almost $20.00 an hour, which is more than three times the federal minimum wage.

Nationally, 10 million children under the age of 6 (43 percent) live in families earningtwice the poverty level or less. The younger the children, the more likely they are to be

in poverty, and poverty is directly related to poor health and education outcomes.

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Secondly, The federal government needs to take the lead in supporting early childhood education.

Patchwork Early Childhood Program makes federal action and funding key to solve.

NYT 08 (Dec., 16, http://www.nytimes.com/2008/12/17/us/politics/17early.html)

Now that new initiatives seem likely, experts are debating how best to improve Americas early childhood

system, which they call fantastically fragmented, unconscionably underfinanced and bureaucraticallybewildering. Some hesitate to use the word system at all.

Its a patchwork quilt, a tossed salad, a nonsystem, said Libby Doggett, executive director of Pre-K Now, agroup that presses for universal, publicly financed prekindergarten.

There are federal and state, public and private, for-profit and nonprofit programs. Some unfold in public schoolclassrooms, others in storefront day care centers, churches or Y.M.C.A.s, and still others in tiny centers run outof private homes.

California has 22 different funding streams for child care and preschool, and that mirrors the crazy labyrinth of

funding sources coming out of Washington, said Bruce Fuller, an education professor at the University ofCalifornia, Berkeley, who is the author of Standardized Childhood: The Political and Cultural Struggle OverEarly Education.

Debates cut many ways. Some advocates want the nation to start by expanding services to all 4-year-olds.Others say improving care for infants and toddlers cannot wait. Some insist that middle-class and wealthychildren must have access to public preschool. Others say the priority should remain with the poor. Mr.Obamas platform, which Mr. Duncan helped write, emphasizes extending care to infants and toddlers as well,and it makes helping poor children a priority. It would also provide new federal financing for states rolling outprograms to serve young children of all incomes. Outright opponents are fewer, and certainly less influentialthan they once were. In 1971, President Richard M. Nixon vetoed a bill that would have underwritten child care

for everyone, arguing that the bill would commit the vast moral authority of the national government to theside of communal approaches to child rearing over against the family-centered approach.

For years after that, conservatives blocked many early childhood initiatives, but resistance has diminished inrecent years. The last major federal initiative came in 1994, when the Clinton administration worked withCongress to create Early Head Start, which serves pregnant women and children from birth to age 3. Since then,states have largely carried the ball.

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InherencyStudent Achievement Decreasing

__Despite significant investments US achievement scores fallingCochran 08(John Cochran, ABC News Senior Washington Correspondent. ABC News April 26, 2008 p.http://abcnews.go.com/Politics/story?id=126712)

Two recent reports on high school seniors unveil disturbing results. New education study suggests schools arefailing. A study this week from Strong American Schools reports that 40 percent of seniors still do notunderstand the math they were taught in the eigth grade. And an earlier study from Common Core found thatnearly a quarter cannot identify Adolph Hitler, more than half cannot place the American Civil War in the rightcentury, and a third do not know that the Bill of Rights guarantees free speech. These reports come 25 yearsafter a landmark study by a national commission that stunned President Ronald Reagan and the nation when it

warned that public schools were eroding in a "rising tide of mediocrity." Ted Koppel reported on April 26,1983, on ABC's "Nightline" : "The commission discovered something that borders on a disaster." Despitebillions of dollars spent in the past quarter-century, the newest report finds high school graduation rates haveactually dropped over the last 25 years. The United States once ranked first in graduation rates; now it ranks21st. Math scores are also troubling. "If you rate us against the rest of the world, 30 nations, we're 25th from thetop," said former Colorado Gov. Roy Romer, chairman of Strong American Schools. "We can do moreintensive work. We can do more homework. We've got too much television and too much distraction in kids'lives."

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Poverty Leads to Low Academic Performance

__Kids with a greater socioeconomic disadvantage have low average achievement

Rothstein 08 (Richard Rothstein, Research associate of the EPI, Educational Leadership Volume 65 |Number 7) Economic Policy Institute, April 17, 2008(http://www.epi.org/publications/entry/ascd_whose_problem_is_poverty/)

In my work, I've repeatedly stressed this logical claim: If you send two groups of students to equally

high-quality schools, the group with greater socioeconomic disadvantage will necessarily have loweraverage achievement than the more fortunate group.1

Why is this so? Because low-income children often have no health insurance and therefore no routine

preventive medical and dental care, leading to more school absences as a result of illness. Childrenin low-income families are more prone to asthma, resulting in more sleeplessness, irritability, and

lack of exercise. They experience lower birth weight as well as more lead poisoning and iron-deficiency anemia, each of which leads to diminished cognitive ability and more behavior problems.

Their families frequently fall behind in rent and move, so children switch schools more often, losingcontinuity of instruction.

Poor children are, in general, not read to aloud as often or exposed to complex language and largevocabularies. Their parents have low-wage jobs and are more frequently laid off, causing family

stress and more arbitrary discipline. The neighborhoods through which these children walk to schooland in which they play have more crime and drugs and fewer adult role models with professional

careers. Such children are more often in single-parent families and so get less adult attention. They

have fewer cross-country trips, visits to museums and zoos, music or dance lessons, and organizedsports leagues to develop their ambition, cultural awareness, and self-confidence.

Each of these disadvantages makes only a small contribution to the achievement gap, but

cumulatively, they explain a lot.

__Poverty takes away childrens chances and puts them behind in developmentHutt 07 (Jane Hutt, Minister for Children, Education, Lifelong Learning and Skills, TheWestern Mail), LN, December 6, 2007

There are many ways of describing and measuring poverty in our society. Howeverthere is no doubt that, in all its forms, it translates into restricted opportunity andunrealised potential for many thousands of children.Poverty robs them of the life chances they deserve and places them on the backfoot at a time in their development when they should be surging forward andexploring all the world has to offer them.The negative impact of child poverty is so pervasive in terms of its impact onhealth, security, community cohesion and general human happiness, we havemade it absolutely central to our policy for Government.

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Public Education Fails Children

__The current public education system is a failure for urban environments and needs reform

Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 131)

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NCLB Fails to Improve Education

__NCLB will not be effective with minor modifications used to fix its current flaws

Noguera and Rothstein 08 (Pedro Noguera and Richard Rothstein, Research associates of the EPI,Education Accountability Policy in the New Administration) Economic Policy Institute, December 19, 2008

(http://www.epi.org/page/-/pdf/EPIPolicyMemorandum137.pdf)

Federal education accountability policy, as expressed in NCLB, has focused national attention on the

poor basic math and reading skills of disadvantaged children. NCLB has succeeded in compellingschools to produce evidence that all students they serve are learning, but seven years after

enactment, the academic needs of many students have still not been met, and little progress is beingmade. The benefits of NCLB have been offset in two important ways: first, by the unintended

consequence of narrowing the curriculum in many schools to math and reading alone (with adisproportionate focus on test preparation); and second, by the nave demand that schools must

close the achievement gap on their own, without the additional resources and social supports thatdisadvantaged children require to succeed.

These flaws are so inherently fundamental to the NCLB approach that minor modifications to the lawcannot correct them. Designing a new education accountability policy that does not distort curriculum

and that creates incentives for states to adopt a broader array of reforms will take several years, andcannot be completed in time for NCLB re-authorization.

__NCLB assures that increased failure of disadvantaged childrenNoguera and Rothstein 08 (Pedro Noguera and Richard Rothstein, Research associates of the EPI,Education Accountability Policy in the New Administration) Economic Policy Institute, December 19, 2008(http://www.epi.org/page/-/pdf/EPIPolicyMemorandum137.pdf)

Curricular distortion in present policy is inevitable because schools are held accountable for only

some of their many public goals. NCLB demands that schools produce evidence of adequateperformance in math and reading scores. As a consequence, educators rationally respond to this

demand by focusing attention and resources on math and reading instruction (test preparation anddrill), often at the expense of instruction in social studies, history, science, arts and music, character

development, citizenship education, emotional and physical health, and physical fitness

This shift in time and resources has been most severe for the disadvantaged children whom NCLBwas designed to help, because these children are the ones most at risk of failing to meet the math

and reading targets. But these children are also, therefore, the most at risk of losing curricularopportunities in other areas that are also important goals of public education. As a result of this

narrowing of the curriculum, NCLB has actually contributed to a widening of the achievement gapin critical content areas.

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Obamas Education Funding Flawed

__ Problems plague US education funding act from Obama: 1. Too many earmarks, 2. Too little

regulation and 3. The likely tradeoff that will occur as states cut funding.

USA Today, Jan 20, 2009 (LN)

The USA's public schools stand to be the biggest winners in Congress' $825 billion economic stimulus planunveiled last week. Schools are scheduled to receive nearly $142 billion over the next two years -- more thanhealth care, energy or infrastructure projects -- and the stimulus could bring school advocates closer than ever toa long-sought dream: full funding of the No Child Left Behind law and other huge federal programs.But tucked into the text of the proposal's 328 pages are a few surprises: If they want the money -- and theycertainly do -- schools must spend at least a portion of it on a few of education advocates' long-sought dreams.In particular, they must develop:*High-quality educational tests.*Ways to recruit and retain top teachers in hard-to-staff schools.*Longitudinal data systems that let schools track long-term progress."The new administration does not want to lose a year on the progress because of the downturn in the economy,"

says Rep. George Miller, D-Calif., who chairs the House Education Committee. "So I think these are all thingsthat are clearly doable."Testing, a key part of the No Child law, has gotten short shrift from most states, says Thomas Toch ofEducation Sector, a Washington, D.C., think tank."Existing state tests are not as good as they could be," he says. "Putting new money into building stronger stateassessments is what's needed."But he and others say a big challenge will be to ensure that states don't simply cut their own education budgetsin anticipation of massive federal increases. "That's going to be a challenge because the states are all hurting,"Toch says.The plan also will help schools modernize and fix buildings. Kati Haycock, president of The Education Trust,an advocacy group, says she's "pretty excited" about the requirement that states spend a portion of the stimulus

cash attracting their best teachers to schools that serve low-income and minority students. "There's nothing theycould do with it that would be more important for high-poverty kids."But Charles Barone, a former congressional staffer who helped design the education reform law, says the plandoesn't go far enough. He predicts states won't do much to change how they hire teachers -- and they'll still gettheir money. "All they're going to have to do is copy and paste what's in their current plan to get this money,"says Barone, who now consults about education and writes a popular blog."This is a once-in-a-lifetime opportunity," he says. "It seems to me you'd ask more from states and districts interms of the kind of changes you've been talking about for years."

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_Obama funding of Early Head Start not enough. Impermanent funds from ARRA and permanent

funds will maintain not increase funding of early childhood education despite increased dollars.

Results.org, 09 (Head Start, http://www.results.org/website/article.asp?id=347)

In May, President Obama sent his detailed fiscal year 2010 budget to Congress. The president requested $7.235billion in FY 2010 for Head Start and Early Head Start. That is an increase of $122 million from a combined$7.113 billion in FY 2009.

On May 15, a group of 31 senators sent a letter to the chair and ranking Republican of the SenateAppropriations Subcommittee on Labor, Health and Human Services, and Education. The letter, originated bySenators Chris Dodd (D-CT) and Olympia Snowe (R-ME), called for an increase of $1 billion for Head Startand Early Head Start in FY 2010.

In February 2009, after a long drought for Head Start funding, there were two pieces of good news:

Congress passed the American Recovery and Reinvestment Act or ARRA (H.R.1), a bill to revive theslumping economy. This bill includes $2.1 billion in temporary funding for Head Start ($1.1 billion ofthat is for Early head Start).

House Appropriations Committee Chairman David Obey (D-WI-7) announced that his omnibus bill tofund various government departments for FY 2009 includes $7.1 billion for Head Start, an increase of$235 million over 2008, and enough to serve 900,000 children.

These actions came after a long drought for Head Start.

In May 2009, the president sent Congress his detailed FY 2010 budget request. He requested $7.235 billion forHead Start in FY 2010. Thats a $122 million increase from FY 2009 (not counting the ARRA funding). The

combination of this increase and the ARRA monies will allow Head Start to continue the same level of servicesin 2010 as in 2009.

__Obamas funding of Early Head Start will double those covered but will not do enough will not fix

the program but fill in holes.

Education Week, 09 (Christina Samuels, March 27, Stimulus Providing Big Funding Boost for EarlyChildhood, http://www.preschoolcalifornia.org/media-center/stimulus-providing-big-funding-boost-for-early-childhood.html)

Early Head Start is receiving a dramatic increase from the stimulus legislation, compared with its $689 million in funding infiscal 2008. The money is expected to double the number of children and families served by the program. Early Head Start works with pregnant women and helps

promote the development of very young children, but is still just a fraction of the size of the older Head Start program. About 95,000 families and children are served by

Early Head Start, compared with 976,000 in Head Start programs.

Only about 3 percent of eligible women are currently served through Early Head Start, said Matthew Melmed, the executivedirector of Zero to Three, a nonprofit organization that supports professionals, policymakers and parents on issues related to infants and toddlers. Although the U.S.Department of Health and Human Services, which administers Head Start and Early Head Start, has not released guidance on how the Early Head Startmoney can be spent, Mr. Melmed anticipates that the aid will allow for the expansion of programs, as well as the creation ofnew ones. But some of the money also will be spent on improving programs. If all this money ends up doing isfilling a hole that existed before, Mr. Melmed said, it will not move us toward the types of changes werecommitted to seeing.

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__ New Early Head Start Money will cause competition particularly if left up to the states. Education

Week, 09

(Christina Samuels, March 27, Stimulus Providing Big Funding Boost for Early Childhood,http://www.preschoolcalifornia.org/media-center/stimulus-providing-big-funding-boost-for-early-

childhood.html)

One early-childhood constituency to watch will be prekindergarten programs, said Sara Mead, a senior researchfellow with the New America Foundation, a Washington think tank. While the bulk of stimulus dollars ineducation will flow through individual states school finance formulas, prekindergarten programs are oftenfunded through a different revenue source in state budgets.

That means prekindergarten programs could end up competing for resources along with other needs that arevying for governors attention, Ms. Mead said.

Kathy Patterson, the senior officer for government relations for the Washington-based advocacy group Pre-K

Now, pointed to the program in Marylands Montgomery County as a creative way to keep someprekindergarten programs operating, and even expanding.

Her organization is assessing the health of prekindergarten programs in the economic recession, and has foundthat states have been trying to hang on to them.

Weve had an awful lot of state leaders who have said, Weve got to keep on expanding these programs,Ms. Patterson said.

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AT: Obama Increasing EHS Funding

__Federal funding for Early Head Start only replaces state funding though significant , is not

significantly increasing funding or access

NYT, 09 (Sam Dillon, April 8, LN)

From 2002 to 2008, spending on pre-kindergarten by states nearly doubled, to $4.6 billion from $2.4 billion,enabling states to increase enrollment to 1.1 million preschoolers from about 700,000.

That growth came partly because governors and legislatures, convinced of the value of early childhood education, stepped in to fill a gapleft by federal inaction. President George W. Bush, who focused mainly on trying to improve achievement among older children, allowed budgets for the largestfederally financed preschool programs to stagnate.

But given the economic decline, nine states -- Alabama, California, Connecticut, Florida, Iowa, Minnesota, New York, North Carolina and SouthCarolina -- have already announced cuts to state-run pre-kindergarten programs, Dr. Barnett said.

And legislatures are debating cutbacks in some others , including Tennessee and Washington State, he said.

''All of this may produce dire consequences for state pre-K programs,'' says the new report, the State of Preschool 2008, by theNational Institute for Early Education Researchat the Rutgers Graduate School of Education. ''In most states, expenditures on pre-K areentirely discretionary and therefore easier to cut than expenditures for some other program.''

Meanwhile, however, at President Obama's request, Congress has significantly raised federal financing for preschooleducation. Mr. Obama promised during the campaign to make large new investments in early childhood education, and in the economic stimuluspackage, Congress appropriated more than $4 billion for Head Start and Early Head Start programs and for grants to states tosupport child care for low-income families.

''The big picture here is that for the last eight years, the only game around for early childhood was in the states,because under Bush there was nothing going on at the federal level,'' said Cornelia Grumman, executive director of the First Five Years Fund, an advocacy group based

in Chicago. ''All of a sudden that's changed. Now the only game is federal, because if you're a state-funded programrelying on your state legislature, well, it's not a rosy picture.''

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Education Funding Decreasing

__Inadequate school funding creates myriad problems

Murray 09(Phyllis Murray, Education News columnist, EdWize Education News, February 5, 2009 p.http://www.edwize.org/adequate-funding-is-the-key-ingredient-for-public-schools)

As educators we know that the key ingredient for public schools is adequate funding for instructionalprograms, extended learning opportunities, and enriched health and social services. Effective teachers alsoknow that often they must use their own personal resources to create classroom environments which are viable;write proposals to fund extended learning opportunities; and lobby in Albany to secure better health and safetyconditions. Then teachers must lobby for additional psychologists, social workers, and guidance counselors.The failure of local and state governments to provide funding to economically poor citizens and their schoolswould otherwise compromise the teachers efforts and the future of this great nation. The truly dedicatededucators have seen miracles happen daily for years as their students dreams were realized. Fortunately, this isnot a new phenomenon throughout the nation. Good teachers have always made a difference in the lives of theirstudents. Case in point:Directly after the Emancipation Proclamation the exceptionally gifted rose above the staggering obstacle ofquasi-freedom, said Martin Luther King at the UFT Spring Conference in 1964. It is precisely becauseeducation is a road to equality and citizenship that it has been made more elusive for Negroes than many otherrights. The warding off of Negroes from equal education is part of the historical design to submerge him insecond class status. And today we can see this happening as the rich-poor gap is allowed to widen in NYC,New Orleans, Alabama, Mississippi, and even Washington, D.C., the nations capital.King reminded UFTers in 1964 that education for all Americans, white and black, has always been inadequate.The richest nation on earth has never allocated enough of its abundant resources to build sufficient schools, tocompensate adequately its teachers, and to surround them with the prestige their work justifies. Therefore,when we read the Rich-Poor Gap Widens not only for individuals but for schools in general, we cannot besurprised. More economists are drawing the conclusions that a good education is one of the gateways to wealthcreation for individuals as well as for nations, (Education Trust). Yet, benign neglect seems to be the mantraof many in political office who turn their backs on the ones who need quality education the most as the budgetcuts cut-away at the dollars earmarked for public education.The Campaign for Fiscal Equity has become a prime example of how the state was not providing adequatefunding to NYC Public Schools. And as educators, we know that the resources needed to implement newprograms designed by the city are inadequate. Thus, we were not surprised to learn that New York also standsout for neglecting to fairly fund poor and minority school districts. New York spends $2,280 less per student inits poorest districts than its does on students educated in its wealthiest school districts. Even after New Yorkwas ordered to deal with these funding gaps, policy makers have failed to take action, (Education Trust Report

2005).John Hendrik Clarke said, History is a clock. It tells us where we are, but more importantly, what we must be.If we are the union, we must continue to fight for equity for all. And as New Yorkers, we must continue to keepthe pressure on legislators from Albany, NY to Washington, D.C. Our quest must be to secure public schoolsthat reflect democracy in action because the children are waiting. They are waiting for their only chance toget the education they deserve.

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__Title I money not reaching those who need it most

Davis 06 (Michelle Davis, Contributing writer for Education Week, Education Week December 20, 2006p. http://www.edweek.org/ew/contributors/michelle.davis.html )

As federal funding meant to help the most disadvantaged students makes its way from the halls of the U.S.Capitol down to individual schools, the dollars intended to help poor and minority students are often divertedfrom the most needy students, concludes a report released today by the Education Trust. In a new analysis ofhow Title I funds are distributed, the Washington-based research and advocacy organization looked at how the$12.7 billion program funnels money from the federal government to the states and to local districts. TheFunding Gaps 2006 report found that the money doesnt end up where it could help students who need itmost. This issue is critical, the reports authors say, as educators are working toward closing the educationalachievement gap between disadvantaged students and their more affluent peers. As our national educationambitions have grown bigger and bigger, we have not updated our school finance policies to reflect this newnational reality, said Goodwin Liu, a co-author of the study and a co-director of the Chief Justice Earl Warren

Institute on Race, Ethnicity, and Diversity at the University.

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Head Start Funding too Low

__Head Start is affective, but needs more funding

Barnet 09

(Steven Barnett, NIEER Director, September 13 2002, National Institute For Early Education

Research, http://nieer.org/mediacenter/index.php?PressID=7)

Sept. 13, 2002 (Washington, D.C.) -- HeadStart produces substantial long-term educational

benefits, but increased funding and higher standards can result in even greater gains for

children in the future, according to a leading early education researcher. W. Steven Barnett,

PhD, Director of the National Institute for Early Education Research, spoke today at a

congressional Science and Public Policy briefing on the impact ofHeadStart. NIEER is a

nonpartisan institute at Rutgers University, funded by The Pew Charitable Trusts.

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__ Michigan proves that early childhood funding is woefully inadequate leaving better than 1 of every 3

children underserved or not served by programs.

Bully-Cummings et al, 05

Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit PoliceDepartment; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D.,

President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest inKids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan",2005, http://fightcrime.org/reports/MIprek.pdf]

Michigan manages a patchwork of federal and state funds to provide early childhoodeducation programs.Yet, due to a lack of funding, high-quality preschool programs arecurrently unavailable for thousands of Michigans children especially those most atrisk.

Head Start is the federally funded national program for low-income families that providesearly education services for children ages 3 to 5. Unfortunately, the federal Head Start

commitment of $228 million was not enough to cover all 3- and 4-year-olds.58The HeadStart program served 12,927 three-year-olds (10 percent of all 3-year-olds) and 19,174four year-olds (14% of all 4-year-olds) during the 2002 to 2003 program year.59 Since1985, the Michigan School Readiness Program (MSRP) has served 4-year-olds at risk ofschool failure. MSRP aims to provide preschool for the 4-year-olds who are not eligiblefor, or not being served by, Head Start, and has made great strides in increasing schoolreadiness for thousands of children. Prior to 1985, there were no state school readinessprograms that served children in Michigan. Now, state programs serve about 19 percentof all the 4-year-olds in the state.60 During the 2003 to 2004 school year, the MichiganSchool Readiness Program provided 25,712 four-year olds with preschool, with a statebudget of approximately $84.85 million.61 Of the children served, 22,000 were in school

district programs and the balance were in non-public school settings.62 MSRP serveschildren in 467 school districts and 65 community agency programs. It also providesdirect grants to preschool centers not affiliated with public schools on a competitivebasis.63 An additional 5,131 three-year-olds and 7,706 four-year-olds with specialeducation needs were provided with federal funds to attend preschool through theIndividuals with Disabilities Education Act during the 2002 to 2003 program year.64

Some high poverty schools use funding from Title I of the No Child Left Behind Act toprovide preschool programs, but the funds are allocated to school districts based onnarrow eligibility guidelines.65 Before reporting was discontinued three years ago, anestimated 5,000 at-risk children were served by school districts in Title I preschool

programs.66There are approximately 81,000 at-risk 4-year-olds in Michigan who areeligible for state and/or federal early education programs.67 Unfortunately, the MichiganSchool Readiness Program (MSRP), Head Start, and IDEA special education fundstogether only helped 65 percent of eligible at-risk 4-year-olds.68 Similarly, there areapproximately 81,000 atrisk 3-year-olds in Michigan who are eligible for state and/orfederal early education programs.69 Unfortunately, Head Start and IDEA specialeducation funds together only helped 22 percent of eligible at-risk 3-yearolds. 70 Theprograms serve just 39 percent of all of Michigans 4-year-olds, and 13 percent of thestates 3-year-olds.71

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Poverty Shifts Solutions from Education

__Inherency: Social dislocation obstructs the push for education as a key mediatorTough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 31-32)

people who are employed.Joblessness, as a wayof life, takes on a different social meaning.Teachers become frustrated and children do not learn.

__The Left and the Right agree that dysfunctional laws have lead to enormous societal problems that

need to be fixed

Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p.33)

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Politics Inherency

__Politics, not the lack of necessity, cause poverty and its ills in the US

Books 04

(Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc.,2004, pg. 14-15)

There is absolute scarcity in our society of food, housing, educational opportunity, or work worthy of adequatepay. Poverty arises because of the way these social goods and opportunities are distributed-that is, from thepolitics of who gets what. Poverty is created and sustained, lessened or made worse, by a myriad of human deci-

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__Poverty evokes Political fervor, but with few solutions

Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 28)

__ Societal narrative excludes outrage over poverty

Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 32-33)

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__Society does not perceive rich / poor gap

Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 60)

than estimates of food costs and the relationship these costs once held to overallcosts of living

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Cost of Early Childhood Education Excludes Poor

The Cost of Child Care is to High for Many Families

Stebbins 09

(Helene Stebbins, Project Coordinator for the National Center on Children in Poverty, The Importance of EarlyChildhood Development, March 17, 2009, p. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)

State policies to promote early care and education include those that promote access to quality childcare and/or state prekindergarten programs. Researchers and economists agree that high-quality early care andeducation programs can improve the odds of success for low-income children. But to benefit, young childrenhave to be in high-quality early education settings that meet the needs of working parents. Quality earlyeducation programs are expensive and out of reach for many families. Full-day child care for one child can cost$10,000 or more per year, which is a substantial cost when half of all families with children under age 6 earnbelow $45,500.

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__Schools of children in poverty cost more to provide basic services


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Failure of ECD Leads to Cognitive Underdevelopment in PoorStudents

__US early child education fails poor students leading to severe cognitive challenges and decreasededucational achievement


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Advantage I: Cycle of PovertyPoor Getting Poorer

__Despite gains in the 1990s economic problems have eroded gains by poorest leaving them worse off

than ever.Marks 08 (Alexandra Marks, Staff writer of The Christian Science Monitor) LN, August 12, 2008 (LN)

One less visible aspect of the economic boom of the 1990s was a decline in the number of low-

income working people who lived in very poor neighborhoods.

But that trend has reversed during the first five years of this decade, according to a new analysis bythe Brookings Institution, a nonpartisan think tank in Washington. It found that the number of poor

people who live in areas of concentrated poverty increased by 41 percent since 1999."Many of these neighborhoods that made these great gains in the 1990s - with the downturn in the

beginning of this decade and the weak recovery - have been hit hard by this economic change," says

Elizabeth Kneebone, lead author of the report and a senior research analyst at Brookings'Metropolitan Policy Program. "We've lost a lot of ground and see poverty again increasing in these

neighborhoods."

Such increases in concentrations of poor people in specific neighborhoods create a kind of self-perpetuating economic segregation, says Ms. Kneebone. That's because low-income neighborhoodsgenerally have lower-performing schools, less access to good jobs, poorer health outcomes, higher

crime rates, and less economic investment."As people try to work their way out of poverty, they don't find as many of the opportunities they

need in very

kl head start aff

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