The federal government has enacted many education policies that have shaped the field of early childhood education. Legislated public education policies have helped stimulate educational and social reform in the United States. Children from low-income families and children with special needs have benefited from both federal and state policies. Without these education policies, many students would not have access to early intervention services, preschool programs, and special education programs. Education policies impact on all aspects of early childhood education programs, including the role of the teacher. It is important that teachers be familiar with education policies so that they can implement them effectively in the classroom. Teachers also need an understanding of how education policy is created at the national, state, and local levels.

At the national level, Congress passes federal legislation that sets education priorities. The hallmark education policy, the Elementary and Secondary Education Act (ESEA) of 1965, has undergone various reauthorizations over the years that have led to new program development and modification of existing act provisions. For example, Congress is currently working on reform of the most recent reauthorization of ESEA, No Child Left Behind (NCLB) Act of 2001. NCLB emphasizes accountability and standards-based reform. A provision of NCLB is that all classrooms be taught by highly-qualified teachers. Concerns expressed by educators have brought attention to the overemphasis on tests and the narrowing of the curriculum. Further, states can lose federal funding if they do not comply fully with NCLB requirements. While federal legislation mandates that schools implement education policy, it is up to each state to address student achievement, accountability measures, and teacher effectiveness.

Based on the U.S. Constitution, state governments have authority for public education. The state board of education sets policy for the state superintendent and state department of education. States develop academic standards, curriculum frameworks, and set teacher certification requirements. States, such as Colorado and California, have emphasized a system of quality assurance for all early childhood programs to ensure more preschool students receive a high-quality education. Currently, most states have adopted the Common Core State Standards (CCSS) for math and English language arts which provide guidelines on what students should learn at each grade level. States also have adopted early learning standards for preschool children.

At the local level, policies are developed by a school board, and executed by the district superintendent with the assistance of school principals. Ultimately, how education laws are implemented depend greatly on the classroom teacher who is most closely responsible for the students. Understanding the impact of education policy is very important for the early childhood professional. Involvement with professional, local, state, and national organizations keeps teachers informed about laws written for education reform. For instance, the National Education Association (NEA) is composed of professionals in education and is committed to advancing the cause of teachers. Many teachers have shared their stories about the challenges of implementing NCLB law on the NEA’s website (www.nea.org). These teachers’ voices play a critical role in how laws are modified and reauthorized

Congress has not reauthorized the long overdue Elementary and Secondary Education Act, but the Obama administration has responded by granting states waivers from provisions of NCLB. The presidential election will certainly refocus education reform as a priority. This will likely bring positive outcomes as well as complex challenges to the field of early childhood education.

Share your perspective on why the early childhood professional needs to be knowledgeable of federal, state, and local education policies.