Community Voices

This working paper was generated from a Policy Analysis for California Education (PACE) statewide survey of 439 directors of community preschools, those funded outside of school districts, inquired about basic facts and their perceptions of long-term issues. Preschool access and quality remain unfairly distributed among California’s diverse communities. Persisting questions examined include how to grow more plentiful and higher-quality preschools, and how to ensure a robust balance between organizations run by schools or community organizations. Despite rising interest among policy makers, we know little about how preschool directors themselves understand and evaluate differing policy options. PACE’s working paper amplifies the views and voices of local practitioners.

Community-based preschools serve more than two-thirds of the 334,000 four-year-olds currently enrolled in preschool across California. These programs are funded primarily through parental fees, with the remainder receiving public subsidies such as state or federal Head Start funding. Despite their prevalence, these preschools face uneven enrollment demand, financial instability, and low teacher wages, which contribute to disparities in access and quality. Approximately 53 percent of participating directors reported maintaining waiting lists, while 42 percent noted vacant slots, reflecting inconsistent demand across communities. Directors of subsidized programs are more likely to encounter waiting lists, whereas fee-supported programs often report vacancies, especially in wealthier communities.

Survey findings reveal that community preschool directors generally oppose tighter state control over classroom practices and alignment with standardized testing. Approximately 52 percent of directors opposed aligning classroom activities with state-set learning standards aimed at raising standardized test scores. Directors also expressed mixed views on the value of requiring preschool teachers to obtain a bachelor’s degree, with 43 percent favoring a two-year child development program over a four-year degree. Additionally, less than one-third of directors support unionizing the teaching workforce, although many acknowledge the inadequacy of current teacher salaries. The findings suggest that community preschool directors prefer flexible, locally responsive approaches to improving quality rather than centralized mandates.