head start final draft

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Head Start Aff SDICoulter- Lewis-DeFoor Lab 2009-10

Head Start Aff

Head Start Aff...............................................................................1

*****...............................................................................................4

1AC (1/10).......................................................................................5................................................................................................5

1AC (2/10).......................................................................................6

1AC (3/10).......................................................................................7

1 AC (4/10)......................................................................................8

1AC (5/10).......................................................................................9

1AC (6/10).....................................................................................11

1 AC (7/10)....................................................................................12

1AC (8/10).....................................................................................13

1AC (9/10).....................................................................................14

1AC (10/10)...................................................................................15

Inherency Extension......................................................................16

Inherency Extensions.....................................................................17


As the 105th Congress of the United States wrapped up its legislativeactivities in 1998, it failed once again to produce any significant

improvement in the nation's system of child care provision. Despitepersistent, strong demands from organizations representing childrenand working women, and despite a highly publicized and historicallyrare public initiative announced by President Bill Clinton in January ofthat year, child care policy was largely ignored by the Congress. Asmall increase in funding for day care subsidies for public assistancerecipients was approved but lawmakers did not pass-or even propose-a national system of provision for children in need of custodial care.Advocates of state-sponsored child care are likely to attribute thefailure of Congress to act to any number of contingent politicalfactors: Lawmakers were distracted by impeachment proceedings, for

example, and partisan differences prevented cooperation betweenthe legislative and executive branches. But the inaction of the 105thCongress was merely the continuation of U.S. policy on child care. TheUnited States consistently ranks among the poorest providers of daycare for children among comparable Western industrial capitalistdemocracies (Gornick, Meyers, and Ross 1998). It has held thislaggard status at least since the end of World War II, when manyWestern European nations implemented fairly extensive familypolicies, including publicly supported child care programs. Most did soby expanding on programs established during the war, but the United

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Head Start Aff SDICoulter- Lewis-DeFoor Lab 2009-10States declined to extend its own wartime child care program.Instead, in 1962, the Congress passed a set of Public WelfareAmendments that codified American day care policy as an adjunct topublic assistance policy. In so doing, lawmakers ensured that theprogram would be small, poorly funded, and beyond the reach of mostAmerican parents. It has remained so ever since. ...........................18


In a pledge to improve the human rights of women and girls, morethan 185 nations have ratified the Treaty for the Rights of Women,formally known as the Convention on the Elimination of All Forms ofDiscrimination Against Women (CEDAW). The CEDAW Treatyencourages governments to address areas of discrimination againstwomen and ensure that women and girls have equal access to health,education, employment and legal systemsgiving women the tools tomove out of poverty. To strengthen worldwide commitments towomens human rights, CEDPA strengthens the advocacy skills of

women leaders and works hand-in-hand with them to mobilizewomens organizations and communities worldwide. ......................19

Inherency Extension......................................................................20

...................................................................................................20

Solvency- Head Start Solves Poverty..............................................21

Solvency Head Start Solves poverty..............................................22

...................................................................................................22

Solvency - Head Start solves Poverty..............................................23

Solvency- Head Start Solves Poverty..............................................24

Solvency- Head Start Solves Rich Poor Gap.....................................25

Solvency Head Start solves Competitiveness................................26

Solvency- Head Start Solves Competitiveness.................................27

Solvency- Education Solves Competitiveness...................................28

Solvency- Education Solves Competitiveness...................................29

Solvency- Education Solves Poverty................................................30




Solvency Head Start Solves Education...........................................35

...................................................................................................35

Solvency Head Start Solves Education...........................................36

Solvency Head Start Solves the Economy......................................37

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Head Start Aff SDICoulter- Lewis-DeFoor Lab 2009-10Solvency-Head Start Solves Crime..................................................38

Solvency- Head Start Solves Crime.................................................39

Solvency- Head Start Solves Laundry List........................................40

Solvency- Head Start Solves Laundry List........................................41

Solvency- Head Start Solves Womens Rights..................................42...................................................................................................42

Solvency- Head Start Solves Womens Rights..................................43

Solvency- Womens Rights Key to Poverty Solvency........................44

Solvency- Generic Poverty..............................................................45

Impact Extensions- Education key to Economy................................46

Impact Extension- Leadership Solves Nuclear War...........................47

Impact Extension- Leadership Solves Global Econ Collapse..............48

Impact Extension- Leadership solves genocide, poverty, and climatechange..........................................................................................49

Impact Extensions Patriarchy=> Nuke War...................................50

Impact Extensions- Poverty = Econ/ Envior......................................51

Impact Extensions- Poverty = Dehum.............................................52

Impact Extensions- Womens Rights...............................................53




A2: Econ Disads............................................................................59

States CP Thumper .......................................................................61

...................................................................................................61

Fed Key Warrants..........................................................................62

Fed Key Warrants..........................................................................63

*****Case Neg*****.........................................................................64

Solvency Fronline..........................................................................64Solvency Frontline.........................................................................65

States CP Solvency........................................................................66

Head Start Bad..............................................................................68

Head Start Bad..............................................................................70

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*****

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1AC (1/10)

Observation I. Inherency

Head Start funding has been cut drastically, and the 2009 funding is

woefully inadequateParrott 2008. (Sharon, 2008 Omnibus Appropriations Bill Cuts Funding for HeadStart

Bipartisan Reauthorization Bill Enacted Two Weeks Before Omnibus Was Completed

Called for Increased Investment. http://www.cbpp.org/cms/?fa=view&id=1151

To meet these goals, the legislation authorized significant new resources for Head Start. Members of both parties spoke

of the importance of giving more low-income children access to the program. However,and just 14 days after signing the reauthorization

legislation, the President signed into law an omnibus appropriations bill that cut Head Start funding for fiscal year 2008,

even before adjusting for inflation.

,adjusted for inflation. Head Start did not suddenly fall from favor on Capitol Hill. Instead, under Administration pressure

to reduce the overall level of funding for appropriated programs or face certain vetoes of appropriations bills,

omnibus appropriationsLabor-HHS appropriations but that the

President then vetoed.

just a hair under what is needed to maintain 2008 funding levels adjusted for inflation,

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1AC (2/10)

(_/_) Funding for Head Start is only enough to assist 49% of eligiblechildren in need

Ludwig and Sawhill 2007. (Jens and Isabel. Georgetown University, National Bureau of

Economic Research, and The Brookings Institution. Intervening Early, Often, and

Effectively in the Education of YoungChildren . The Hamilton Project.http://www.brookings.edu/papers/2007/~/media/Files/rc/papers/2007/02education_lu

dwig/200702ludwig%20sawhill.pdf

The importance of these early years in affecting the ability of children to realize their full potentials is not matchedby government budget priorities. The United States currently spends around $7,300 on elementary and

secondary public schooling for each school-age child (five to seventeen years old), for a total of around$530 billion (see U.S. Department of Education 2005).1 But family background gener- ates largedifferences in child outcomes well before children start school and even before they are old enough toparticipate in the federal governments preschool program for disadvantaged children, Head Start.

(

.

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1AC (3/10)

Thus, we offer the following plan, resolved: The United States federal

government will substantially increase social services for personsliving in poverty by adopting the Brooking Institutions SuccessBy Ten proposal: The Head Start and Early Head Start programswill partner with elementary schools in order to offer full-day earlychildhood education for children from birth through age 5 for thechildren of all families living in poverty. The plan will beadministered by the U.S. Department of Health and HumanServices. Funding will come from general federal revenues.

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Head Start Aff Samford Debate Institute 2009

Coulter Defoor Lewis Novice Lab

1 AC (4/10)

Advantage 1: Poverty

Millions of children are now trapped in a destructive cycle of povertydisproportionately effecting racial and ethnic minorities

Susan Neuman, (Prof., Educational Studies, U. Michigan), CHANGING THE ODDS FOR

CHILDREN AT RISK, 2009, 152.

Poverty is the equivalent to a thermonuclear war between Russia andthe US this systemic impact is bigger and more probable thanany war

James Gilligan, Department ofPsychiatry at HarvardMedical School,2000edition, Violence: Reflections on Our Deadliest Epidemic, p. 195-196

The 14 to 18 million deaths a year caused by structural violence compare with about 100,000deaths per year from armed conflict. Comparing this frequency of deaths from structuralviolence to the frequency of those caused by major military and political violence, such as WorldWar II (an estimated 49 million military and civilian deaths, including those caused bygenocide--or about eight million per year, 1935-1945), the Indonesian massacre of 1965-1966(perhaps 575,000 deaths), the Vietnam war (possibly two million, 1954-1973), and even ahypothetical nuclear exchange between the U.S. and the U.S.S.R (232 million), it was clear thateven war cannot begin to compare with structural violence, which continues year after year. Inother word, every fifteen years, on the average, as many people die because of relative povertyas would be killed in a nuclear war that caused 232 million deaths; and every single year, twoto three times as many people die from poverty throughout the world as were killed by the Nazi

genocide of the Jews over a six-year period. This is, in effect, the equivalent of an ongoing,unending, in fact accelerating, thermonuclear war, or genocide, perpetrated on the weak andpoor every year of every decade, throughout the world.

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1AC (5/10)

Funding Head Start and Early Head Start empower children to breakthe bonds of poverty



Effectively in the Education of YoungChildren . The Hamilton Project.http://www.brookings.edu/papers/2007/~/media/Files/rc/papers/2007/02education_l

udwig/200702ludwig%20sawhill.pdf

Funding early head start solves by helping children during keydevelopmental years



Effectively in the Education of YoungChildren . The Hamilton Project.http://www.brookings.edu/papers/2007/~/media/Files/rc/papers/2007/02education_ludwig/200702ludwig%20sawhill.pdf

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1AC (6/10)

Advantage 2: Leadership

Improving Education is Key to bolstering US economiccompetitiveness

San Jose Mercury News 2005. Education Is Key To Our CompetitivenessProminentGovernors, High-Tech CEO Discuss Daunting Challenges.

http://ndol.org/ndol_ci.cfm?kaid=85&subid=900184&contentid=253629

California's business climate and? -- -- was easy and unanimous for John

Thompson, chairman and CEO of Symantec; Arizona Democratic Gov. Janet Napolitano, who also is vice chair of the NationalGovernors Association; and Iowa Gov. Tom Vilsack, who also is chair of the Democratic Leadership Council. The three wereinterviewed last month by Mercury News Executive Editor Susan Goldberg at the Silicon Valley Leadership Group's annual Public

Policy Luncheon. Here is an edited transcript of the questions and answers. [... Snip ...] Goldberg: Do you worry more aboutcompetitive threats among states? Or do you worry more about other countries, such as India or China? And let me ask you all that.

Napolitano: Well, I think that-- I think Governor Vilsack and myself --

they are fully prepared for

higher education, and , and tobe innovators and creative thinkers.

US ECONOMIC COMPETITIVENESS KEY TO LEADERSHIP

Khalilzad, 1995 (The Washington Quarterly; Lexis)

The United States is unlikely to preserve its military and technologicaldominance if the U.S. economy declines seriously. In such an environment,the domestic economic and political base for global leadership woulddiminish and the United States would probably incrementally withdraw fromthe world, become inward-looking, and abandon more and more of itsexternal interests. As the United States weakened, others would try to fill theVacuum. To sustain and improve its economic strength, the United States

must maintain its technological lead in the economic realm.Its success will depend

on the choices it makes. In the past, developments such as the agricultural and industrial revolutions producedfundamental changes positively affecting the relative position of those who were able to take advantage of themand negatively affecting those who did not. Some argue that the world may be at the beginning of another suchtransformation, which will shift the sources of wealth and the relative position of classes and nations. If the UnitedStates fails to recognize the change and adapt its institutions, its relative position will necessarily worsen

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1 AC (7/10)

THE DECLINE OF U.S. LEADERSHIP WOULD CREATE ADEVASTATING POWER VACUUM, ENSURING ANARCHY,

TERRORISM, GLOBAL ECONOMIC COLLAPSE, AND MULTIPLESCENARIOS FOR NUCLEAR WAR

Ferguson, 2004 Prof. History NYU, 2004

(Niall, FOREIGN POLICY, July/August, p. )

The defining characteristic of our age is not a shift of power upward to supranational inst itutions, but downward. With the end of states' monopoly on the

means of violence and the collapse of their control over channels of communication, humanity has entered an era characterizedas much by disintegration as integration. If free flows of information and of means of production empower multinational corporationsand nongovernmental organizations (as well as evangelistic religious cults of all denominations), the free flow of destructive technology empowers bothcriminal organizations and terrorist cells. These groups can operate, it seems, wherever they choose, from Hamburg to Gaza. By contrast, the writ of theinternational community is not global at all. It is, in fact, increasingly confined to a few strategic cities such as Kabul and Pristina. In short, it is the

nonstate actors who truly wield global powerincluding both the monks and the Vikings of our time. So what is left? Waning empires.Religious revivals. Incipient anarchy. A coming retreat into fortified cities. These are the Dark Age

experiences that a world without a hyperpower might quickly find itself reliving. The trouble is, ofcourse, that this Dark Age would be an altogether more dangerous one than the Dark Age of the ninthcentury. For the world is much more populousroughly 20 times moreso friction between the world's disparate tribes is bound to be morefrequent. Technology has transformed production; now human societies depend not merely on freshwater and the harvest but also on supplies of fossil

fuels that are known to be finite. Technology has upgraded destruction, too, so it is now possible not just to sacka city but to obliterate it. For more than two decades, globalizationthe integration of world markets for commodities, labor, and capitalhas raised living standards throughout the world, except where countries have shut themselves off from the process through tyranny or civil war. Thereversal of globalizationwhich a new Dark Age would producewould certainly lead to economicstagnation and even depression. As the United States sought to protect itselfafter a second September 11devastates, say, Houston or Chicago, it would inevitably become a less open society, less hospitable for foreigners seeking towork, visit, or do business. Meanwhile, as Europe's Muslim enclaves grew, Islamist extremists' infiltration of the EU would become irreversible, increasingtrans-Atlantic tensions over the Middle East to the breaking point. An economic meltdown in China would plunge the Communist system into crisis,unleashing the centrifugal forces that undermined previous Chinese empires. Western investors would lose out and conclude that lower returns at home

are preferable to the risks of default abroad. The worst effects of the new Dark Age would be felt on the edges of thewaning great powers. The wealthiest ports of the global economyfrom New York to Rotterdam to

Shanghaiwould become the targets of plunderers and pirates. With ease, terrorists could disrupt thefreedom of the seas, targeting oil tankers, aircraft carriers, and cruise liners, while Western nations franticallyconcentrated on making their airports secure. Meanwhile, limited nuclear wars could devastatenumerous regions, beginning in the Korean peninsula and Kashmir, perhaps endingcatastrophically in the Middle East. In Latin America, wretchedly poor citizens would seek solace in Evangelical Christianityimported by U.S. religious orders. In Africa, the great plagues ofAIDS and malaria would continue their deadlywork. The few remaining solvent airlines would simply suspend services to many cities in these continents; who would wish to leave their privatelyguarded safe havens to go there? For all these reasons, the prospect of an apolar world should frighten us today agreat deal more than it frightened the heirs of Charlemagne. If the United States retreats from global hegemonyits fragileself-image dented by minor setbacks on the imperial frontierits critics at home and abroad must not pretend that theyare ushering in a new era of multipolar harmony, or even a return to the good old balance ofpower. Be careful what you wish for. The alternative to unipolarity would not be multipolarityat all. It would be apolaritya global vacuum of power. And far more dangerous forcesthan rival great powers would benefit from such a not-so-new world disorder.

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1AC (8/10)

Success by Ten remedies inequalities while children are young thissolves the poverty, economic competitiveness, and the root

cause of education problems.





Success by Ten is a proposed program designed to help every child achieve success in school by ageten. It calls for a major expansion and intensi cation of Head Start and Early Head Start, so thatfi

every disadvantaged child has the opportunity to enroll in a high-quality program of education and

care during the rst ve years of his or her lifefi fi . Because the bene ts of this intensive intervention mayfi

be squandered if disadvantaged children go from this program to a low-quality elementary school, the

second part of the proposal requires that schools devote their Title I spending to instructional programs

that have proven effective in further improving the skills of children, especially their ability to read.Theproposal is based on the principle that early intervention is particularly important because of the

brains unusual plasticity during a childs early years. Children from different family backgrounds

currently experience very different types of learning environments during the early years. The result is

that large disparities in cognitive and noncognitive skills are found along race and class lines well

before children start school, even before they can enroll in the federal Head Start preschool

program at age three or four years. Most of Americas social policies try to play catch-up against these

early disadvantagesand most disadvantaged children never catch up.Findings from a number ofrigorously conducted studies of early childhood and elementary school programs suggest that

intervening early, often, and effectively in the lives of disadvantaged children from birth to age ten

may substantially improve their life chances for higher educational attainment and greater success

in the labor market, thereby helping impoverished children avoid poverty in adulthood. Another

consequence would be to greatly improve the skills of tomorrows workforce, thereby enhancing

future economic performance. These bene ts for children would be accompanied by bene ts for theirfi fi parents, many of whom work full time and need high-quality child care, such as the program would

provide.

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1AC (9/10)

Quality child care is UNAVAILABLE for millions of working mothers.

Mark Greenberg, (Dir., Task Force on Poverty, Center for American Progress), THE NEXT

GENERATION OF ANTIPOVERTY POLICIES, 2007, 79.

The tax system provides a small entitlement to middle- and upper-income families, but no helpto the poorest families.

the credit is smallin relation to child care costs, wholly unavailable to poor families, and provides littlehelp to other low-income families

High quality child care for working mothers provides a basic human

right. Failing to fulfill it is patriarchal.Valerie Polakow, (Prof., Educational Psychology & Early Childhood, Eastern Michigan U.),

WHO CARES FOR OUR CHILDREN? THE CHILD CARE CRISIS IN THE OTHER

AMERICA, 2007, 21.

a social care infrastructure is a fundamental condition for achieving genderequalit

, because child care is a key socialcitizenship right for women, it is also a politically charged "gendered" issue

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1AC (10/10)

Patriarchy causes violence and systematic repression towardswomen

This is the social currency with which we contend in the South, and for which Black families nudge and fight over either collectivelyor discursivelyhoping to gain acceptance, success and perhaps affirmation in a patriarchal masculine system By virtue that

, it is not our culture; it cannot be. Simply, it is not life affirming for women, people of color,and anyone else whose very existence challenges its status of control, despite any amount of cultural currency we may gain in

order to play and succeed at the game. . Prejudices based onperceived racial or class differences, for example, inform everyday interactionsrepeating and therefore reinforce the patriarchal

power-oriented paradigm of dominance to mediate relationships.for example an adult slapping a child, an employer yelling at his/her employees,

didactic teaching, or even lovers resolving conflict through deception, coercion or violence.

.Prejudice plus power, is the ability and reasoning of one group of people to determine the destiny of another group of people.

a threat of humiliation, assertion of authority oreven violence, where one must win and one must loose. All are armed and shielded, inevitably at some point turning those defensesand that armament inwards. Patriarchal masculinity often reads this armor as cockiness on the part of women and people of color,

bitchiness on Queer people, or even read as belligerence on Black men. Black women, of course, are simply wanton whores in thatparadigm. This armor was, and still is necessary for any non-mainstream child growing up in America and especially in the so-called

Commonwealth of Kentucky. This type of democracy presupposes majority/minority polarizationsomeone is always bound to getscrewed.

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Inherency Extension

Significant expansion of Early Head Start is warranted.

Thompson, Ph.D, Professor of Psychology, University of California-Davis, 2007 (Ross, February 28, 2007,Improving Head Start for Americas Children, Hearing before the Subcommittee on Early Childhood, Elementaryand Secondary Education| Committee on Education and Labor| U.S. House of Representatives One Hundred TenthCongress| First Session, 5-7, http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_house_hearings&docid=f:33396.pdf)

The first is that the most effective program to support early brain growth and psychologicaldevelopmentshould attend to intellectual, social and emotional development and support families and parenting beginningearly in life asHead Startseeks to do. Secondly, the results of rigorous research document the benefits of

Early Head Start for enhancing childrens progress in school readiness, support a parent-childrelationship and improve family functioningas shown by a congressionally mandated, randomized, controlled trialof Early Head Start. Finally, in relation to the number of children at risk, the science of early childhooddevelopment suggests that significant expansion of Early Head Start is warranted. Developmentallyappropriate early childhood education looks a lot different from developmentally appropriate education for older children, and EarlyHead Start is a developmentally appropriate program for young children. Thank you very much, and I would be happy to respond toquestions or to provide further information.

Despite effectiveness, Early Head Start programs lack in quantitynationwide

St. Petersburg Times February 21, 2002 (Jim Ross, St. Petersburg Times Program offers kids

an earlier head start,

http://www.sptimes.com/2002/02/21/Citrus/Program_offers_kids_a.shtml)

Griffith said Early Head Start has been a successin Marion, where it has operated the past three years. Early Head Start is just nowgraduating its first group to regular Head Start.Some students already have mastered many skills that they otherwisewouldn't have learned until later. "We have had a very successful transition of our first set of children," she said. "They arelearning faster" than kids who entered Head Start without benefit of Early Head Start. Strangis ofUF said that while Head Start has been helping children for 30 years, Early Head Start has been availableonly since 1995.As a result, the academic community hasn't yet generated definitive studies about the program's effectiveness. But early studies andanecdotal evidence from people such as Griffith have shown parents are pleased with the program and are participating actively. Meanwhile, other research hasclearly shown the value of investing in early childhood education, Strangis said. Childhood Development Services receives about $ 6-million a year to administerHead 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 are thousands of Head Start programs nationwide, butonly 800 to 1,000 Early Head Start programs,

Strangis said.

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Inherency Extensions

The availability of early preschool narrows the broad education gapbetween wealthy and lower-class children. But state legislators

often dont understand the importance of preschool

USA Today, 2004. (Preschools make a difference, News, pg. 11A, Thursday, August 12,

2004, FINAL EDITION)

Next month, 5-year-old Hamilton Bowers heads off for his Little Rock kindergartenbrimming and ready -- capable, even, of citing a little Shakespeare. That happened becausehis mother, Monique, a widowed African-American school-cafeteria worker, spent a yearfighting to win him a spot in a quality preschool. She knows something many state legislatorshaven't grasped: [that] A quality preschool can make the difference between success and

failure. A study of the highly regarded Chicago Child-Parent Centers found that childrenfrom those schools were nearly 30% more likely to graduate from high school, about 40%less likely to repeat a grade and 32% less likely to be arrested as a juvenile. Few low-income children, however, attend the kind of high-quality, state-sponsored preschool Bowersfound. That's true even though improving preschool is widely seen by educators as having thegreatest potential to narrow learning gaps among racial and income groups. Interveninglater is more expensivebecause the student's problems have taken firmer root. Yet manystates are deaf to the opportunity. While state-funded preschools serve 700,000 childrennationally, only 432 children in Nevada attend one, for instance. In Texas, the number is147,000. Last month, a Tennessee commission revealed that the state was able to findroom for only half of the 38,000 children in need ofpreschool. Georgia and Oklahoma are the

only states that guaranteepreschool

for all. Quality varies as much as availability. BeforeMonique Bowers found a high-quality, state-sponsored preschool for her son, she was stuckwith $85-a-week day-care centers that house children all day but offer little to help themsucceed in school.

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Congress has empirically been inactive and inefficient in the field ofchild care, despite public pressure.

Zylan, 2000. (Has written about gender and American social policy for Signs and the

American Journal of Sociology. This article was developed while she was an assistant

professor of sociology at the University of Arizona. The author's recent work

continues to focus on political sociology and discourse analysis. She also is pursuing

a doctor of jurisprudence, doctor of law (JD).October 2000. Maternalism Redefined:

Gender, the State, and the Politics of Day Care, 1945-1962 Source: Gender and

Society, Vol. 14, No. 5 (Oct., 2000), pp. 608-629. Published by: Sage Publications, Inc.

URL: http://www.jstor.org/stable/190452)

As the 105th Congress of the United States wrapped up its legislative activities in 1998, it failed

once again to produce any significant improvement in the nation's system of child careprovision.Despite persistent, strong demands from organizations representing children and

working women, and despite a highly publicized and historically rare public initiativeannounced by President Bill Clinton in January of that year, child care policy was largelyignored by the Congress. A small increase in funding for day care subsidies for public

assistance recipients was approved but lawmakers did not pass-or even propose-a

national system of provision for children in need of custodial care. Advocates of state-

sponsored child care are likely to attribute the failure of Congress to act to any number

of contingent political factors: Lawmakers were distracted by impeachment proceedings,for example, and partisan differences prevented cooperation between the legislative and

executive branches. But the inaction of the 105th Congress was merely the continuation of

U.S. policy on child care. The United States consistently ranks among the poorest providersof day care for children among comparable Western industrial capitalist democracies

(Gornick, Meyers, and Ross 1998). It has held this laggard status at least since the end ofWorld War II, when many Western European nations implemented fairly extensivefamily policies, including publicly supported child care programs. Most did so by

expanding on programs established during the war, but the United States declined to

extend its own wartime child care program. Instead, in 1962, the Congress passed a setof Public Welfare Amendments that codified American day care policy as an adjunct to

public assistance policy. In so doing, lawmakers ensured that the program would be small,poorly funded, and beyond the reach of most American parents. It has remained so ever

since.

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Not Having the Plan Violates the CDWA

Darvich-Kodjouri, 2009, Communications Director, (http://www.cedpa.org/section/news, p.1,04/27/2009)

In a pledge to improve the human rights of women and girls, more than 185 nations haveratified the Treaty for the Rights of Women, formally known as the Convention on the

Elimination of All Forms of Discrimination Against Women (CEDAW). The CEDAWTreaty encourages governments to address areas of discrimination against women andensure that women and girls have equal access to health, education, employment and

legal systemsgiving women the tools to move out of poverty. To strengthenworldwide commitments to womens human rights, CEDPA strengthens the advocacy

skills of women leaders and works hand-in-hand with them to mobilize womensorganizations and communities worldwide.

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Inherency Extension

Financial support needed

Nancy Pelosi (Speaker of the House) 2 20, 2008 http://query.nytimes.com/gst/fullpage.html?res=9B05EFDF143FF931A15751C0A96E9C8B63&scp=1&sq=child%20in%20poverty

%20no%20excuse&st=cse

The despair that poverty brings to millions of American children compels usto take a serious and sustained national approach. Last year's bipartisanrevamping of the Head Start program to focus on early intervention washuge progress; now we need to do the hard work of making sure thisimportant initiative is financed. Other solutions can be found in our tax policy-- we can reward parents struggling to lift their families out of poverty.Democrats insisted that the recent economic stimulus package include

rebate checks for 35 million families who work but earn too little to payfederal income tax, and we included additional benefits for families withchildren. The approach of these recovery rebates is similar to that of theEarned Income Tax Credit, which is widely recognized as one of America'smost effective anti-poverty policies.

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Solvency- Head Start Solves Poverty

Earlier education for children living in povertyCharles MacCormack 1 18, 2009

http://www.lexisnexis.com.ezproxy.samford.edu/us/lnacademic/results/docview/docview.do?docLinkInd=true&risb=21_T6883416445&format=GNBFI&sort=RELEVANCE&startDocNo=1&resultsUrlKey=29_T6883415177&cisb=22_T6883416447&treeMax=true&treeWidth=0&csi=8176&docNo=16

(As President-elect Barack Obama prepares to address the many dauntingchallenges ahead, one imperative has received little attention - puttingchildren first. For the new administration and Congress, the following are fivepractical steps that can make a real difference in the lives of vulnerablechildren both at home and abroad.)

Give children a Head Start in school and life. One-fifth of children living inpoverty in the United States are unable to access robust early education,depriving them of the foundation for a richer and fuller school experienceand adult life. Children benefit from literacy programs that begin muchearlier than Head Start and kindergarten. One study found young childrenliving in families headed by college-educated parents heard 11 million wordsin a year while children of parents with limited or poor educationalexperiences heard just 3 million. A new, high-quality preschool educationprogram would not only benefit and enrich disadvantaged children, but,according to the Brookings Institution, also contribute to the U.S. economy,

adding $2 trillion to the annual gross domestic product by 2080.(Greater investment in early childhood development abroad would provide astronger foundation for the success and sustainability of U.S. health andeducation programs overseas. Such programs prepare children physically,intellectually, socially and emotionally for school and life. Children whoparticipated in our early childhood development transitions-to-primary schoolinitiatives in Nepal, for example, were seen by parents and teachers as avidlearners who were highly motivated with stronger social skills and moreregular school attendance.)

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Solvency Head Start Solves poverty

Funding Head Start and Early Head Start empower children to breakthe bonds of poverty





Our

. Our proposal is based on a growingsense among scientists that intervening early in the lives of disadvantagedchildren may be particularly important and productive. Research from a variety ofsources (see 3.13.2) shows

The benefits of this intensive intervention maybe squandered, however, if disadvantaged children go from this program toa low-quality elementary school, and there is currently little reason to believe thatcompensatory federal

In short,our Success by Ten proposal argues both for more resources and for using existingresources more effectively.

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Solvency - Head Start solves Poverty

Increased funding for Head Start solves for poverty

The Future of Children 1997. Programs That Mitigate the Effects of Poverty on Children.http://www.futureofchildren.org/pubs-info2825/pubs-info_show.htm?doc_id=72141

.55

Additionally, in an era of increasing need for child care by parents who are either working or in job training programs,the largely part-day structure of Head Start programs makes it difficult for them to serve this share of the eligiblepopulation. Head Start's part-day structure is likely to become increasingly problematic with the work requirements

imposed by the recent welfare reform legislation. Head Start's traditional emphasis on parent involvementboth in theeducational program and in policymaking rolesmay also become more difficult to achieve as eligible parents cope withthe increased demands of education and/or work requirements.

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Solvency- Head Start Solves Rich Poor Gap

Head Start Solves Social Poverty Gap

Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THEIMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the

COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives

MARCH 17, 2009 http://www.gpoaccess.gov/congress/house/education/index.html

Research tells us that the achievement gap is measurable and apparent by 18 months. Weknow that verbal skills, language, are essential to success in school. But at age four,children in poverty know only a fraction of the words that middle class children know.And we know that the differences between these two groups remain unchanged. They areunchanged at age five, age 12 and beyond. Many poor children suffer from chaotic,stressful environments without the attention and stimulation that they need to develop. At

18 months, a child in a low-income family hears about 3 million words a year, while achild in a higher income family hears 11 million words. That difference translates to a gapof over 30 million words by age four. And it is not just the quantity of the words thatmatters, but the quality of the language and the interactions behind each word that define achild's ability to communicate when he or she enters school. Think about what it is youhear when you are at a grocery store as you watch a mother navigate the aisle with hertoddler. It is a full-blown discussion about the quality of the cereal, whether Cheerios arehealthy, or what it is they should eat or whether or not the child should be touching thecereal boxes. Middle class parents narrate their day. We need to make sure that all parentsare able to do the same. This means that we need to bridge the opportunity gap well beforea child ever enters preschool if we are serious about ever improving high school graduation

rates. Poor children start Kindergarten without the social, emotional and academicpreparation needed to take full advantage of what school has to offer. They are forced intoa cruel game of catch-up that few will ever win.

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Solvency Head Start solves Competitiveness

Funding for Success by Ten solves competitiveness

Ludwig and Sawhill 2007. (Jens and Isabel. Georgetown University, National Bureau ofEconomic Research, and The Brookings Institution. Intervening Early, Often, and



Another way to measure the possible benefits ofour Success by Ten proposal isin terms of its impact on productivity and economic growth in the United States.T echnology has increased the demand for skilled labor in recent decades, as

evidenced by a sharp increase in the earnings of

more-educated workers relativeto their less-educated counterparts. In a knowledge-based economy , theproductivity of the workforce depends notjust on the amount invested in plants

and equip- ment, but also on the skills and education that workers bring to

their jobs. If Success by Ten is as successful as we hope, then eventually educationalattainment will rise in the United States, which will translate into more growth

and a higher stan- dard of living.

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Solvency- Head Start Solves Competitiveness

Early Child Care Makes Workers More Competitive

Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THEIMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the

COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives

MARCH 17, 2009 http://www.gpoaccess.gov/congress/house/education/index.html)

Over the past decade, there has been groundbreaking research on brain and childdevelopment that underscores the importance of the first 5 years of a child's life. Incombination with their genes, children's experiences in these critical early years influencebrain chemistry, architecture and growth in ways that have lasting effects on their health,learning and behavior. The Early Childhood Longitudinal Study overseen by theDepartment of Education, for example, found that twice as many 4-year-olds from upper-

income family households were proficient in early math skills when compared to 4-year-olds from the lowest income households. High quality early education can improvechildren's reading, math, and language skills, strengthen parenting practices that helpincrease school readiness, and lead to better health and behavior. Studies also show allchildren benefit from high quality early education programs, with children from the low-income families showing the largest benefits. Investing in early childhood education willhelp ensure that our next generation of workers is stronger, more innovative and morecompetitive. It is an investment that yields great returns. Every dollar spent on earlychildhood education can generate anywhere from $1.25 to $17 in return, but we have along way to go to ensure that all children can get high quality early education foundation.

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Solvency- Education Solves Competitiveness

Improving the education system in the United States is key toscientific and engineering competitiveness

Board on Chemical and Science Technologies 2007. 3Key Factors Influencing U.S. Leadershipin Mechanical Engineering Basic Research. http://books.nap.edu/openbook.php?

record_id=12055&page=39

Benchmarking the Competitiveness of the United States in Mechanical Engineering BasicResearch (Figure 3-3); which has drifted down by about 6 percent over the most recent decadefor which data are availablefrom 15,297 in 1994 to 14,368 in 2004.16 FIGURE 3-3 Mechanicalengineering degrees awarded, by degree level: 19842004. SOURCE: National ScienceFoundation, Division of Science Resources Statistics. 2006. Science and Engineering Degrees:19662004. January 2007. Arlington, VA. On a still longer time scale,

. Here, there have been ongoing concerns about K-12 math and science education inthe United States compared with other countries, based largely on the results of internationallyadministered tests. In 2004, the NSF summarized the situation

, and .17 More recent results reported by NSF

showed a more mixed picturewhere U.S. fourth and eighth grade students scored aboveaverage on the international tests, but U.S. 15-year-olds scored below average.18 Because ofthe difficulties in locating quantitative data on mechanical engineering human resources at theinternational level, the panel concentrated on the trends in the number of U.S.mechanicalengineering graduate students and Ph.D.s. The data shown in the following figures demonstratethat the numbers of U.S. graduate students and Ph.D.s have remained fairly steady 16 National

Science Foundation, Division of Science Resources Statistics, 2006, Science and EngineeringDegrees: 1966-2004, Arlington, Virginia. 17 National Science Foundation, 2004, Science andEngineering Indicators 2004, Arlington, Virginia. 18 National Science Foundation, 2007 Scienceand Engineering Indicators 2006, Arlington, Virginia.

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Solvency- Education Solves Competitiveness

Improving education in the US is key to maintaining globalcompetitiveness

Evers 2007. (Joris, Staff Writer CNet News. Experts: Education key to U.S. competitiveness.http://news.cnet.com/Experts-Education-key-to-U.S.-competitiveness/2100-1022_3-

6176967.html

" and what is going to help us in-source jobs? That isthe ," Napolitanosaid. The focus from governors is needed as

"The world is shrinking and now we're really competing for peopleall across the world," said Sean Walsh, special adviser to California Gov. Arnold Schwarzenegger, a Republican.California has attracted smart people from across the globe, but that actually points to shortcomings in the U.S.education system, Walsh said. "We are attracting the best and the brightest from all around the world, but that's

making up for the fact that we're not necessarily producing some of the best and the brightest because oureducation is not up to snuff," he said. Silicon Valley in particularis at a crossroads, said Dennis Cima, vice president

of education and policy at the Silicon Valley Leadership Group, which is made up of businesses in the area. "

The availability of talent is a real huge issue," he said.possible

, said John Thompson, chief executive at Symantec,which hosted the event. "

more should be done by every singleorganization to convince young women and minorities to participate and pursue careers in mathand science," Thompson said.

.

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Solvency- Education Solves Poverty

Poverty Can Be Reduced Through Early Education

Tough 2009. New York Times Magazine Editor and Author (Paul,http://www.wickedlocal.com/arlington/news/x1662372799/Education-reform-Experts-

assess-impact-of-1993-reform-law-and-look-ahead, June 29, 2009)

The story of inner city poverty is a story about education. The issues areincreasingly intertwined. The obstacles that children face are huge and seeminsurmountable. The gaps that separate the lives of poor and middle classchildren are wide. Poor children move more frequently, have less access tohealth care, are more likely to be in foster care, less likely to own childrensbooks, less likely to have a parent who graduated from college. The

differences lead to an achievement gap that opens very quickly. It starts withrecognizing the letters of the alphabet. The gap often gets worse whenschool starts and extends into adulthood. The many obstacles that poorchildren face can absolutely be overcome. The easiest way to help is to startas early as possible, at birth. A University of Michigan researcher highlightedearly Head Start, a language enrichment program. Students need manyhours and operate on an extended day, the best teachers should be teachingchallenged students, and you need to give constant attention to building theculture of your school. Students may achieve great results in middle schooland struggle in high school. Even the best schools cannot overcome all thedisadvantages children face. The best and some say the only way to escapepoverty is through educational attainment. In the last two years, studentswho entered in kindergarten and are now in third grade, 94 percent scoredon or above grade level in English and 100 percent in math. We have toremake schools and reach kids wherever and whenever they need that help.We need new tools, different strategies and more ambitious goals.

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Educated people are more likely to climb out of poverty and up theeconomic ladder.

Erik ECKHOLM new york times February 20,2008 Higher Education Gap May Slow

Economic Mobility

http://www.nytimes.com/2008/02/20/us/20mobility.html?_r=1&scp=1&sq=pew&st=nyt

Economic mobility, the chance that children of the poor or middle class willclimb up the income ladder, has not changedsignificantly over the last three decades, a study beingreleased on Wednesday says.

The authors of the study, by scholars at theBrookings Institutionin Washington and sponsored by the Pew Charitable Trusts, warned that

widening gapsin higher education between rich and poor, whites and minorities,could soon lead to adownturn in opportunities for the poorest families

.The researchers found that Hispanic and black

Americans were falling behind whites and Asians in earning college degrees, making it harder for them to enter the middle class or higher.A growingdifference in education levels between income and racial groups, especially in college degrees, implies that mobility will be lower in the future than it is

today, said Ron Haskins, a former Republican official and welfare expert who wrote the education section of the report.There is some good news.Thestudy highlights the powerful role that college can have in helping peoplechange their station in life. Someone born into a family in the lowest fifth ofearners who graduates from college has a 19 percent chance of joining thehighest fifth of earners in adulthood and a 62 percent chance of joining themiddle class or better.In recent years, 11 percent of children from thepoorest families have earned college degrees, compared with 53 percent of

children from the top fifth.The American dream of opportunity is alive, but frayed, said Isabel Sawhill, another author of thereport, Getting Ahead or Losing Ground: Mobility in America. The report is at economicmobility.orgIts still alive for immigrants but badly tattered forAfrican-Americans, said Ms. Sawhill, an economist and a budget official in the Clinton administration. Its more alive for people in the middle class thanfor people at the very bottom.The report and planned studies constitute the most comprehensive effort to examine intergenerational mobility, said John

E. Morton of the Pew Trusts, who is managing the project. It draws heavily on a federally supported survey by the University of Michigan that has followedthousands of families since the late 1960s.A chapter of the report released last fall found startling evidence that a majority of black children born tomiddle-class parents grew up to have lower incomes and that nearly half of middle-class black children fell into the bottom fifth in adulthood, comparedwith 16 percent of middle-class white children.The Pew-sponsored studies are continuing with the involvement of research organizations and scholars.Another report expected in the spring by the more conservative Heritage Foundation will focus on explanations for the trends described in the current

report.Stuart Butler, vice president for economic studies at the Heritage Foundation, said, It does seem in America nowthat for people at very bottom its more difficult to move up than we might

have thought or might have been true in the past.Mr. Butler said experts were likely to disagreeabout the reasons and, hence, on policies to improve mobility. Conservative scholars are more apt to fault cultural norms and the breakdown of familieswhile liberals put more emphasis on the changing structure of the economy and the need for government to provide safety nets and aid for poor

families.We may well have an economy that rewards certain traits that are

typically passed on from parents to children, the importance of education,optimism, a propensity to work hard, entrepreneurship and so on, he said.To the extent that the economy rewards those traits, he added, youd expect

the incomes of children to track more with that of their parents.The small fraction of poor children who

earn college degrees are likely to rise well above their parentsstatus, the study showed.More than half the children born to upper-income parents, those in the top fifth, who finish college remain in that topgroup. Nearly one in four remains in the top fifth even without completing college.Evidence from model programsshows that early childhood education can have lasting benefits, Mr.Haskins said,although the Head Start program is too uneven to produce

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Education in directly linked to poverty

Stop Child Poverty 7 1, 2009http://www.stopchildpoverty.org/learn/bigpicture/education/Low attendance in schools and access to education is directly linked topoverty. The poorer a child, the less likely the child is to attend school.Because poor families often rely on their children to help supplement theirincome, children are either pulled out of school for seasonal work, or simplycannot attend at all. Child labor is one of the main reasons children drop outof school; 246 million children are child laborers

Education, a key to end extreme poverty

Stop Child Poverty 7 1, 2009http://www.stopchildpoverty.org/learn/bigpicture/education/

What makes these statistics even more disheartening is that education isone of the main drivers for ending extreme poverty. Girls who are educatedare able to better protect themselves against HIV/AIDS, marry later in life,have healthier children, and can have work opportunities beyond the home.Boys who are educated may be able to break a family cycle of hard labor andtypically earn more than their non-educated counterparts.

Educated children are the future of the country

Stop Child Poverty 7 1, 2009http://www.stopchildpoverty.org/learn/bigpicture/education/

Most importantly, however, children who are educated can help direct thefuture of their country. They can contribute to the country's social health andbecome direct contributors to ending extreme poverty by 2025.

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Many people still without education

A Dollar A Day,7/01/09(http://library.thinkquest.org/05aug/00282/edu_poverty.htm ,2006

The United Nations Universal Declaration of Human Rights states that everyone has the right to an education.Unfortunately, education is still a distant dream for many. Nearly 113 million children are not able to attend primaryschool. And 264 million children who might be attending secondary schools (the equivalent of high schools) do not.Around one billion adults lack one of the most basic skills taught in schools literacy.

Early Childhood Education Increases The Chances of Finding a Job

Bernstein, 7/01/09, senior economist (Jared,http://www.prospect.org/cs/articles?article=is_education_the_cure_for_poverty ,April 22, 2007

As Greg J. Duncan's companion piece (page A20) suggests, investment inearly childhood has immense benefits. And at the other end of the schoolingspectrum, college graduates' wage advantage over those with only a high-school diploma went up dramatically in the 1980s and early '90s. But thepremium that high-school graduates enjoy over dropouts has been flat for

decades. In 1973, high-school grads earned about 15.7 percent more perhour than dropouts, 15.9 percent in 1989, 16.1 percent in 2000, and 15.5percent last year. And for adult workers, the historical record for job-trainingprograms is pretty dismal, though more recent initiatives -- with their focuson more carefully ta rgeting training for local labor markets -- show muchmore promise.

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Solvency Head Start Solves Education

Head Start drastically improves education by boosting reading,writing, and IQ scores and improving graduation rates

Pelosi 2007. Improving Head Start. http://www.speaker.gov/legislation?id=0125

Head Start has been the premiere early childhood education program in the U.S. for

more than 40 years. It has served more than 20 million children and their families in

that time. The research shows that Head Start works. Research finds that children who

attend Head Start enter school better prepared than low-income children who do not

attend the program. The congressionally-mandated Impact Study found that after lessthan one school year, Head Start narrowed the achievement gap by 45 percent in pre-

reading and by 28 percent in pre-writing. There is also research showing that Head Start

students experience IQ gains and are less likely to need special education services,

repeat a grade, or commit crimes in adolescence. They are also more likely to graduate

from high school.

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Solvency Head Start Solves Education

Early education lowers drop out rates

Fight crime.org Reno Law Enforcement, Attorney General: Dropout Rates FuelingViolent Crime Increase early education to boost graduation rates, cut crime

http://www.fightcrime.org/releases.php?id=400 Matt Lambert, Communications

Director

Nevada Attorney General Catherine Cortez Masto, Washoe County District Attorney

Richard A. Gammick, Washoe County Sheriff Mike Haley held a special Back to

School news conference today at Reno High School, releasing a new report showing

the connection between Nevadas alarming dropout rates and violent crime and murder.

Lyon County District Attorney Robert Auer and Washoe County Schools

Superintendent Paul Dugan joined the group for the event. Currently, over half of

Nevadas students fail to graduate on time, ranking the state as the lowest in the nation .High school dropouts are three and a half times more likely than graduates to be arrested

and eight times more likely to be incarcerated. The new report entitled School or the

Streets, shows that by increasing graduation rates by 10 percentage points, 45 murders

and over 2,000 aggravated assaults could be prevented in Nevada every year. Our

prisons are filled with people who didnt get a good start in life . Nearly 70 percent of

our prisoners do not have a high school diploma, Haley said. The key to reducing

crime and preventing dropouts is increasing the federal funding for high-quality early

childhood programs, making Head Start and quality childcare available for all eligible

kids. The report also shows that improving the quality and availability of pre-

kindergarten programs will have the greatest impact on reducing the states high dropout

rates. As it stands, Nevada ranks second to last in the number of young children coveredby the state pre-k program and the federally-funded Head Start program less than 10

percent of eligible children. Masto, Gammick and Haley urged Nevadas Congressional

delegation to expand federal support for high-quality early childhood education

programs, such as Head Start, which are proven to improve school readiness and boost

graduation rates in the long run. Research shows that children who receive quality early

childhood education have a much better chance of finishing high school, Gammick

said. We need the additional investments that can be made by our U.S. Congressmen

and Senators to boost funding for early childhood programs to grow our graduation

numbers in Reno and across the State. By earning a diploma, theyre more likely to find

good jobs and contribute to our economy, instead of our prison population . The long-

term benefits of early education include higher graduation rates, higher college

enrollment, as well as significant reductions in crime. Most kids around the state are

now back in classrooms, but we have to remember that some kids didnt show up. We

are calling on Nevadas U.S. Senators and Representatives to intensify their efforts to

increase support for Head Start, Early Head Start and the Child Care Development

Block Grant, Masto said. Quality early care and education gets our at-risk kids on

track for graduation, rather than incarceration.

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Solvency Head Start Solves the Economy

Participation in Head Start program is key to the economy.

American Economic Review September 2002 (Eliana Garces, Duncan Thomas, Janet Currie,American Economic Review writers Longer-Term Effects of Head Start Volume 9

Issue 4, pages 999-1012)

Higher educational achievement is associated with many indicators of social and economicsuccess in adulthood. In Panel C, we focus on one dimension of that success: annualearnings conditional on working.15 To smooth out year-to-year fluctuations (and fill insome missing values), we examine the logarithm of average earnings in each year therespondent reported working between the ages of 23 and 25. There is little evidence thatHead Start is associated with higher earnings at this age except in the case of whitechildren of high-school dropouts [see column (8)]. In this group, children who attended

Head Start earn significantly more than their siblings who did not attend preschool andalso more than those who attended other preschools (although this latter difference is notsignificant). It is reasonable to suppose that earnings benefits associated with Head Startmay emerge more clearly as these people move through their working lives given thefindings for schooling attainment above and the well-documented association betweenschooling and earnings. (We have also examined whether Head Start is associated withelevated rates of labor-force participation among young adults but we find no statisticallysignificant effects.)

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Solvency-Head Start Solves Crime

Early Education is the Best Way to Fight Incarceration

Fight crime.org Reno Law Enforcement, Attorney General: Dropout Rates Fueling Violent

Crime Increase early education to boost graduation rates, cut crime

http://www.fightcrime.org/releases.php?id=400Matt Lambert, Communications Director

Nevada Attorney General Catherine Cortez Masto, Washoe County District Attorney Richard A.Gammick, Washoe County Sheriff Mike Haley held a special Back to School news conferencetoday at Reno High School, releasing a new report showing the connection between Nevadasalarming dropout rates and violent crime and murder. Lyon County District Attorney Robert Auer andWashoe County Schools Superintendent Paul Dugan joined the group for the event. Currently, overhalf of Nevadas students fail to graduate on time, ranking the state as the lowest in the nation. High

school dropouts are three and a half times more likely than graduates to be arrested and eight timesmore likely to be incarcerated. The new report entitled School or the Streets, shows that byincreasing graduation rates by 10 percentage points, 45 murders and over 2,000 aggravated assaultscould be prevented in Nevada every year. Our prisons are filled with people who didnt get a goodstart in life. Nearly 70 percent of our prisoners do not have a high school diploma, Haley said. Thekey to reducing crime and preventing dropouts is increasing the federal funding for high-quality earlychildhood programs, making Head Start and quality childcare available for all eligible kids. Thereport also shows that improving the quality and availability of pre-kindergarten programs will havethe greatest impact on reducing the states high dropout rates. As it stands, Nevada ranks second to lastin the number of young children covered by the state pre-k program and the federally-funded HeadStart program less than 10 percent of eligible children. Masto, Gammick and Haley urged NevadasCongressional delegation to expand federal support for high-quality early childhood education

programs, such as Head Start, which are proven to improve school readiness and boost graduationrates in the long run. Research shows that children who receive quality early childhood educationhave a much better chance of finishing high school, Gammick said. We need the additionalinvestments that can be made by our U.S. Congressmen and Senators to boost funding for earlychildhood programs to grow our graduation numbers in Reno and across the State. By earning adiploma, theyre more likely to find good jobs and contribute to our economy, instead of our prisonpopulation. The long-term benefits of early education include higher graduation rates, higher collegeenrollment, as well as significant reductions in crime. Most kids around the state are now back inclassrooms, but we have to remember that some kids didnt show up. We are calling on Nevadas U.S.Senators and Representatives to intensify their efforts to increase support for Head Start, Early HeadStart and the Child Care Development Block Grant, Masto said. Quality early care and educationgets our at-risk kids on track for graduation, rather than incarceration.

38
http://www.fightcrime.org/releases.php?id=400http://www.fightcrime.org/releases.php?id=400


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Solvency- Head Start Solves Crime

Early Education Creates Better Decision Makers- Preventing Crime

Marowitz 2000. [Leonard A., researcher for the office of the California Attorney General, Section IV,

Why Did the Crime Rate Decrease Through 1999?, December 2000,http://ag.ca.gov/cjsc/publications/misc/why/rpt.pdf]

Finally, research studies consistently show that youth development programs that enhancedecision making skills or parent-child relations, diversion interventions and family therapies, homevisitation programs and quality pre-school education, quality after-school programs, and other primaryprevention programs can divert youth from delinquent activity, [and] protect children and adultsfrom violent crime, and provide positive returns on investment.10 In this regard, the State is encouragedby data unveiled in September 2007, by the U.S. Department of Education from the National Assessment ofEducational Progress (NAEP), which showed that 4th grade readers in New Jersey are among the bestreaders in the nation. The NAEP scores also showed dramatic improvements in closing the achievement gapin New Jersey. For 4th grade reading, Black students scores increased by 12 points from 2003 to 2007, andthe 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 decreasedby seven points over the same period, which was also one of the largest decreases in the nation. Blackstudents scores increased 15 points, the largest such increase in the nation. There were also increases in testscores for Hispanic students in 4th grade reading.

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Solvency- Head Start Solves Laundry List

Head start prevents crime, saves money, and is good for theeconomy.

Bend Weekly News Sources, 2006 (Bend Weekly News Sources, December 8, 2006, Oregon

Law Enforcement and Business Leaders Call on Lawmakers to Increase Federal

Funding for Head Start < www.bendweekly.com/Local-News/1382.html >)

Attorney General Hardy Myers, Oregon law enforcement leaders and a representative of the business community

released a report recently that shows Head Start not only prepares children to succeed in school, italso prevents crime and savesOregon taxpayers money and is good for the economy. The reportcalls for increased investments to expand access to Head Start and improve the quality ofprograms. Providing Head Start with improved quality standards to all eligible Oregon children can generate taxsavings of $200 for every Oregon household, according to the report. The savings will come from lowercrime, special education and welfare costs plus increased tax revenue from higher earnings ofadults who attended Head Start as kids. Both state and federal funds support Head Start inOregon. With an increase in state support already in Gov. Ted Kulongoskis proposed budget, the event focused onthe need for increasing federal funding to serve all children from low-income families who are eligible under federalguidelines and to improve the quality of Head Start programs. The report, Investing in Oregon Head Start SavesMoney, shows that 40 percent, or 6,400, eligible Oregon children are not served due to inadequate federal funding.The report was prepared by FIGHT CRIME: INVEST IN KIDS OREGON, a bipartisan, anti-crime organization of137 police chiefs, sheriffs, district attorneys and violence survivors. Myers, Marion County District Attorney WaltBeglau, Keizer Chief of Police H. Marc Adams and John Baker, principle broker of Ned Baker Real Estate, Inc.,released the report at a news conference at the Hawthorne Head Start Center. Martha Brooks, state director of

FIGHT CRIME: INVEST IN KIDS OREGON, also participated in the news conference. A 2005 Zogby poll ofU.S. business leaders found that more than 80 percent agree investments in effective preschoolprograms -like Head Start-- would help the United States remain competitive with other

countries and improve the quality of our workforce and our long-term economic outlook.

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Solvency- Head Start Solves Womens Rights

Empirically, Child-Care Services have helped women remain in thework force through support in caring for their child.

Jerry Wolffe, 2009, Journal Register News Service. (Jerry, 6/28/09. Child Care Grant Helps

Woman Save Her Job The Daily Tribune.

http://www.dailytri

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