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Huntingdon County Head Start and Pre-k Advocates Urge Lawmakers to Resolve Budget Impasse as Classrooms Face Uncertain Future

As the budget impasse continues in Harrisburg, the Huntingdon County Child and Adult Development Corporation, which currently enrolls 120 pre-k kids in seven classrooms across the county, says it ability to keep the doors open depends on the approval of yet another bridge loan. If approved, the loan will keep HCCADC’s 7 state funded Pre-K Counts and Head Start classrooms open until roughly Thanksgiving.

Uncertainty Grows in Pre-K Classrooms Across PA

The budget impasse in Harrisburg has left many Pre-K Counts and Head Start providers seeking bridge loans to keep their doors open or pondering closure of state funded classrooms, while potential new expansion classrooms sit empty awaiting a resolution to ongoing budget negotiations.

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Sunbury Daily Item: My Turn: Giving Can Only Help Pre-K So Much

The Greater Susquehanna Valley United Way has long made early learning and school readiness priority issues. We do this through United Way programs like Wee Read, which sends volunteers into our local WIC offices to read to children and distribute information; Every Baby Needs a Lap Top (your lap, not a computer), which teaches parents the importance of reading, singing and talking to their baby; Early Learning Investment Committee, a regional group of business leaders which advocates for investment in early learning; and pre-K scholarships.

MEDIA CONTACT

Kate Philips
215-850-4647
kphilips@prekforpa.org

EARLY EDUCATION EXPERTS

If you are a reporter looking for comment or background from one of our early education experts, please Kate Philips at kphilips@prekforpa.org.

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PennLive: If you think early childhood education is just snacks and nap time, you haven’t been paying attention

There’s a mountain of data out there proving what I already know in my gut: Kids with access to high-quality, early childhood education exhibit higher levels of proficiency in math and reading; they’re less likely to be held back in the primary grades and more likely to graduate high school; they need less remediation, and there’s less of a need for those “individual education plans,” often formulated for struggling students.