The Opening Bell, a review of the most important news in education, and distributed to members of the National Education Association as a weekly newsletter, excites us with verification of what we already know in San Francisco.

The AP (10/23) reports that a four-year "study of 10,000 at-risk children in Pennsylvania has found that special education needs drop from an average of 18 percent to just two percent in kids that attend preschool."

The $1 million study funded by Heinz Endowments and conducted by the University of Pittsburgh, also found that 80 percent of the children who went to preschool met state school competency standards for transition to kindergarten."

The Pittsburgh Post-Gazette (10/23, Smydo) states, "the study showed that Pennsylvania's Pre-K Counts program helps students prepare "for kindergarten" and reduces their "need for special-education services." Researchers found that "Pre-K Counts classes benefited children of various racial and ethnic groups"; despite "poverty and other disadvantages." This study "is the evidence that allows us to finally declare victory in a debate Pennsylvania has been mired in for much too long," said Heinz Endowments Chair Teresa Heinz, "alluding to disagreements about the program's worth during budget battles in Harrisburg."

Fortunately, San Francisco is not presently engaged in such a battle. The District could, if they would like to, boast about its 180 pre-schools serving children citywide of all ethnic, language, and socio-economic groups. And, in selecting a preschool, parents aren't forced to choose between protecting a child's play time and making sure he's ready for kindergarten. The high-quality early childhood education program in San Francisco is dedicated to offering children both. With 168 pre-schools in 84 elementary school districts, there is an average of two pre-schools in every neighborhood.

One word of caution offered by every news source, however, is that even the best pre-school cannot replace the role of dedicated parents involved in their child’s development, supporting at home what they are asking teachers to do in the classroom.