Catherine Atkin is president of Preschool California, a broad-based advocacy campaign to make effective pre-kindergarten programs to all children, starting with those who need it most. She is an attorney with legal and policy expertise in the area of early care and education.

New research released by the RAND Corporation this week makes the case for effective pre-kindergarten even stronger. RAND’s California Preschool Study found that the achievement gap that is evident during the K-12 years exists at the starting gate, when kids first enter kindergarten classrooms.

As the president of Preschool California, which is dedicated to ensuring access to effective pre-k for all of California’s children, starting with those who need it most, I’ve seen evidence of that in classrooms, studies and, more recently, firsthand.

When I sent my daughter to kindergarten this fall, I watched as she lined up in front of the classroom with all of the other children, who were wearing their little backpacks and were filled with excitement and anticipation.

My daughter had attended pre-k, where she learned how to rhyme words, recognize letters of the alphabet, count and pay attention. I knew she was ready.

I’ve spent enough time in kindergarten classrooms across California to know that for too many children, the experience is much different. They enter the kindergarten classroom door and realize that for some reason they can’t keep up with many of their classmates.

Many struggle over time, losing all that confidence and excitement little by little. These are the children who become withdrawn and reluctant learners throughout their school experience. These are the kids who start behind, and they tend to stay behind.

It doesn’t have to be that way. The RAND research confirms that effective pre-k helps get kids ready to learn and ready to read. It narrows the readiness gap before it becomes the achievement gap.

Rigorous studies of programs in other states show that children who attend effective pre-k score higher on school readiness measures at kindergarten entry. A pre-k program available to Oklahoma’s children, for example, showed significant gains for all children, especially Latinos. Children evaluated were months ahead in spelling, early math and letter identification skills compared to kids who had not attended preschool.

National research also shows that children who attend effective pre-k programs perform better on standardized achievement tests in reading and math, are less likely to be placed in special education. They’re also less likely to be held back a grade and more likely to graduate from high school.

The evidence is clear: If California wants to narrow its achievement gap and attain the same positive outcomes as other states, it must invest in quality. This means programs that include expert teachers with specialized training in early education; rich learning environments with research-based, developmentally-appropriate curriculum and encouraging family involvement by building relationships based on trust.

Governor Arnold Schwarzenegger has called 2008 the Year of Education. We expect his Committee on Education Excellence will recommend comprehensive expansion of effective pre-k.

State Superintendent of Public Instruction Jack O’Connell’s P-16 Council is also developing major recommendations on high-quality pre-k as a critical element of efforts to address the achievement gap, and he’s hosting an Achievement Gap Summit next week in Sacramento.

And the legislature continues to be a strong voice for pre-k, with policymakers engaged in conversations about how to expand and invest in pre-k programs, and address issues like our facilities shortfall, which affects pre-k access and equity.

Pre-k is a first step in education reform, and it’s one thing that everyone involved in statewide conversations on education – business leaders, K-12 educators, law enforcement, labor and policymakers – can agree on. Now is the time to make a much larger public investment in effective pre-k so that all of our children start school with an equal opportunity to learn.