This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services as preschoolers, but 33% of the children with a developmental risk identified before age 3 continued to have a developmental risk during preschool yet did not receive specialized services. Results highlight the importance of understanding the relations among child and family characteristics and service receipt to inform policy and practice. High-quality early childhood programs are associated with better outcomes, especially for children at risk for developmental delays or poor academic achievement (Love et al., 2005;Peisner-Feinberg et al., 2001;Ramey et al., 2000;Schweinhart et al., 2005). Public funding to enhance early development is sound economic policy as well, particularly for children living in poverty (Heckman, 2006). Yet large numbers of children do not have access to high-quality, inclusive early care and education likely to simultaneously enhance child development and provide family support (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; ClarkeStewart, Vandell, Burchinal, O'Brien, & McCartney, 2002;Knocke, Peterson, Edwards, & Jeon, 2006;Odom et al., 2001;Shonkoff & Phillips, 2000).
Early Care and Education Services: Current and Historical EffortsStates are expanding early care and education services, through both universal preschool education and enhancement of child care quality. A total of 38 states now fund preschool education. During the 2008-2009 school year, 25% of American 4-year-olds and 3% of 3-year-olds attended publically funded preschools, a slight increase over previous years (Barnett, Epstein, Friedman, Sansanelli, & Hustedt, 2009). Quality, however, varied; eight states improved on the Quality Standards Checklist established by the National Institute for Early Education Research, but three states lost ground. When adjusted for inflation, per child spending for preschool education decreased slightly (Barnett et al., 2009). Since 2000, 22 states and the District of Columbia assess the quality of early care and education programs, particularly child care programs, through rigorous Quality Ratings Systems (National Child Care Information and Technical Assistance Center, 2010). These efforts have spawned an array of training opportunities for early care and education providers. received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified...