Document Type
Article
Publication Date
4-2020
Abstract
The taskforce that developed the EPS funding model recognized the importance of early learning and included a component to target additional funds for the instruction children in Kindergarten through second grade (K-2). Based on a review of the research literature available at the time the model was being developed the taskforce concluded that student achievement in early grades was highly correlated to achievement in later grades and that extra resources targeting early grades would better prepare children for subsequent learning. The task force stated in its report that extra resources spent on K-2 instruction and services would “enhance the capabilities of schools to help all children achieve the Learning Results standards by the time students complete high school…”.1 They recommended a 0.10 additional weight per student for Kindergarten (K) through grade 2, i.e., each K-2 student is counted as 1.10 students, which increases the district’s funding allocation. The same task force also recommended that the funds be targeted, requiring districts to first submit an “an appropriate plan describing how the additional resources will be used to enhance K-2 programming.” After the initial introduction of the EPS model, the early grades component was changed to include pre- Kindergarten (PK) students in these targeted additional student weights.
Recommended Citation
Morris, Lisa PhD and Johnson, Amy F. PhD, "Analysis of Essential Programs and Services Components: Grades PreK to 2" (2020). PreK to 2. 2.
https://digitalcommons.usm.maine.edu/eps_prek2/2
