Karin Klein's Other Opinion article regarding pre-kindergarten [June 5, "Scary Preschool Utopia"] 
ignores the science of early education in favor of uninformed opinion.

Decades of solid scientific research from Louisiana, Michigan, Oklahoma and North Carolina have 
proved that children who attend high-quality, voluntary pre-kindergarten programs have stronger 
early reading and math proficiency and social and emotional skills. Children who attend high-quality 
pre-K do better in school and in life.

Beyond the scientific evidence, I find it astonishing that Ms. Klein argues that young children 
should have less-qualified teachers than K-12 students. When families choose a pre-K program, they 
should know that the teacher has the skills and education to help their child flourish.

In Connecticut, 57 percent of fourth-graders read at or below basic levels, and 59 percent attain 
basic or lower scores in math. Many of these children lack access to early education experiences. 
But access to a pre-K program is not enough. Improving program quality is also critical.

With bipartisan political support, Connecticut is building a strong early childhood foundation 
that will advance the state's goal of getting all children to the kindergarten door healthy, eager to 
learn and ready for school success. Access to high-quality pre-K is an essential part of this 
effort and will benefit all children, families and communities as well as the state of Connecticut.

Pre-K is not a panacea or a magic wand. But voluntary pre-K does give our kids a fighting chance 
to succeed.

Libby Doggett
Executive Director
Pre-K Now
Washington, D.C.