Report on the Preschool Development Grant Birth through Five (PDG B-5) and its Contribution to Sustainable Development Goals

Executive Summary

State-level child care and early learning programs frequently face operational challenges due to budgetary and capacity limitations. The federal Preschool Development Grant Birth through Five (PDG B-5) program provides critical funding to enhance the effectiveness and efficiency of these systems. This report analyzes the functions of the PDG B-5 program and its significant alignment with the United Nations Sustainable Development Goals (SDGs), particularly those concerning quality education, reduced inequalities, and strong institutions. The ultimate objective of the program is to establish a high-quality early education system accessible to all working families, thereby ensuring children receive a strong foundation for future success.

Key Program Impacts and Alignment with SDGs

1. Enhancing Inclusivity and Reducing Inequalities (SDG 10, SDG 5)

The PDG B-5 grants are instrumental in building out a diverse range of child care options that cater to the varied needs of families regarding cost, location, hours, and curricula. This focus on choice and responsiveness directly supports SDG 10 (Reduced Inequalities) by ensuring all families, especially those from underserved populations, can access suitable care. It also contributes to SDG 5 (Gender Equality) by providing the necessary support for parents, particularly women, to participate in the workforce.

• Washington: Leveraged grants to implement Play & Learn Groups, supporting families who utilize informal family, friend, and neighbor care providers, thus reaching underserved communities.
• Indiana: Established Family Advisory Councils to gather direct feedback, creating a more responsive system that meets the needs of diverse families and reduces systemic inequalities.

2. Strengthening Institutions through Data-Driven Policy (SDG 16)

Effective data collection and analysis are foundational to building strong and accountable institutions, a key target of SDG 16 (Peace, Justice and Strong Institutions). PDG B-5 grants enable states to develop robust data systems to identify programmatic strengths and weaknesses, leading to more effective and efficient allocation of resources.

• Kansas: Utilized funds to establish the Kansas Early Childhood Data Trust, creating a data-dashboard to map service delivery and improve institutional planning.
• Virginia: Is using grant funding to integrate technology platforms and data systems, scaling coordinated enrollment and enhancing the efficiency of its early childhood institutions.

3. Fostering Partnerships for Systemic Improvement (SDG 17)

The program actively promotes collaboration across various state agencies, non-profits, and private entities involved in early childhood education. This aligns directly with SDG 17 (Partnerships for the Goals) by breaking down silos and creating integrated, efficient systems that benefit children and families.

• Alabama: Used its grant to improve coordination among elementary schools, Head Start, state-funded pre-K, and child care programs, creating a more seamless educational pathway.
• Maine: Employed funds for its First 10 Community Pilots, which link families to comprehensive services and coordinate between public schools and early childhood systems to ensure smooth transitions for children.

4. Advancing Quality Education and Lifelong Learning (SDG 4)

The core mission of the PDG B-5 program is to improve the quality and safety of child care, which is central to SDG 4 (Quality Education). By investing in quality initiatives, the program ensures that children receive the social, emotional, and academic benefits of high-quality early learning, setting the foundation for lifelong success.

• Oregon: Expanded its “Baby Promise” program to improve quality in infant-toddler care, with a specific focus on underserved rural, frontier, and tribal communities.
• Arkansas: Utilized its grant to provide technical assistance and coaching to family child care providers and infant/toddler teaching staff, directly investing in the quality of the early education workforce.

5. Sustaining Progress and Ensuring Long-Term Impact

The widespread adoption of PDG B-5 funding across 49 states, Washington D.C., and four territories underscores its essential role. Continued federal investment is critical for states to sustain and build upon the progress made. This long-term commitment is necessary to achieve the lasting systemic improvements that underpin the SDGs related to education, poverty reduction (SDG 1), and economic growth (SDG 8).

1. Federal funding provides a unique opportunity to support and align state-level investments in early learning.
2. The program maximizes parental choice and improves access for children most in need.
3. Sustained funding is required for states and territories to continue building effective, mixed-delivery early childhood education systems that contribute to national and global development goals.

SDGs Addressed in the Article

The following Sustainable Development Goals (SDGs) are connected to the issues highlighted in the article:

• SDG 4: Quality Education

  The article’s primary focus is on the Preschool Development Grant Birth through Five (PDG B-5) program, which aims to ensure that “millions of children have access to safe, quality child care and early learning.” This directly aligns with SDG 4’s goal of ensuring inclusive and equitable quality education. The text emphasizes improving the effectiveness, quality, and safety of early learning programs, which is central to this goal.

• SDG 10: Reduced Inequalities

  The article highlights efforts to support specific vulnerable groups, which is a core principle of SDG 10. For instance, it mentions Indiana’s initiative to gather feedback from “underserved populations,” Oregon’s program focusing on “rural, frontier, and tribal areas,” and the overall goal of opening “doors for children who are most in need of assistance.” These actions aim to reduce disparities in access to quality early childhood education.

• SDG 16: Peace, Justice and Strong Institutions

  This goal is addressed through the article’s focus on building effective and efficient systems for child care and early learning. The PDG B-5 grants help states “collaborate across multiple programs, systems, and agencies” (as in Alabama and Maine) and use data to “make programs work more effectively and efficiently” (as in Kansas and Virginia). This contributes to developing effective, accountable, and transparent institutions at the state level, as called for in SDG 16.

Specific SDG Targets Identified

Based on the article’s content, the following specific SDG targets can be identified:

• Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.

  The entire article is centered on this target. The PDG B-5 program’s stated end goal is “a system that brings high-quality early education to more working families.” Examples like Arkansas offering coaching to improve teaching quality and Oregon expanding its “Baby Promise” program to enhance quality in infant-toddler care directly support the objective of providing quality early childhood development and care.

• Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of… economic or other status.

  This target is reflected in the program’s efforts to reach marginalized communities. The article mentions Indiana’s establishment of Family Advisory Councils to better meet the needs of “underserved populations” and Oregon’s focus on improving program quality in “rural, frontier, and tribal areas.” These initiatives are designed to ensure that children from all backgrounds are included in early learning systems.

• Target 16.6: Develop effective, accountable and transparent institutions at all levels.

  The article details how PDG B-5 grants help states build stronger institutional capacity. Kansas used funds to establish an “Early Childhood Data Trust” and a “data-dashboard to map the specific number of children served,” enhancing accountability and transparency. Similarly, Alabama’s use of funds to “improve coordination among existing programs” demonstrates a move towards more effective institutions.

• Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

  This target is specifically addressed by the example from Indiana, which “took steps to engage parents by establishing Family Advisory Councils across the state, gathering feedback to create a more responsive system.” This action is a clear example of creating a participatory mechanism to ensure decision-making is inclusive and responsive to the needs of families.

Indicators for Measuring Progress

The article mentions or implies several indicators that can be used to measure progress towards the identified targets:

• Number of children served by early childhood programs, disaggregated by population group.

  This is directly implied by the work in Kansas to create a “data-dashboard to map the specific number of children served across the state agencies.” Such data is crucial for measuring access (Target 4.2) and ensuring the inclusion of underserved populations (Target 10.2).

• Existence of integrated data systems for early childhood education.

  The article explicitly mentions this as an activity funded by the grants. Virginia is using funds to “integrate technology platforms and data systems,” and Kansas established a “Data Trust.” The presence and functionality of such systems are a direct indicator of institutional capacity (Target 16.6).

• Establishment of mechanisms for stakeholder participation.

  The creation of “Family Advisory Councils” in Indiana is a concrete indicator of participatory decision-making. The existence and active functioning of such councils can be measured to track progress on Target 16.7.

• Level of inter-agency coordination.

  The article describes how Alabama used its grant to “improve coordination among existing programs across elementary schools, Head Start, state-funded pre-K, and child care.” This level of collaboration can be assessed as an indicator of institutional effectiveness under Target 16.6.

• Availability of professional development and coaching for educators.

  The example of Arkansas using its grant to offer “technical assistance and coaching to family child care providers” serves as an indicator of efforts to improve the quality of education, directly relating to Target 4.2.

SDGs, Targets, and Indicators Analysis

Source: ffyf.org