| Programs | Access | Other Eligibility Requirements | Program Standards |
|---|---|---|---|
| Number of ELLs | Risk factors besides income that can be used to determine eligibility | Support services for English Language Learners and families | |
| Alabama Pre-K Program | 135 | NA | State policy does not regulate services for English Language Learners |
| Arizona Pre-K Program | Exact number unknown | None | State policy does not regulate services for English Language Learners |
| Arkansas Pre-K Program | 1666 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Non-English speaking family members, Parental substance abuse, Teen parent, Low birth weight or other child health risk, Child history of foster care | Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English |
| California Pre-K Program | Exact number unknown | History of abuse, neglect, or family violence | State policy does not regulate services for English Language Learners |
| Colorado Pre-K Program | Exact number unknown | Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Parental substance abuse, Teen parent, Child history of foster care, Locally determined risk factors, Other state-specified risk factors | State policy does not regulate services for English Language Learners |
| Connecticut Pre-K Program | Exact number unknown | NA | State policy does not regulate services for English Language Learners |
| Delaware Pre-K Program | Exact number unknown | None | Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English |
| Florida Pre-K Program | Exact number unknown | NA | State policy does not regulate services for English Language Learners |
| Georgia Pre-K Program | 7387 | NA | Bilingual classes are permitted in pre-K; Professional development or coaching is provided for teachers; A systematic, written plan must be in place on how to work with English Language Learners |
| Illinois Pre-K Program | 25002 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors such as social isolation in very rural communities | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English |
| Iowa Shared Visions | Exact number unknown | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty | State policy does not regulate services for English Language Learners |
| Iowa SVPP | Exact number unknown | NA | State policy does not regulate services for English Language Learners |
| Kansas At-Risk | Exact number unknown | Low parental education level, Non-English speaking family members, Teen parent, Other state specified risk factors such as single parent at time of enrollment, developmentally or academically delayed, Social and Rehabilitation Services referral, Migrant status | A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided |
| Kansas Pre-K Pilot | Exact number unknown | Low parental education level, Non-English speaking family members, Teen parent, Parental active military duty, Locally determined risk factors, Other risk factors | Information must be presented to parents in their primary language; ESL services must be provided when child meets criteria |
| Kentucky Pre-K Program | 1076 | Child disability or developmental delay, Locally determined risk factors | Bilingual classes are permitted in pre-K |
| Louisiana 8(g) | Exact number unknown | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors | State policy does not regulate services for English Language Learners |
| Louisiana LA4 | Exact number unknown | None | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; A home language survey is sent home at the beginning of the school year |
| Louisiana NSECD | 31 | None | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K |
| Maine Pre-K Program | Exact number unknown | NA | Information must be presented to parents in their primary language |
| Maryland Pre-K Program | 2677 | Homelessness or unstable housing, Other state-specified risk factors | Bilingual classes are permitted in pre-K; Information must be presented to parents in their primary language |
| Massachusetts Pre-K Program | Exact number unknown | None | State policy does not regulate services for English Language Learners |
| Michigan Pre-K Program | 2942 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors, Other state-specified risk factors | Bilingual classes are permitted in pre-K |
| Minnesota Pre-K Program | 696 | Homelessness or unstable housing, Child history of foster care | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided to children and families; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English |
| Missouri Pre-K Program | 179 | NA | State policy does not regulate services for English Language Learners |
| Nebraska Pre-K Program | 737 | Low parental education level, Non-English speaking family members, Teen parent, Low birth weight/premature birth | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Translators or bilingual staff are available if children do not speak English |
| Nevada Pre-K Program | 490 | NA | Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English |
| New Jersey Abbott | Exact number unknown | NA | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English -district staff, parents, or volunteers may assist as necessary |
| New Jersey ECPA | Exact number unknown | NA | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Information must be presented to parents in their primary language; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English -district staff, parents, or volunteers may assist as necessary |
| New Jersey ELLI | Exact number unknown | None | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Translators or bilingual staff are available if children do not speak English -district staff, parents, or volunteers may assist as necessary |
| New Mexico Pre-K Program | Exact number unknown | Other state-specified risk factors | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English |
| New York Pre-K Program | Exact number unknown | NA | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English; Teachers must have a bilingual certification extension when instruction is provided to students with limited English proficiency |
| North Carolina Pre-K Program | 6152 | Child disability or developmental delay, Non-English speaking family members, Parental active military duty, Other state-specified risk factors such as a chronic health condition or educational/developmental delays | State policy does not regulate services for English Language Learners |
| Ohio ECE | 40 | None | State policy does not regulate services for English Language Learners |
| Ohio ELI | 1529 | None | State policy does not regulate services for English Language Learners |
| Oklahoma Pre-K Program | 2495 | NA | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English |
| Oregon Pre-K Program | 2381 | Child disability or developmental delay | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; Information must be presented to parents in their primary language; Translators or bilingual staff are available if children do not speak English |
| Pennsylvania EABG | Exact number unknown | Locally determined risk factors | State policy does not regulate services for English Language Learners |
| Pennsylvania HSSAP | Exact number unknown | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Programs are required to screen and assess all children; A systematic, written plan must be in place on how to work with English Language Learners |
| Pennsylvania K4 & SBPK | Exact number unknown | NA (K4); Determined locally (SBPK) | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English |
| Pennsylvania Pre-K Counts | 1438 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors, Other state-specified risk factors | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers |
| South Carolina 4K | Exact number unknown | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language |
| South Carolina CDEPP | 250 | Child receiving Medicaid services | Bilingual classes are permitted in pre-K; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language |
| Tennessee Pre-K Program | 373 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors | State policy does not regulate services for English Language Learners |
| Texas Pre-K Program | 85153 | Homelessness or unstable housing, Non-English speaking family members, Child history of foster care, Parental active military duty or parent was injured or killed on active duty, child is eligible for special education services, eligibility for TANF or other public assistance | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; ESL services must be provided; Translators or bilingual staff are available if children do not speak English |
| Vermont Act 62 | Exact number unknown | NA | State policy does not regulate services for English Language Learners |
| Vermont EEI | 26 | Child disability or developmental delay, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Child history of foster care | State policy does not regulate services for English Language Learners |
| Virginia Pre-K Program | Exact number unknown | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care, Parental active military duty, Locally determined risk factors | State policy does not regulate services for English Language Learners |
| Washington Pre-K Program | 3099 | Child disability or developmental delay, Low parental education level, History of abuse, neglect, or family violence, Homelessness or unstable housing, Non-English speaking family members, Parental substance abuse, Risk that child will not be ready for kindergarten, Teen parent, Low birth weight or other child health risk, Child history of foster care | Bilingual classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; ESL services must be provided |
| West Virginia Pre-K Program | 26 | Child disability or developmental delay | Information must be presented to parents in their primary language |
| Wisconsin 4K | 1006 | NA | Bilingual classes are permitted in pre-K; Monolingual non-English classes are permitted in pre-K; Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A home language survey is sent home at the beginning of the school year; Information must be presented to parents in their primary language; A systematic, written plan must be in place on how to work with English Language Learners; Translators or bilingual staff are available if children do not speak English in bilingual-bicultural programs |
| Wisconsin HdSt | Exact number unknown | Locally determined risk factors | Not reported |