| The purpose of this study was to determine the perceptions of Texas legislators about current issues and research in early childhood education, the sources of information upon which they most rely when making educational policy decisions, and the likelihood of the respondents to support universal preschool legislation in the state. The study also examined possible barriers to implementing universal preschool programs in Texas as perceived by the respondents.;To answer the five research questions that guided the study, a researcher-developed survey consisting of 38 choice-related statements was mailed to all 180 members of the Texas Senate and House of Representatives. Demographic data about gender, political party affiliation, and legislative tenure were gathered to describe the respondents. A total of 92 responses were received, yielding a response rate of 51%. Frequency distributions were generated for each survey item.;In general, the legislators perceived early childhood education and preschool experiences to be important to child development and later school success. The majority of respondents reported some knowledge about research and issues related to early childhood education and universal preschool. They generally agreed that it is not easy for most working parents in Texas to pay for quality childcare for preschoolers, and they also agreed that most children in Texas do not enter kindergarten ready to learn. A slight majority of respondents indicated that the state should fund preschool programs for all children whose parents want them to attend, and indicated their support for legislation to fund such programs. However, a relatively large number of respondents remained undecided on this issue.;Respondents perceived the largest barriers to implementing universal access to preschool to be lack of adequate funding and having to make decisions about reducing or eliminating other programs. When making education-related policy decisions, the legislators indicated that they rely most on teachers, legislative staff, members of the House and Senate Education Committees, superintendents, and education advocates or association representatives as sources of information; and least on radio and television news, members of the State Board of Education, and print resources. |
