become literate and reach their full potential as learners. It integrates early childhood education, adult education and family literacy. No Child Left Behind Act The No Child Left Behind Act was proposed by George W. Bush and passed by United States House of Representatives in 2001. The Act requires that all public schools receive federal funding to administer a standardized test annually to assess if students have made Adequate Yearly Progress (AYP). Schools must provide services to students who do not meet AYP in order to help them succeed and pass AYP the following year. Preschool for All Initiative In 2013, President Obama proposed the Preschool for All initiative. The goal of this program is to expand funding in all fifty states to allow low and mid-income families the opportunity to provide their four-year-old children with high quality preschool. Provisions of the act Laws under the Early Childhood Education Act offer comprehensive services for children from birth through age five. Programs should meet one the following goals: ·Provide access to high-quality infant and toddler care ·Expand voluntary home visit early learning program s ·Develop partnerships with states to provide high-quality preschool for low and middle-income families Current programs Early Reading First was established as part of the No Child Left Behind Act. It provides competitive grants to fund the development of model programs that aim to prepare children for school. The Special Education Preschool Grants program provides grants to states to fund special educational services to children 3 to 5 with disabilities. The Special Education Grants for Infants and Families grant program assists states in implementing services for children with disabilities from birth to 2 years old. The Early Childhood Educator Professional Development Program is a competitive grant program that gives the opportunity to professionally develop skills to educators and caregivers working in low-income areas. Research and evaluations Research The Preschool Curriculum Evaluation Research program evaluates the efficiency of current preschool curricula in order to address the lack of systematic evaluations currently used. The data collected includes child assessments, parent interviews, teacher interviews and classroom observations. Evaluations were made to commonly assess the types of assessments that preschool programs across the country were giving their children before they left and went to kindergarten. These evaluations were focused on the fact that preschools were not assessing children on a rigorous scale that efficiently prepared them to enter grade school. What children