As historians of American elementary education know, Hawai'i was among the first to create progressive kindergarten education for a multicultural, multiracial population. As early as the 1890s private funders were working collegially to finance kindergarten classrooms modeled on the progressive educational pedagogy of the American philosopher John Dewey and George H. Mead at the University of Chicago.

By the time the territorial Department of Education responded to community pressure to adopt the kindergartens and to provide a more comprehensive tax-supported K-12 system in 1943, Hawai'i's early-education experiment had helped generations of our citizens to achieve admirable social and economic mobility.

Hawai'i's daring experiment in creating a better education for its diverse population was studied by educators from around the world. In an era of racial segregation, Hawai'i's privately funded, integrated kindergartens and its multiracial teaching corps led to spectacular results in literacy, numeracy and school readiness. Eventually, the overflowing private kindergartens were alleviated by a public commitment to fund voluntary full-day kindergartens. By then, Hawai'i was among the best in the nation in working with families and communities to provide a more level playing field.

Today, our legislators face critical decisions about whether and how much to invest in high-quality pre-schools to give our youngest children a better start on life. Unlike our kindergarten pioneers at the turn of the 19th century, we have ample cognitive evidence to know with near certainty how critical high-quality early education is for the well-being of our families and the future of our state.

In his new study issued by the Economic Policy Institute, economist Robert G. Lynch examines the costs and benefits of high-quality pre-kindergarten education and the impact over time on federal and state budgets, crime, and the achievement of children and adults. Echoing numerous other economic research projects in recent years, he finds that children enrolled in high-quality pre-K do better academically, physically and socially throughout their lives. As adults, they attain higher levels of education and are better compensated in their jobs.

Researchers across America have examined the impacts which would result from publicly funded and targeted programs for 3- and 4-year olds from the lowest quarter of income distribution as well as universal programs which would fund quality pre-K for all 3- and 4-year olds and found the following:

Nationally, the total annual benefits from a universal program would begin to pay for itself within nine years; nationally, the total annual benefits of a targeted program would surpass costs within six years.

No public school reform is feasible without high-quality pre-schools with curricula aligned with teaching and assessment in grades K-3.

Between 2005 and 2007, state spending on pre-K increased from $2.4 billion to $4.2 billion nationwide. Much of the increase has come because of the mounting economic and educational research demonstrating the worth of developing active minds early, better meeting social and educational needs, and the desire to increase school readiness and literacy, the desire to reduce crime and educate a skilled workforce for a global economy.

In 2008, the Legislature will consider major investments and possible changes in our commitment to early education, and a large number of advocates, educators, businessmen and parents are assisting in defining what this need is and how it can be met best.

The greatest threat to Hawai'i's future is not from foreign threats but from unmet educational needs here at home. Issues of justice, fairness, opportunity and equity lie just behind the astonishingly powerful economic numbers which impel our action. Let us define homeland security more comprehensively and include educational and social well-being in its definition.

Alfred L. Castle is executive director of the Samuel N. and Mary Castle Foundation. He wrote this commentary for The Advertiser.