Oregon Governor Tina Kotek’s recent proposal to end or entirely overhaul Multnomah County’s flagship Preschool for All program has ignited fierce debate across the United States, drawing attention from education policymakers far beyond the Pacific Northwest. Citing what she described as the program’s failure to deliver on its promises despite hundreds of millions of dollars in funding, Governor Kotek declared, “The program as it stands cannot keep its promise” — a statement that has sharply divided public officials, early education advocates, and the families the initiative was designed to serve (OregonLive).
Launched as a bold experiment in universal, tuition-free preschool, the Multnomah County initiative was celebrated in 2020 as a model for expanding educational opportunity and narrowing achievement gaps. For Thai readers, universal preschool resonates with ongoing conversations about the role of early education in handling educational inequality and workforce readiness in rapidly changing economies. As Thailand’s policymakers contemplate expansion of early childhood programs, the Oregon saga provides both inspiration and caution.
The core of Governor Kotek’s criticism is the claim that the program’s participation and impact have fallen far short of ambitious targets. According to her office, “hundreds of millions in unspent funds,” extremely low enrollment among families most in need, and a sharp drop in participating preschool providers are evidence that the system is “not working” (KOIN). Reports from the county show unallocated reserves while demand remains unmet, raising questions about bureaucratic inefficiency and outreach (KPTV).
The Preschool for All program, approved by voters in 2020, sought to provide free preschool to every three- and four-year-old in the county using a local income tax targeting the area’s highest earners. Supporters hailed the move as both equitable and effective, particularly in closing opportunity gaps facing children in marginalized communities. However, soon after implementation, concerns began to surface: enrollment lagged, provider participation stagnated, and administrative challenges delayed expansion. Governor Kotek’s critics, including county education administrators, argue that the pandemic’s disruptive effects and a challenging political climate explain much of the sluggish rollout, and that recovery is in sight if the program is given time and support.
Expert perspectives offer a nuanced view. A lead researcher from an Oregon policy think tank told the press, “Universal preschool is an ambitious goal, but successful implementation requires sustained outreach, capacity-building, and clear accountability — not just funding.” Meanwhile, a professor of early childhood education in Portland commented, “Governors and local officials need to work together to solve operational barriers, not throw away innovative models that could reshape American education.”
For Thailand, the case warrants close study. In recent decades, Thai education authorities have increased investment in early childhood centres, recognizing that foundational skills and socio-emotional development begin long before kindergarten. Thailand’s National Education Act encourages pre-primary participation, but capacity constraints, variable quality, and access continue to challenge policymakers (World Bank).
Multnomah County’s experiment offers direct parallels. Just as Oregon’s initiative targeted income-related barriers through progressive tax policy, Thailand’s own Early Childhood Development Policy Framework proposes nuanced, needs-targeted subsidies. The danger of well-funded programming failing to reach those in greatest need is an ongoing concern.
Culturally, both Oregon and Thailand face skepticism from some quarters about state-funded early care, reflecting debates about the role of the family, government, and market in raising children. Thai traditions often view childcare as primarily a familial responsibility, especially in rural areas. Advocates argue that investments in universal preschool can free low-income parents to participate in the workforce and ensure no child is left behind due to circumstances of birth.
Governor Kotek’s push to overhaul (or terminate) the program, however, has not gone unchallenged. Critics argue her claims about falling tax revenues and affluent residents fleeing the county rely on outdated data, and some suspect a political motive tied to next year’s elections (OregonLive). One expert in public finance notes, “The revenue picture is complex. Migration patterns change for many reasons, and linking them to one tax or program requires robust evidence.” Even amid technical missteps, advocates say the larger lesson is about learning from failures and scaling only as quickly as systems can support.
The history of early childhood education reform is replete with pilot program stumbles: New York City’s Pre-K for All, launched under Mayor de Blasio, also faced supply, quality, and outreach bottlenecks in its early years before scaling successfully (NYC Department of Education). In the UK, the expansion of universal pre-primary entitlements had to be matched by sustained improvement in staff training and facility upgrades (UCL Institute of Education). Education researchers emphasize that high-quality programs pay dividends only after careful implementation.
As for what happens next, Governor Kotek is urging Multnomah County to devise a plan addressing the underlying issues: streamlining registration and outreach, ensuring consistent funding to qualified providers, and setting up new accountability mechanisms. If these reforms can be achieved in the next 12 months, the governor’s office signaled openness to maintaining targeted support instead of full cancellation (Willamette Week). County education leaders promised to “redouble efforts to get every eligible family enrolled” and optimize the use of unspent funds.
For Thai policymakers, the Oregon episode provides several lessons. Universal early education requires not only reliable public finance and broad public support but also ongoing system-building — strengthening data collection, teacher training, and neighbourhood-level outreach. Transparency, mid-course reviews, and willingness to adapt are critical. A former official from Thailand’s Ministry of Education reflects, “Programs that succeed in theory need practical flexibility; we must be prepared to learn and adapt as we go.”
Looking ahead, US states and countries like Thailand will watch closely as Multnomah County and Governor Kotek navigate reforms. If efficiency can be improved and enrolling marginalized families prioritized, Oregon may yet salvage the broader promise of universal pre-K. Conversely, a hasty cancellation could dampen momentum nationwide and embolden skeptics.
In conclusion, Thai readers — especially policymakers, parents, and educators — should pay careful attention to this unfolding debate. Those considering or overseeing pre-primary expansion can draw on both the successes and mistakes of Oregon’s program. The key is consistent outreach, high-standard implementation, and the political will to prioritize children’s development over short-term expediency. For parents, knowing that education policy is a collective project should encourage proactive engagement with local and national efforts. As the world’s economies shift to prioritize knowledge and human capital, ensuring every child has a strong start will be ever more essential.
For more details, see the primary reporting from KOIN, KPTV, and OregonLive.