State standards are generally very vague in their reflection of current understanding of children’s thinking and learning. They were generally strong on requiring adequate teacher training. However, one aspect of program implementation and administration is a potential cause for concern: in some states—notably Louisiana and New Jersey—legislation guiding the program gives full control of program details to local areas. Whereas this level of devolution from central to local control could be seen as a positive move, because it allows individual sites to tailor the program