Early Learning in the USA and the Economic Crisis Presentation Transcript
7 th Meeting of the OECD Network on Early Childhood and Care: Financing ECE Services Paris, France June 22, 2010 Jacqueline Jones, PhD Senior Advisor to the Secretary for Early Learning Us Department Of Education Washington, DC Early Learning in the US and the Economic Crisis
“ It will be the goal of this administration to ensure that every child has access to a complete and competitive education from the day they are born to the day they begin a career ... we know that the most formative learning comes in those first years of life”.
February 24, 2009
Early Learning Goal
The Education Department’s early learning initiative is intended to improve the health, social-emotional, and cognitive outcomes for all children birth through 3 rd grade, especially those with high-needs.
Early Learning: A Range of Ages
Infants and Toddlers - Birth to 3 years
Pre-Kindergarten (3- and 4-year-olds)
Domains of Learning
Physical health and well-being
Approaches to learning
Language and literacy
Major Public Funding Streams
U.S. Department of Health and Human Services
Early Head Start
U.S. Department of Education
Title I Preschool
U.S. Department of Defense
State-funded Preschool Programs
Interagency Early Learning Initiative
Encouraging Coordinated State Early Learning Systems
Six Study Groups
Standards, Curriculum and Assessment
Workforce and Professional Development
Components of a Coordinated State Early Learning Systems
Aligned early learning and development standards, curriculum and assessments
Program quality and rating system with a review, monitoring and improvement system
Plan for human capital
Strategies for family engagement
Systems to facilitate health screening and referrals
Coordinated zero to 5 data infrastructure
Children in Poverty
Percentage of children under 18 years living in poverty may peak at 21% (15.6M) in 2010 – highest in 20 years
Foundation for Child Development
2010 Child Well-Being Index
Impact on Child Care Facilities
Reduction in the number of children in child care programs
Increased vacancies in child care programs
Closure of some childcare programs
Difficult State budgets in 2010 and 2011
Dramatic increase in State-funded preschool funding may be over
New Mexico, Florida, Illinois, Wisconsin, New York, Arizona, and others … considering, or have implemented, cuts to early learning programs
ARRA (American Recovery and Reinvestment Act of 2009):
$1B Head Start
$1.1B Early Head Start
$989 increase in the total funding for Head Start, to over $8.2 billion
Teacher Incentive Fund ($200M)
Teacher Quality Enhancement ($100M)
Statewide Data Systems ($250M)
Improving the Academic Achievement of the Disadvantaged
$10B to State Educational Agencies
Maternal, Infant and Childhood Home Visiting Program Grants
$90M: The Affordable Care Act
Evidence-based home visiting strategies that help families create a nurturing environment for young children and connect to a range of services, including:
early intervention and more
an early childhood service system in every State that supports high-quality, evidence-based practice.
coordinated services to improve maternal and child health and promote healthy child development in our communities most in need.
additional funding to Tribal programs
Increase the quality and availability of Child Care
Child Care and Development Block Grant
$1.6B addition to child care funding to extend child care assistance to approximately 235,000 more children (total = $6.644B).
Largest increase in child care funding in over 20 years.
Additional $250M in formula grants for a total of $11.76 billion to help States pay the extra costs of providing special education and related services to an estimated 6.7M children with disabilities aged 3 through 21 years
Maintains $374.1M in additional support to States for providing special education and related services to preschoolers with disabilities ages 3 through 5
Maintains $439.4M investment to help States implement statewide systems of early intervention services for all eligible children from birth through age 2 and their families
Race to the Top
ARRA: $4.3B - Race to the Top (Rounds 1 and 2)
$1.35B (Round 3)
The initial competition, includes an invitational priority for activities that improve outcomes for high-need students who are young children (birth through 3rd grade)
Investing in Innovation (i3) Program
$500M to identify, develop, and scale up promising models and interventions.
The initial competition, funded by the Recovery Act, includes a competitive priority for activities to improve outcomes for high-need students who are young children (birth through 3rd grade)
$210M: to provide funding for another cohort of competitive planning grants and new implementation grants to community-based organizations for the development of comprehensive neighborhood programs, with effective schools at the center.
Effective Teaching and Learning: Science, Technology, Engineering, and Mathematics (STEM)
FY 2011: $300M:
Supports State and local efforts aimed at implementing and supporting a comprehensive STEM strategy for the provision of high-quality STEM instruction and support to students from prekindergarten through grade 12 by funding the competitive grant program at
Effective Teaching and Learning: Literacy
FY 2011: $450M:
Supports State and local efforts aimed at implementing and supporting a comprehensive literacy strategy that provides high-quality literacy instruction and support to students from prekindergarten through grade 12
Raise the bar for all students. Close the gap .
Tight on goals . Loose on means .
Foster innovation and reward success .
Build on the four assurances .
Four Assurances Raise standards and improve assessments . Recruit, retain & support effective educators , and ensure equitable distribution. Build robust data systems that track student progress and improve practice. Turn around low-performing schools , focusing on dropout factories and their feeder schools.
Alignment of standards and assessments
Coordination of professional development
Integration of high-quality early learning programs into school reform efforts
High-quality early learning approaches
Continued Title I Support of Preschool
A Birth-Through-College-to-Career Agenda
Promise Neighborhood grants
Comprehensive Education Reforms
Race to the Top
Innovation in Early Learning
Investing in Innovation (i3)
Supports early learning professionals
Joint Professional Development
Expanded Administrators’ Knowledge of Early Learning
Support for Teachers of Young Children .
Expands learning opportunities for young children
Seamless Transitions and Improved Coordination
Strengthened Literacy and STEM P-12 Plans
Increased Learning Time for Young Children
Comprehensive Early Learning Assessment Systems
Looking at Assessment
The process of collecting, interpreting and evaluating evidence of learning in order to make informed judgments
An Assessment System
A coordinated system of assessments and strategies intended to collect information about the process and context of young children’s learning and development in order to make informed instructional and programmatic decisions.
To monitor the learning and development of children prior to third grade
To monitor program effectiveness and support continuous improvement
Types of Measures
How is Johnny doing?
Do all children have the basic health, social- emotional, and cognitive competencies needed to be successful in school?
Are children progressing along a trajectory that will lead to school success?
How is the program doing?
Does the program have sufficient resources (human/financial) to be successful?
Are program standards being met?
Are quality measures leading to improved outcomes for children?
Early Learning Standards: A comprehensive, well-articulated set of standards that define what children should know and be able to do.
Program Quality Standards : A comprehensive set of standards that describe program quality.
Assessments: Multiple approaches to documenting children’s learning and reviewing program quality.
Opportunity to learn: assessment of the environments in which children are spending time.
Inclusion: ensuring that all children served by the program will be assessed fairly, regardless of their language, culture, or disabilities.
Resources: Assurance of adequate financial resources to ensure the development and implementation of the system components.
Reporting: Maintenance of an integrated database of assessment instruments and results, accessible to potential users, that
provides information about how the instruments and scores relate to standards, and that
can generate reports for the varied audiences and purposes.
Professional Development: Ongoing opportunities at all levels to understand the standards and the assessments and to learn to use the data and data reports with integrity for their own purposes.
Monitoring and evaluation: Monitoring of the system itself to ensure continuous improvement.