The Federal Government Supporting Childrn's  Success
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The Federal Government Supporting Childrn's Success

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The Federal Government Supporting Childrn's  Success The Federal Government Supporting Childrn's Success Presentation Transcript

  • THE FEDERAL GOVERNMENT SUPPORTING CHILDREN’S SUCCESS
  • Why are Federal Agencies so involved in programs that support and educate children and families? What are the essential purposes of federal programs that serve young children and their families? F O C How are Federal Agencies transforming U early childhood S education? What are the basic issues involved in the federal funding and control of early childhood?
  • REASONS There is growing recognition by the public and politicians that learning begins at birth long before children enter school. What children learn or don’t learn before they enter school helps determine how successful they will be in school. View slide
  • Increasing numbers of working parents want their children in quality care and educational programs. Early childhood programs are being used to care for children whose parents are participating in work-training programs as part of welfare reform. View slide
  • The public Politicians and genuinely public are dissatisfied cares about with the education and growing number is willing to of children who support it are failing at with higher reading and writing. taxes.
  • “ECONOMIC OPPORTUNITY ACT OF 1964” > Beginning of federal political and financial support
  • NO CHILD LEFT BEHIND ACT OF 2001 (NCLC ACT) > Federal Law passed in 2001 that significantly influences early childhood education.
  • Accountability Professional development A focus on the Parental works Education technology involvement literacy 6 FUNDAMENTAL ARES OF THE NCLB ACT
  • 2 0> 0> 2 President george w. Bush signed the bipartisan No Child Left Behind Act (NCLB) Brought the Republican and Democrats to expand opportunities for American children
  • * NCLB has worked for children of all background, in every part of the country * NCLB put America’s School on a new path of reform and a new path to results, via four key principles
  • 4 K E Y P R I N C I P L E S Every child can learn, we expect every child to learn, and we must hold ourselves accountable for every child’s education. Government must trust parents to make the right decisions for their children. NCLB established the principle that Federal funding should be invested in programs that have rigorous research demonstrating their effectiveness. The Federal government must trust local educators and provide flexibility to States and school districts.
  • > Strengthening NCLB for the FUTURE BUILDING ON RESULTS: A Blueprint for Strengthening the No Child Left Behind Act
  • LITERACY AND READING FIRST > by ensuring that every child can read on grade level by the end of third grade
  • TIMELINE OF MAJOR FEDERAL PROGRAMS FOR EARLY CHILDHOOD TO UP 2010
  • Programs Administered Through the Department of Health and Human Services >>> HEAD START( 1965) -- Funded by U.S. Dept. of Health and Human Services to provide children from low-income families free access to early education. It also includes children who are at risk and with disabilities.
  • Five objectives for Head Start in the Program Performance Standards >>> Enhance children’s growth and development >>> Strengthen families as the primary nurturers of their children >>> Provide children with educational, health and nutritional services
  • >>> Link children and their families to needed community services >>> Ensure well-managed programs that involve parents in decision making
  • Nine Standards of Learning or indicators for children enrolled in Head Start >>> Develop phonemic, print and numeracy awareness >>> Understand and use language to communicate for various purposes
  • >>> Understand and use increasing complex and varies vocabulary >>> Develop and demonstrate an appreciation of books >>> In the case of non-English background children, progress toward acquisition of the English language
  • >>> Knows that the letters OF the alphabet are a special category of visual graphics that can be individually named. >>> Recognize a word as a unit of print >>> Identify at least ten letters of the alphabet >>> Associate sounds with written words
  • The actual framework is important because: --- It specifies learning outcome that are essential to children’s success in school and in life --- It assures that all Head Start children in all Head Start programs will have the same learning outcomes
  • --- It is and will continue to impact what children learn in all preschool programs, not just Head Start
  • Three Major Areas of GOOD START, GROW SMART Strengthen Head Start Partnering with states to improve early childhood education Providing information to teachers, caregivers, and parents
  • Government`s role in education is to support the implementation of the expended schools project and provide public schools with recreational and learning opportunities for all with a keen focus on giving children an excellent start in education. It also has an important role in aiding schools deliver their education strategy.
  • >>> EVEN START TITLE I, PART B (1988) -- Integrated early childhood education to lowincome parents for children birth through age 7, integrating adult education and early childhood learning with family literacy programs. -- promote healthy prenatal care for pregnant women, enhance the development of very young children, and promote healthy families
  • >>> early head start (1995) -- Funded programs for low-income families supporting 2 generations, usually mothers and infants and toodlers.
  • >>> CHILD CARE DEVELOPMENT FUND(CCDF) --- provides funding to states for child care, the majority of which is spent of which is spent on care for children ages five below --- assists low-income families, families receiving temporary public assistance
  • >>> Temporary assistance for needy families( tanf) --- administered through the states, provides nearly $4 billion for child care --- a recent resolution extended the TANF program through the end of 2002, allowing states the continued flexibility to transfer up to 30 percent of TANF funds to CCDF and to spend additional TANF dollars directly for child care
  • >>> social services block grant (ssbg) --- funds a broad range of social services and is another significant federal funding source of child care
  • Programs administered through the department of education >>> title I ( education for the disadvantaged) --- helps more than 300,000 children in high-poverty communities enter kindergarten with the skills they need to succeed in school --- many school districts are using this program to support preschool programs
  • >>> early reading first --- established in the No Child Left Behind Act, provides competitive grants to school districts and preschool programs, such as Head Start centers --- the grants fund the development of model programs to support the school readiness of pre-school-age children, particularly those from lowincome families
  • >>> even start --- is a family literacy program for lowincome families , particularly for parents eligible for services under the Adult Education and Family Literacy Act and their children from from birth through age seven --- it integrates early childhood education, adult education, parenting education, and integrative literacy activities
  • >>> special education preschool grants and state grants --- along with 6 percent of Special Education State Grants, provides formula grants to states for special education and related services for three to five-yearold with disabilities --- it provides a bridge between early intervention and elementary services
  • >>> special education grants for infants and families --- are formula grants that assist states in implementing a coordinated state wide system of early intervention services to children from birth through two years old with disabilities and their families
  • >>> the early childhood educator professional development program --- a competitive grant program enabling early childhood educators and caregivers working in high-poverty communities to participate in professional development activities that improve their knowledge and skills
  • Three sources of Public Funding for PreKindergarten Education
  • State Funding In 2011, 39 states provided Pre-K funding (the other 11 states were: Arizona, Hawaii, Idaho, Indiana, Mississippi, Mont ana, New Hampshire, North Dakota, South Dakota, Utah, and Wyoming). In fact, more children are enrolled in state funded PreKindergarten programs than in any other publicly funding Pre-K program, though the per-student amount varies dramatically in states from $2,000 to $11,000. State Pre-K funding goes to both community based organizations and school districts.
  • Federal Special Education ( IDEA) Funds for Pre-K One way in which the federal DOE has shown its commitment to early learning is by increasing the funding to both IDEA for Pre-K and federal Head Start over the last two years. In addition, there are other federal funding sources for Pre-K: social services programs, like the federal Child Care and Development fund, and federal Temporary Assistance to Needy Families.
  • Federal Head Start Funding With the numbers of children in poverty increasing and the need for more child development/child care services for lowincome families increasing, it is essential that Head Start be fully-funded to assure school readiness for all eligible children. It should be emphasized that parental involvement, which benefits both parents and children, is the critical component of Head Start.
  • CHANGE THE SYSTEM
  • The struggle for education reforms therefore goes side by side with the task of creating bigger social changes. It is anchored on the struggle to transform an unjust social system. In the long-run, we would like an educational system that is nationalist, scientific, and massoriented.
  • Education is nationalist if it is “based on the needs of the nation and the goals of the nation.” As eloquently said by Renato Constantino: The object is not merely to produce men and women who can read and write or who can add and subtract. The primary object is to produce a citizenry that appreciates and is conscious of its nationhood and has national goals for the betterment of the community.
  • Education is scientific if it propagates scientific thinking against superstition and subjectivism, integrates theory and practice, facilitates the free exchange and sharing of critical discourses, and contributes to national industrialization and the revival of domestic industries.
  • "Education Act of 1982" AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION. BATAS PAMBANSA BILANG 232
  • K-12 Education
  • “We can attain a more empowering education for the people only if we overhaul the rotten system and change society itself.”