Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
[GradNation Webinar] Achieving a 90 percent Graduation Rate: Meeting the Need...America's Promise Alliance
This month's GradNation webinar discussed the impacts of poverty and adversity on academic achievement and to two research-based strategies for supporting students. Participants learned about the research base that sheds light on how poverty, adversity, and outside-of-school factors impact students’ academic success. Guest speakers included Turnaround for Children and City Connects, two organizations that are successfully addressing adolescent needs outside of the classroom. Presenters shared lessons learned and resources from their models and offered insights into how the models could be replicated.
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
[GradNation Webinar] Achieving a 90 percent Graduation Rate: Meeting the Need...America's Promise Alliance
This month's GradNation webinar discussed the impacts of poverty and adversity on academic achievement and to two research-based strategies for supporting students. Participants learned about the research base that sheds light on how poverty, adversity, and outside-of-school factors impact students’ academic success. Guest speakers included Turnaround for Children and City Connects, two organizations that are successfully addressing adolescent needs outside of the classroom. Presenters shared lessons learned and resources from their models and offered insights into how the models could be replicated.
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
Measuring the social dimension of development corridorsTristan Wiggill
A presentation by Ms Rachel Tate (PhD Research: Leicester University) at the Transport Forum special interest group in collaboration with MCLI in Mbombela on 4 February 2016. The theme for the event was: "Transport Corridors".
The topic of the presentation was: "Measuring the Social Dimension of Development Corridors – Creating Impact for Communities".
More like this on www.transportworldafrica.co.za
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
NCFR 2021 Conference
The Science of Families: Nurturing Hope, Happiness and HealthSymposium 226-03: Impact of Science and Technology on Parenting and Services From an International Perspective, November 3, 2021
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Assignment Task PART 2Read a selection of your colleagues’ pos.docxrobert345678
Assignment Task PART 2
Read a selection of your colleagues’ posts.
Respond to at least two or more of your colleagues in any of the following ways in a 150 word response each:
· Explain an additional target area that would apply to both your and a colleague’s program or specialization.
· Offer additional support or a reference to the data to support your colleague’s target area(s).
Katheryn Gonzales
Data collection can have a significant impact on making educational and social changes for a community. According to Gonzalez-Sancho & Vincent-Lancrin (2016), longitudinal data systems incorporating administrative records, learning management platforms, and analysis and reporting tools provide significant feedback to stakeholders and diagnostic tools to help create system change. The need for longitudinal data comes from the fragmented approach of data collection that makes it difficult for policymakers, school districts, and all stakeholders to analyze and utilize data that regularly comes from educational institutions.
Grand City has collected data over time and from many different platforms, including demographics, graduation rates, test results, family information, occupational information, educational information, and early childhood educational data. Using this data, the Grand City Task Force can look for trends, compare data, and aggregate data from many sources to address different areas of concern and questions presented to the task force (Gonzalez-Sancho & Vincent-Lancrin, 2016).
Based on my specialization, Early Childhood Education, I find that three areas that need improvement include: increasing the amount of children ages three to five years old who attend preschool, increasing the amount of subsidized preschool and daycare, and working with the community outreach center to advance early literacy to improve overall K-12 English Language Arts test scores.
The first area that needs improvement is increasing the number of incoming kindergarten students attending preschool. The current data from Grand City shows that only 43% of incoming kindergarten students have participated in preschool (Walden University, 2016b). Research suggests that phonological awareness at the preschool level is a predictor of early learning success (Callaghan & Medelaine, 2012). Students who lack quality literacy instruction are at risk for future academic struggles.
Grand City data indicates a low level of students who meet the academic benchmark in English Language Arts test scores. 3rd – 5th-grade students scored as meeting or exceeding the benchmark at 25.7%. The percentage of students who scored as meeting or exceeding the standard in grades 6th – 8th dropped to 19.7%, and the rate of 11th-grade students scoring as meeting or exceeding the benchmark dropped even further to 13.5% (Walden University, 2016b). To begin to make a positive change, the Early Childhood Center and the Early Childhood Program Association will need to work with Grand City’s Community.
Report Card on American Education: Ranking State K-12 Performance, Progress, ...ALEC
The 17th edition of the Report Card on American Education contains a comprehensive overview of educational achievement levels (performance and gains for low-income students) for the 50 states and the District of Columbia (see full report for complete methodology). The Report Card details what education policies states currently have in place and provides a roadmap for legislators to follow to bring about educational excellence in their state.
Focusing on the reforms recently enacted in Indiana, and with a foreword by Indiana Governor Mitch Daniels, this Report Card on American Education examines the experiences other states can learn from the struggles and triumphs in Indiana.
For more information, please visit www.alec.org.
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
Features MPM's K-12 Journey Map and a discussion of mentoring's impact on youth academic outcomes. Quality In Action webinar, hosted monthly by Mentoring Partnership of Minnesota. June 2, 2010.
Engaging Families of Color- Education IssueSuzeth Dunn
This slide show was to share best practices around how to engage families of color around the issue of education. When you genuinely engage families, this has a direct positive outcome on the child's academic success.
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Similar to The Impact of Policy on the Class of 2027 (20)
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
CBO’s Outlook for U.S. Fertility Rates: 2024 to 2054
The Impact of Policy on the Class of 2027
1. Jim Squires, Ph.D. Senior Research Fellow National Institute for Early Education Research Center on Enhancing Early Learning Outcomes Early Childhood Common Agenda Forum South Carolina Children’s Trust Columbia, SC November 2014
The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina
2. The Race is On
Tough Choices, Tough Times (2007)
National Center on Education and the Economy
3. www.ceelo.org | www.nieer.org
5
9.3
29.4
21.3
8.9
16.6
9.5
Educational Attainment in South Carolina (percent)
<9th grade
<HSD
HSD/GED
Some college
AA
BA
Graduate
Source: 2013 American Community Survey,
US Census Bureau
12. You already know . . .
The early years are learning years.
Children haven’t changed; childhood has.
Kindergarten is too late for many children.
The investment to provide early education is great; the costs of not doing so are staggering.
We cannot take cautious baby steps and expect the Class of 2027 to be prepared to thrive in the 21st century.
15. What Young Children Need
To develop positive characteristics, all children need
1) Good physical health
2) Unhurried time with caring parents and family
members, and stability of child care providers
3) Responsive caregiving from parents and providers
4)Safe and supportive environments
5) Attention to specialized needs.
Zero to Three/National Center for Clinical Infant Programs. (1992). HeartStart: The emotional foundations of school readiness. Arlington, VA: Author.
20. Dimension of Readiness
Physical well-being and motor development
Social and emotional development
Approaches to learning
Language, literacy and communication
Cognition and general knowledge
21. Benefits of Quality Early Education
Improved school performance & behaviors
Reduce special education interventions
Higher graduation rates, including college
Increased earnings
Healthier behaviors
Lower rates of criminal activity
Lower reliance on public assistance
Taxpayer savings
23. ECE Consensus Letter from Researchers
Quality early childhood education can reduce the achievement gap.
Access to quality early childhood education is essential.
Develop the whole child with quality programs.
Quality programs include health and home.
Quality programs can be brought to scale.
Quality programs produce quality life outcomes.
Quality early childhood education benefits children from diverse family backgrounds and circumstances.
Investing in quality early childhood education pays off.
Critics of greater investment ignore the full body of evidence.
www.ceelo.org | www.nieer.org
24. Preschool programs in the US produce long-term gains (123 studies since 1960)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Treatment End
Ages 5-10
Age >10
Effects (sd)
Age at Follow-Up
All Designs
HQ Designs
HQ Programs
Camilli, G., Vargas, S., Ryan, S. & Barnett, S.. 2010. Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development.
25. Elements of Quality
Staff-child ratios and group size
Staff qualification level and specialized training with support
Staff gender and diversity
Staff compensation
Program duration
Curriculum with intentional, appropriate instruction
Physical environment
Organisation for Economic Co-operation and Development (OECD). 2012. Starting Strong III: A quality toolbox for early childhood education and care.
26. Measuring Quality
www.ceelo.org | www.nieer.org
Hamre, B. et al. (2009) Measuring and improving classroom interactions in early childhood settings. Charlottesville, VA: Center on Advancing Student Teaching and Learning/UVA.
27. Benefit – Cost Ratio
Lynch, R. (2007). Enriching children, enriching the nation: Public investment in high-quality prekindergarten. Washington, DC: Economic Policy Institute
28. Enriching Children, Enriching South Carolina
Lynch, R. (2007). Enriching children, enriching the nation.
Washington, DC: Economic Policy Institute.
29. Returns to a Unit Dollar Invested
www.ceelo.org | www.nieer.org
32. Pre-K Funding Increased (Sort of)
Total state pre-K funding increased by $30M (adjusted for inflation)
Funding per child now $1,000 below level a decade ago
State funding per child increased in 11 states; dropped in 20
In 5 states per-child spending fell by 10% or more; 5 states increase
33. Enrollment Declined for Class of 2025
9,000 fewer 4-year-olds served in 2012-2013
11 states enrollment declined
20 states increased enrollment
36. Quality Standards Checklist
Policy
Benchmark
Of the 53 pre-K initiatives, number meeting benchmark
Early learning standards
Comprehensive
53
Teacher degree
BA
30
Teacher specialized training
Specializing in pre-K
45
Assistant teacher degree
CDA or equivalent
15
Teacher in-service
At least 15 hours/year
42
Maximum class size
20 or lower
45
Staff-child ratio
1:10 or better
46
Screening/referral and
support services
Vision, hearing, health; at least 1 support service
33
Meals
At least 1/day
25
Monitoring
Site visits at least every five years
32
40. P – 3rd Grade:
A Different Way of Thinking
Source: Early Childhood Systems Working Group
41. Across
Within
P-3 Improves Each Grade Level and Aligns Across Grade Levels
Within
Within
Within
Within
0-3
FDK
1st Grade
2nd Grade
3rd Grade
PreK
Within
Birth-to-Five System
K-12 System
Source: Kristie Kauerz, Ph.D., Univ. of Washington
42. Cross-Sector Work
Administrator Effectiveness
Teacher Effectiveness
Instructional Tools
Learning Environment
Data-Driven Improvement
Family Engagement
Continuity and Pathways
Kauerz, K. & J. Coffman. (2013). Framework for planning, implementing and evaluating P – 3rd grade approaches. Seattle: Univ. of Washington.
P – 3rd Grade Approach
43. Whose Teaching Our Children?
K – 12
Pre-K
Head Start
Child Care
Education
93% BA
48% MA
58% BA / 85% Specialization
66% BA (any field)
17 states req. <HSD, 14 HSD, 1 BA
Pay
Pre-K $53K ($30.83/hr)
Elem $56K ($32.63)
School
$19.40 – 22.90
Non-school
$14.40 – 19.00
$15.50 – 18.20
$13.70 – 17.10
Turn-over
15% annually
Unavailable; Historically 30%
Recruitment
Harder for low- income/high poverty areas
Harder due to low pay; Lowest paying major in college
Even harder
Harder still
www.ceelo.org | www.nieer.org
Whitebook, M. (Sept. 2014). Building a skilled teacher workforce: Shared and divergent challenges in early care and education and in grades K – 12. Berkeley, CA: Center for the Study of Child Care Employment.
44. Recent Federal Initiatives
Race to the Top Early Learning Challenge
CA, CO, DE, GA, IL, KY, MD, MA, MI, MN, NJ,
NM, NC, OH, OR, PA, RI, VT, WA, WI
Preschool Development and Expansion Grants
SC- potentially $17.5M for 4 years
Preschool for All
State-federal partnership
Improve quality/expand access
Infants/Toddlers
Preschool
Full-Day Kindergarten
45. Other Voices
“The children of today are the workforce of tomorrow, and unless we support them with early childhood education, the future workforce will not be of the size and ability to meet the needs of a global economy. James Rohr, Chairman and CEO, PNC Financial Services
“Corrections is always remedial because crimes have already been committed and innocent people hurt. Early learning for young children is a real opportunity to make a dramatic shift toward prevention.” Sheriff John Lovick, Washington State
"As Former Chairmen of the Joint Chiefs of Staff, it’s clear to us that our military readiness could be put in jeopardy given the fact that nearly 75 percent of young Americans are unable to serve in uniform. We joined Mission: Readiness because we believe that investing in our children through early education is not a Republican issue or Democratic issue. It’s a plain common sense issue critical to our National Security." General Henry H. Shelton &
General John M. Shalikashvili
46. Looking Better for the Class of 2027
Resources are slowly increasing with an improving economy and bipartisan leadership.
Quality is stronger; results are improving.
Access lags behind but more state leaders are on board.
Legislative initiatives reflect priorities.
First years programs- Home visiting
New or expanded pre-K; Voluntary, universal access
Full-day Kindergarten
3rd Grade Reading Proficiency
Support for English language learners
Public will is mounting to tackle the opportunity gap.
47. Beyond the Class of 2027: The Road Ahead
Institutionalize P-20 thinking.
Build public will and responsive leadership.
Design an effective, accountable P-3 early development and learning system with stable, sufficient funding.
Build upon mixed model, private-public partnerships & effective parent engagement.
Achieve voluntary UPK for a diverse 21st century population.
Solve the “opportunity gap” early to diminish the achievement gap.
48. What Can You Do?
Policymakers and policy influencers
Researchers
Program administrators
Providers/Educators
Parents
www.ceelo.org | www.nieer.org
49. For more information: jsquires@nieer.org www.nieer.org www.ceelo.org
“What one loves in childhood stays in the heart forever.” Mary Jo Putnam- American novelist