The P-3 Learning Hub is changing its name. We are now called First 10.
For the past two years I have been working on a study funded by the Heising-Simons Foundation. The study investigates community initiatives that combine improving teaching and learning in the early grades with strong family partnerships and comprehensive services—all underpinned by a deep commitment to educational equity. The study provided a great opportunity to talk with community leaders in 18 communities throughout the country and conduct site visits to six of them. The innovative work these communities are doing is inspiring.
My experience learning about these communities has convinced me that we need a new name for this powerful combination of strategies. Further, the name needs to communicate the importance of collaboration between school districts, elementary schools, and other early childhood organizations and programs. As I explain here, I follow Arthur Reynolds and Judy Temple in defining early childhood as roughly the first decade of life, and with this in mind I call these important community initiatives First 10 Schools and Communities.
The study will be released on April 30 at a live-streamed panel event at New America in Washington, DC. (I will post the invitation to the event next.)
The report includes 7 key findings regarding First 10 initiatives. Informed by the experiences of the communities I profile in the study, I propose a new theory of action that outlines the roles that First 10 Schools and Communities can play to improve teaching, learning, and care in the first decade of children’s lives.
Moving forward, this website and the related research and technical assistance projects my colleagues and I do will focus on supporting First 10 initiatives. (And by the way, the url you have been using will continue to work, but our primary domain is now first10.org.)
Just out in Kappan magazine:
“In many cities and towns across the United States, elementary schools are forging deeper partnerships with families and community organizations well before children arrive at kindergarten. The aim of this work is to improve children’s experiences and family engagement and support along the entire continuum from prenatal care through grade 3 and beyond.
This potent combination of educational supports and family services is the single best strategy we have to address pernicious opportunity gaps and raise achievement for low-income children. Communities such as Cincinnati, Ohio; Omaha, Neb., and Multnomah County, Ore., are embracing this approach to tackle persistent poverty, family instability, the hollowing out of the middle class, and the demand for a more highly skilled workforce.”
You can find the full article here.
The Latest from Child Trends:
“A new Child Trends report finds growing evidence for the effectiveness of a rapidly expanding approach to educational achievement. Integrated student supports (ISS) promote students’ academic success by connecting them with nonacademic resources that support the whole child, including secure housing, medical care, tutoring, food assistance, and other supports.
The report comes as states and school districts begin to implement the federal Every Student Succeeds Act, which explicitly encourages the use of ISS models. It finds that students’ participation in effective ISS interventions can have long-term benefits and provides an overview of effective models for policymakers, funders, and practitioners to examine as they try to build high-quality programs.”
“A community school is both a place and a set of partnerships with local organizations intended to deliver health, social and recreational supports for students and their families. The idea of a school that serves as a neighborhood hub holds widespread appeal, and 150 school districts, including Chicago, Baltimore, Cincinnati, Albuquerque, Tulsa, Okla., and Lincoln, Neb., have bought into the idea.”
NY Times: https://go.edc.org/ilob