See my Education Week Commentary on bridging the gaps between early childhood, elementary school, and health and human services. Please join me in getting the word out and supporting these important collaborations. In addition to the leading edge communities I mention in the essay, 13 communities in Maine and 13 in Pennsylvania are implementing First 10 initiatives, with more to come in Alabama and Rhode Island.
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.
Economist James Heckman and businessman J.B. Pritzker writing in The Hill:
“The push for high-quality universal pre-K for four-year-olds, now embraced by a growing number of political and thought leaders, is strangely isolated from the movement supporting child care for working mothers. Focusing solely on four-year-old children may make for good politics, but by itself it falls short. Good policy takes into account the science of early childhood brain development, the needs of working mothers with younger children, and provides disadvantaged infants and toddlers with the high-quality child care that has been proven to promote success in school and later on in life.”
Find the article here: https://go.edc.org/ug1v
See this strong statement with a helpful review of the evidence from the Brookings Institution.
“As Betsy DeVos ascends to the role of secretary of education amidst partisan rancor, she would do well to embrace early childhood education, an issue offering an oasis of bipartisan support. Ninety percent of voters, regardless of party affiliation, endorse quality early childhood education with expanded access and affordability for children from low- and middle-income backgrounds, according to a 2016 national poll by the First Five Years Fund. Early childhood education is a strong investment in our nation’s future, as cost-benefit estimates report societal savings of up to $13 for every dollar spent on quality early childhood programs. But how can we convince policymakers to increase investment in early care and education and improve life outcomes for at-risk children?
The scientific evidence offers clear direction about what works for long-term payoffs in school readiness and life beyond the classroom. Three areas are pivotal to achieving that end: (i) early access to programs that serve children age 0-3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher-child interactions that promote higher-order thinking skills, low teacher to child ratios, and ongoing job-embedded professional development.”
See the article here: https://go.edc.org/kbkq
From the Washington Post:
“Nobel Prize winner James Heckman’s research has played an important role in establishing that high-quality public preschool for 3- and 4-year-olds can more than pay for itself over the long term, as low-income children who attend are more likely to live productive lives. It’s an economic argument that has persuaded lawmakers from both parties to support early education initiatives.
Now Heckman has released new research showing that the return on investment is even higher for high-quality programs that care for low-income children from infancy to age 5. Children in such zero-to-five programs are more likely to graduate from high school, less likely to be incarcerated than their counterparts who stayed home or enrolled in low-quality programs, had higher IQs and were healthier during the course of their lives, according to the study released Monday.
All of that taken together leads to a significant savings to society, the study found.
The rate of return on the public investment in zero-to-five programs is 13 percent per year, Heckman and his colleagues estimate, up from an estimate of 7 percent to 10 percent per year for preschool programs that start at age 3.”
The Center for American Progress has released a new report, “Emerging State and Community Strategies to Improve Infant and Toddler Services.” The report makes policy recommendations for financing and aligning infant-toddler services and includes examples of both state and community initiatives that target high-needs neighborhoods.
Decades of research on brain development and outcomes from early learning interventions have clearly demonstrated that children thrive when they have consistent access to high-quality early childhood programs starting at birth or even before and continuing until they enter kindergarten. Yet too often, programs that target young children provide services in isolation, are underfunded, and fail to meet the needs of all eligible families. Creating a continuum of services that are intentionally aligned to reach children for as long as possible can help ensure that early childhood services and programs effectively support all aspects of young children’s healthy development.
Also see Eye on Early Education’s piece on the Massachusetts Reading Corps:
“But are we really meeting the needs of the people we’re serving?”
That’s what Shannon Langone wanted to know in 2007 when she started working for the AmeriCorps program at Springfield College.
“What can we do that we know will work?” she wondered and set out to find ways to make a measurable difference for school children.
She found an answer in the Midwest: the Minnesota Reading Corps.
And as another indication of the growing recognition of the importance of social-emotional skills: