Marc Tucker on David Driscoll’s new book about the Massachusetts experience and on 9 Building Blocks of World Class Education Systems. Fully agree that David Driscoll “is such a decent, caring human being, overflowing with that most uncommon quality: common sense as well as a vast horde of carefully considered experience.”
See the 9 Building Blocks, including numbers 1 and 2.
Another example of the potential for bi-partisan support of early childhood programs (in line with A Purple Agenda for (Early) Education).
From Education Week’s Early Years blog:
“Proving that leaving Congress sometimes makes it easier to find bipartisan accord, former Democratic Rep. George Miller, of California, and former Republican Sen. Rick Santorum, of Pennsylvania, have come together to back a dozen child-related policies they say can be supported on both sides of the aisle.
Among the policy recommendations:
- Increase the value of, and access to, the federal Child Care Tax Credit.
- Reauthorize the federally-funded home-visiting program. (Funding for that program expired at the end of September.)
- Create a competitive-grant program to encourage states to design state-level tax programs that increase access to high-quality early-childhood programs.
- Encourage states to establish minimum levels of training and competencies for their child-care workforce and to improve professional development systems for the child-care workforce in ways that have been shown to impact child outcomes.
The full report offers more recommendations and rationales on why these particular recommendations should be adopted quickly.”
“The US is one of the only developed countries in the world without a child allowance — a government program giving every family a set amount of money per child, no strings attached.
A new proposal by Democratic Sens. Michael Bennet (CO) and Sherrod Brown (OH) would change that. The American Family Act of 2017 would dramatically expand the child tax credit, which currently offers up to $1,000 a year for families with significant earnings but little or nothing for many poor people, to pay:
- $3,000 per year, or $250 per month, per child ages 6 to 18
- $3,600 per year, or $300 per month, per child ages 0 to 5
The benefits would be distributed monthly, in advance, so that families can pace out their spending and smooth their incomes. Because the CTC, like the earned income tax credit, is currently paid out through tax refunds, it sometimes leads to a perverse situation in which families use it to pay down debt they never would’ve had to incur if they’d gotten the money earlier.”
From Vox: https://go.edc.org/2rwq
“When you compare the U.S. social welfare system with those of other wealthy countries, what really stands out now is our neglect of children. Other countries provide new parents with extensive paid leave, provide high-quality, subsidized day care for children with working parents and make pre-K available to everyone or almost everyone; we do none of these things. Our spending on families is a third of the advanced-country average, putting us down there with Mexico and Turkey.”
Paul Krugman, NYT: What’s Next for Progressives
My colleague Diane Schilder and I briefed Massachusetts lawmakers last Thursday on the latest research and thinking regarding QRIS and P-3 partnerships. I was pleased to see how much interest there is in improving quality and supporting community P-3 initiatives. See this short write-up of the event.
In case you had trouble accessing my recent commentary in Education Week, Preschool Matters Today has now re-published it: A Purple Agenda for (Early) Education.
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
The Build Initiative has published a report on the impact of the US DOE’s Race to the Top–Early Learning Challenge (ELC) in states around the country. The report, “P-3 Reform in Vision and Practice,” was written by Kate Tarrant and is a chapter in the Build Initiative’s E-Book, Rising to the Challenge: Building Effective Systems for Young Children and Families. (Italics denote quotations.)
A few highlights:
- Over the course of three rounds of ELC competitions, the encouragement states received to address connections between early childhood and early elementary education became increasingly significant.
- According to Rolf Grafwallner, Maryland Assistant State Superintendent, Leadership Academies for early and elementary educators are “getting us to shift from birth-to-five to birth-to-eight and not only in vision but in practice.”
- Recognizing that communities have unique cultures, resources, schools, programs, children and families, and priorities, states devolved P-3 planning and implementation to communities and encouraged experimentation at the local level.
- The concurrent development or expansion of early childhood comprehensive assessments and kindergarten entry assessments (KEA) has created an opportunity to link expectations between early childhood and the elementary school years.
ELC states are documenting lessons learned for P-3.
ELC state leaders are thinking … about the coherence among policy initiatives. New Jersey’s Vincent Costanza put it this way: “With so much happening in the three-eight space, we need to be intentional about how the pieces fit together. There is a missed opportunity if we don’t help educators see the connections between initiatives like teacher evaluation, Common Core, and KEA.” … When the systems are not aligned, multiple initiatives can create complex and burdensome demands for teachers and school administrators and undermine their support of the P-3 work.