Early childhood expert and UVA dean, Robert Pianta, in The Hill:
“There is precious little evidence that boosts from pre-k are then followed by boosts in kindergarten, first, and second grades – the kind of cumulative impact that produces lasting increases in academic achievement.
So let’s stop thinking that pre-k, universal or targeted, is the silver bullet answer. And for every argument about expanding or improving pre-k, let’s add a focus on strengthening and aligning curricula across the early grades, which spans from pre-K through third grade. Young students need a consistent trajectory of educational experiences that builds on the preceding years—and informs what follows.”
Woohoo, Lancaster County, PA! What Friedman doesn’t say is that Lancaster County is gearing up for a comprehensive P-3 initiative. More to come about the Lancaster County approach to comprehensive P-3 in the coming months. For the connection between the kind of bi-partisan, place-based collective impact initiative Friedman describes and early childhood/P-3, see A Purple Agenda for (Early) Education.
The National P-3 Center is launching a new publication series, Framework in Action. Each brief in this helpful new series includes a short digest of the research, suggested starting points, common implementation pitfalls, indicators of progress, and examples of promising efforts and success stories.
The Center’s Director, Kristie Kauerz, provides the following introduction:
“The first in the series – Framework in Action: Administrator Effectiveness – addresses the important roles and responsibilities of elementary principals, Early Care and Education directors/managers (from PreK, Head Start, and child care), and other district-level or program-level administrators. Much attention, both positive and negative, has been paid to administrators’ effectiveness in supporting young children’s learning and in building alignment between the traditionally disparate systems of birth-to-five and K-12.
The Framework in Action series expands on the Framework for Planning, Implementing, and Evaluating P-3 Approaches (Kauerz & Coffman, 2013) and provides brief research reviews, practical strategies, and guidance for creating meaningful and tangible change in communities. Each Framework in Action corresponds with one of the eight buckets of alignment effort identified as essential to high-quality and comprehensive P-3 approaches.
A Framework in Action that corresponds with each of the remaining seven buckets will be released throughout the remainder of the year.”
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.
“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.”
“Education policy has become as polarized as the rest of American politics. In the new administration, disagreements over standards, funding, school choice, and students’ civil rights are sure to intensify. Yet despite this polarized state of affairs, liberal and conservative education priorities are converging in a number of important respects, driven in part by mounting research findings. Common ground is emerging where conservative commitments to character formation, strong families, and local solutions meet liberal commitments to services that help low-income families overcome obstacles to improving their quality of life.
Borrowing a term from the Harvard political scientist Robert Putnam, I suggest that a number of educational priorities, described below, are “purple”—they resonate with both red and blue constituencies. Further, these priorities animate a powerful reform movement that is spreading across the country ….”
I have strengthened the language around family engagement and support in the principles for effective P-3 partnerships and the associated theory of action graphic. You will see that I drew on a consolidated version of the renowned Head Start family and community engagement outcomes, which I think are right on-point and fit well within the context of the P-3 theory of action. Check out the Overview and/or the Full Explanation (a 12-minute read). Many thanks to my EDC colleague, Heidi Rosenberg, for her helpful suggestions.
Late last week I posted a new version of a theory of action and 7 principles for P-3 Community Partnerships. The aim of the piece is to help clarify the important role P-3 partnerships can play in improving outcomes for young children. Based on what we have learned about early learning partnerships around the country, I draw attention to a set of core strategies partnerships can employ in building the capacity of elementary schools, community-based preschools, and other P-3 organizations.
I want to mention that the Theory of Action page has been revised as well. This page provides an overview of the somewhat more detailed explanation in the post. The theme I use for the P-3 Learning Hub uses a relatively narrow column width for posts, which is intended to make reading easier. It may also make posts seem longer than they are, especially when compared to the wide columns in a report. With this in mind and following the lead of the blogging platform Medium, I’m going to start noting the expected reading time for more substantive posts. Medium calculates that the new post on Version 2.0 of the P-3 Theory of Action is a 12 minute read.
Finally, I included a footnote thanking a number of reviewers for their very thoughtful and enormously helpful feedback on the first version of the theory of action. I’d like to thank them here as well:
Laura Bornfreund, Elliott Regenstein, Angela Farwig, Kyrsten Emanuel, Lisa Hood, Karen Yarbrough, Chris Maxwell, Martha Moorehouse, Rebecca Gomez, Sara Vecchiotti, Naomie Macena, Joan Wasser Gish, Titus DosRemedios, Keri-Nicole Dillman, Sarah Fiarman, Rob Ramsdell, Joanne Brady, and Pat Fahey. Special thanks to Sarah Fiarman for in-depth conceptual and editorial support on this and related work over several years.
This post updates a theory of action and 7 associated principles that I first posted last year. I’ve revised a few of the principles, and the principles line up with the graphics much more clearly now. I also draw attention to three distinctive features of the theory of action. According to the blogging platform Medium, this post is a 12-minute read. See this page for an overview of the core ideas. Many thanks to friends and colleagues for all the helpful feedback. ¹
Over the last 10 years, research, policy, and expert opinion have converged on the idea that addressing achievement gaps requires a comprehensive focus on the first 8-9 years of life, beginning with prenatal care and continuing with high-quality supports through third grade (P-3). The goal of this work is to improve the teaching and learning of cognitive and academic skills while deepening supports for physical and mental health, social-emotional learning, and family partnerships.
Community partnerships of elementary schools, community-based preschools, and other organizations serving young children and their families have great potential for achieving this goal and addressing achievement gaps. When these organizations take concerted action around a common set of goals and strategies, they are among the most effective and powerful ways of improving educational outcomes for lower income children.
Quality Within, Continuity Across
In order for early childhood education and early elementary school to be most effective, communities need to address two obstacles. The quality of both early childhood and early elementary education is highly inconsistent, and the mixed delivery system is characterized by a high degree of fragmentation. Addressing these twin obstacles–inconsistent quality within organizations and fragmentation across organizations–requires a collective response on the part of communities, efforts that require state and federal support as well.
Communities need to raise the quality of education and care in the various community-based organizations and public elementary schools that serve young children and their families in their locale; they also need to create meaningful linkages that align and coordinate the work of these organizations. Developing this capacity requires partnerships of schools, community organizations and families focused on quality and continuity–what I call P-3 Community Partnerships.