This report shares findings from an evaluation of First 10 implementation in Rhode Island, specifically in the communities of East Providence, Johnston, and Woonsocket. It assesses each communities’ progress toward their goals; shares feedback on team collaboration and relationships; describes sustainability plans; and offers formative feedback to improve First 10 and RIDE support.
This evaluation brief by the American Institutes for Research® (AIR®) shares findings from the first year of implementation in Michigan communities. First 10 pilot sites addressed barriers that limit families’ access to school readiness services; aligned pre-K and Kindergarten practices; and improved collaboration among schools, early childhood programs, and community partners; among other successes.
This study examines First 10 Schools and Communities—coordinated efforts taking place around the country to improve teaching, learning, and care during the first decade of children’s lives. First 10 Schools and Communities bring together school districts, elementary schools, and early childhood programs to improve the quality of education and care for young children and their families. They work to improve teaching and learning, deepen partnerships with families, and provide comprehensive services for children and families. First 10 initiatives take two basic forms: First 10 School Hubs are anchored by a single elementary school, which provides direct support to families and collaborates with nearby early childhood providers. First 10 Community Partnerships bring together multiple elementary schools, school district leaders, and early childhood programs to improve the quality and coordination of early childhood education and care throughout a geographic area or community.
Maine chose to use the First 10 framework to guide and structure an inter-agency team and a companion initiative in 13 communities throughout the state. First 10 partnerships bring together school districts, elementary schools, early childhood programs, and community agencies to improve the quality and coordination of education and care for young children and their families. They work to improve teaching and learning, deepen partnerships with families, and provide comprehensive services for children and families. David Jacobson provided technical assistance to Maine’s state and local teams in support of this initiative.
This report provides three case studies to address a central question: How can states support P–3 system building at both state and local levels? The three case-study states—Massachusetts, Oregon, and Pennsylvania—were chosen based on their experience implementing P–3 state policies and developing significant grant programs to fund regional and local P–3 partnerships.
