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.
- See page 4 for discussion of Massachusetts’ Birth–3rd alignment work in Boston and Lowell, drawn from the Learning Hub’s posts on The Boston K1DS Project and Building a Common Vision of Quality.
- 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.