Posted in Boston, Dept. of Elementary and Secondary Education, Federal, Funding, MA governor, MA Legislature, MA state budget, Pre-kindergarten, Strategies for Children, tagged #ece, #mapoli, #pre-K, #Ready4preK on January 31, 2017|
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Foreground: Representative Claire Cronin (D-Plymouth) speaking to Commissioner Mitchell Chester, Department of Elementary and Secondary Education. Background: TeeAra Dias, Preschool Expansion Grant Project Manager, Boston Public Schools.
“We now know there are more kids in more programs, but clearly not enough, clearly not enough,” Chris Martes, president and CEO of Strategies for Children, told the 100 participants at a meeting that was held last month in downtown Boston for the community teams from across Massachusetts that are focused on expanding preschool opportunities for children and families.
We’re including audio clips and photos from the event in this blog post.
Strategies for Children’s Amy O’Leary presents a brief history of state policy for early education and care.
Each team had received either federal Preschool Expansion Grant funds to add high-quality preschool seats (5 communities); state-funded preschool planning grants (13 communities); or both. Combined, these communities are Athol, Boston, Brockton, Cape Cod, Fall River, Holyoke, Lawrence, Lowell, New Bedford, North Adams, Pittsfield, Springfield, Somerville, and Worcester. (more…)
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Posted in Dept. of Elementary and Secondary Education, Family child care, Federal, K-12, National, Pre-K to 3, Pre-kindergarten, Professional development & preparation, Standards and curriculum, Strategies for Children, tagged #ece on September 29, 2016|
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Policy is changing for K-12 schools.
Chris Martes, president and CEO of Strategies for Children. Photo: Alyssa Haywoode
Here in Massachusetts, districts and schools are unpacking newly released MCAS and PARCC scores and deciphering what these scores mean for learning and accountability. At the same time, Massachusetts is developing a next-generation MCAS that will be administered in the spring.
On the federal level, the “No Child Left Behind” law was reauthorized as the Every Student Succeeds Act (ESSA); and state officials are working on our plan for this new law.
All of this is activity is important, but K-12 can’t achieve the success we all want without integrating early learning.
Learning begins at birth; the research on this point is clear. Children need a strong early learning foundation and a range of supportive efforts that stretch through their first eight years, from birth to third grade.
Despite the proven power of early learning, there are very few government mandates to provide these early learning supports. This absence does, however, (more…)
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How can states build strong P-3 systems — the educational pipelines that start before birth and carry babies through to the third grade?
David Jacobson, a senior project director at the Education Development Center, tackles this question in a new report — “Building State P–3 Systems: Learning from Leading States” — that was recently released by the Center on Enhancing Early Learning Outcomes (CEELO).
The report looks at the P-3 (prenatal to third grade) work being done in “three case study states,” Massachusetts, Oregon, and Pennsylvania, which “were chosen based on their experience implementing P–3 state policies and developing significant grant programs to fund regional and local P–3 partnerships.”
“I think the biggest overall take-away is that there is a great deal states can do to improve quality and provide continuity for children throughout the first 8-9 years of children’s lives,” Jacobson told us in an email. “We are learning how to go about this through the lessons provided by these leading states.” (more…)
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Photo: Kate Samp for Strategies for Children
“Melrose Mayor Rob Dolan said it took snow-removal savings from a nearly snowless winter for the city to be able fund free, full-day kindergarten back in 2012,” Wicked Local Melrose reported earlier this month.
“And while most kids in the commonwealth do have access to full-day kindergarten — 93 percent, according to the Department of Elementary and Secondary Education — for many it comes at a price, one that not everyone can pay. The result: some children across the commonwealth are reaping the benefits, and others are not.”
That’s a shame because as Amy O’Leary, director of our Early Education for All Campaign, told Wicked Local, “We know that full-day kindergarten makes a difference… It’s really about more time for quality instruction, more time for teacher and student interaction, learning the routines of the day. If you think about two-and-half hours versus six hours, there’s just more time for instruction and learning at your own pace.” (more…)
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