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Archive for the ‘Full-day kindergarten’ Category

Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

The Massachusetts FY17 state budget eliminates funding for full-day kindergarten grants, an important program that supports kindergarten quality and districts’ transition from half- to full-day programs. Now local officials are responding to the news.

“More than $18 million has been slashed from a state program to expand full-day kindergarten, which could put a new strain on school districts’ already cash-strapped coffers,” the Gloucester Times reports.

“If unchanged, the cuts essentially gut funding for a full-day kindergarten program, forcing communities that depend on the money to trim their own budgets or otherwise make up the costs.

“School administrators are lobbying to restore the funding.

“Tom Scott, executive director of the Massachusetts Association of School Superintendents, said the cuts will hurt, especially because many school districts have been expecting that money to cover full-time kindergarten costs for the coming year.” (more…)

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Photo: Kate Samp for Strategies for Children

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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Governor Charlie Baker. Photo: State of Massachusetts website.

Governor Charlie Baker. Photo: State of Massachusetts website.

Yesterday, Massachusetts Governor Charlie Baker released a $39.6 billion state budget proposal for fiscal year 2017.

“This year’s budget sets the table for fiscal responsibility and a strong economic environment, without raising taxes or fees on our hardworking families,” Baker said in a press release. Baker is also trying to close a $635 million budget gap.

This proposal “continues the multi-year effort of bringing state spending in line with revenues, significantly reducing the state’s reliance on one-time solutions, and budgeting for a sizable deposit into the stabilization fund.” (more…)

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Chad d'Entremont, executive director of the Rennie Center. Photo: Rennie Center for Education Research & Policy

Chad d’Entremont, executive director of the Rennie Center. Photo: Rennie Center for Education Research & Policy

 

“Cognitive and non-cognitive skills are inextricably linked,” Harvard’s Nonie Lesaux said during a panel discussion at the Condition of Education event hosted by the Rennie Center for Education Research and Policy.

There’s a growing consensus in education that children can’t develop strong cognitive skills without non-cognitive “soft skills” such as focus, persistence, and getting along with others. Indeed, the two categories of skills may be more linked than we realize.


 

Last week, the Rennie Center released the findings of its 2016 “Condition of Education in the Commonwealth” report at an event in Boston’s Omni Parker House Hotel. This year’s report focused on social-emotional learning, a hot topic among educators, parents, and researchers. The topic was so hot that #COE2016 was trending on Twitter during the event.

Covering education trends from birth to college and beyond, Rennie’s work includes a focus on high-quality early education. (more…)

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Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

States face a persistent problem: Classrooms full of children who struggle to read.

“Only about one-third of all children attending school in the United States can read proficiently by fourth grade,” the New America foundation explains on its website. “The numbers are even more dismaying for our most vulnerable students. How can state policymakers lessen the achievement gap and improve literacy outcomes for all children?”

To find answers, New America has taken a look at all 50 states’ birth-to-third-grade policies.

The resulting report is a ranking of states called, “From Crawling to Walking: Ranking States on Birth- 3rd Grade Policies that Support Strong Readers.”

“Accompanying the research are interactive maps of state progress displayed via New America’s data visualization and policy analysis tool, Atlas.” This is an easy, graphic way to access findings for individual states. (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Last week, on Friday, July 17, 2015, Governor Charlie Baker signed the fiscal year 2016 state budget into law. This budget has $162 million in line-item vetoes.

The vetoes include a $5 million reduction in funds for early education and care programs, as well as a $17.6 million reduction for full-day kindergarten grants.

The Legislature can vote to override these vetoes. But legislators need to hear your encouragement.

Please take a moment to send them an email and ask them to support early education funding in fiscal year 2016.

Thank you.

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

Play is making a comeback in kindergarten classes located in the Maryland suburb of Pasadena, according to a recent New York Times article, “Kindergartens Ringing the Bell for Play Inside the Classroom.”

But support for play varies based on class-related ideas about what children need most: more play or more academics.

Describing Pasadena’s new approach to play, the Times writes:

“Mucking around with sand and water. Playing Candy Land or Chutes and Ladders. Cooking pretend meals in a child-size kitchen. Dancing on the rug, building with blocks and painting on easels.

“Call it Kindergarten 2.0.”

“Concerned that kindergarten has become overly academic in recent years, this suburban school district south of Baltimore is introducing a new curriculum in the fall for 5-year-olds. Chief among its features is a most old-fashioned concept: play.”

Some teachers are excited about the new approach.

“But educators in low-income districts say a balance is critical,” the Times notes. “They warn that unlike students from affluent families, poorer children may not learn the basics of reading and math at home and may fall behind if play dominates so much that academics wither.” (more…)

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