Feeds:
Posts
Comments

Archive for the ‘Pre-K to 3’ Category

A series featuring communities that have a plan to expand preschool.

Photo: Courtesy of Stephanie Adornetto

 

In Pittsfield, we know how important early education is. Children who don’t get a strong start can’t read proficiently by third grade. In our city, 2017 MCAS data shows that only 44 percent of third graders are proficient in English and only 44 percent are proficient in math. We want to see these numbers improve because, to put it bluntly, children who struggle to read may also struggle to succeed.

Because helping children takes a team approach, in 2012, the Berkshire United Way formed Pittsfield Promise, a coalition focused on ensuring that our third-graders can read proficiently. To achieve this goal, members of the coalition work closely with early childhood programs, social service and health providers, businesses, and community members.

In 2016, Pittsfield was awarded a preschool expansion grant. We are using this funding to create a collaboration between the Pittsfield Public Schools and two local center-based early childhood programs.

In this mixed-delivery model, the Pittsfield Public Schools is the lead partner and fiduciary agent. (more…)

Read Full Post »

Photo: Alessandra Hartkopf for Strategies for Children

 

U.S Secretary of Education Betsy DeVos has approved Massachusetts’ plan for ESSA – the Every Student Succeeds Act. And as we’ve blogged, while ESSA covers K-12, it includes opportunities “to support the birth-through-grade-three continuum.”

In a press release, DeVos says:

“I continue to be heartened by the ways in which states have embraced the flexibility afforded to them under ESSA.”

“I want to thank Acting Commissioner Jeff Wulfson, Governor Charlie Baker and all the stakeholders that contributed to Massachusetts’ plan. This plan also serves as a testament to the leadership of the late Commissioner Mitchell Chester, who remains greatly missed.”

Submitted by the Massachusetts Department of Elementary and Secondary Education (ESE), the ESSA plan covers a number of goals for improving K-12 education that involve early education. (more…)

Read Full Post »

Screenshot of New America’s report.

 

What does high-quality pre-K look like?

It depends on where you look, according to a new report from the think tank New America.

“Since publicly funded pre-K programs are guided by varying intents, regulations, and funding approaches, there is little continuity in early learning. There are uneven standards for program quality, variable hours of coverage, incongruent eligibility requirements, and competing demands for accountability.”

Despite this “uneven” practice, the research does provide clear answers of what quality looks like.

To get a sharp picture of quality, New America’s report — “Indispensable Policies & Practices for High-Quality Pre-K: Research & Pre-K Standards Review” — “synthesizes recent meta-analyses and other studies” and “analyzes existing pre-K quality standards.”

Six themes emerged from this process: (more…)

Read Full Post »

Screenshot: The Ounce’s website

 

Like most states, Massachusetts has limited data on its birth-to-5 early education and care system, making it difficult for us to answer basic questions such as “Where are all the 4-year-olds?”

Elliot Regenstein wants to change that. He’s the plain-spoken author of “An Unofficial Guide to the Why and How of State Early Childhood Data Systems,” which was just released by The Ounce, a national nonprofit that advocates for children.

“This is not one of those policy papers that earnestly describes how the world is supposed to be—this guide is a zealous exploration of how the world actually is,” Regenstein, the director of policy and advocacy at The Ounce, writes.

The unofficial guide is one of a series of “policy conversations” that The Ounce is sharing to “rethink education.” The policy conversations cover “innovative ideas about how we can bridge the early education and K–12 systems, improving the quality and outcomes of both.”

How can data help this effort?  (more…)

Read Full Post »

Screenshot from the Annie E. Casey Foundation website

KIDS COUNT, a project of the Annie E. Casey Foundation, has released its annual Data Book. It’s a comprehensive look at children’s lives that’s meant to urge “policymakers not to back away from targeted investments that help U.S. children become healthier, more likely to complete high school and better positioned to contribute to the nation’s economy as adults.”

The Data Book has a mix of good and bad news: progress in some areas and lapses in others.

“The U.S. continues to have one of the highest child poverty rates among all developed countries,” Laura Speer, associate director of policy reform and advocacy for the Annie E. Casey Foundation, said in a press release. “This unfairly burdens our young people and the nation, costing an estimated $500 billion a year in reduced economic opportunities and increased health and criminal justice-related costs.” (more…)

Read Full Post »

Photo: Alessandra Hartkopf for Strategies for Children

The clock is ticking and the Campaign for Grade-Level Reading (CGLR) is busily working toward its goal to “increase by at least 100 percent the number of children from low-income families reading proficiently at the end of third grade” in a dozen or more states by the year 2020.

Back in 2012, CGLR, Strategies for Children, and five Massachusetts cities announced “the creation of a statewide network committed to aligning research, policy and practice to move the needle on third grade reading…”

Since then, CGLR has been active on multiple fronts. Here’s a roundup of some recent accomplishments. (more…)

Read Full Post »

Matt Deninger speaks about the Every Student Succeeds Act. Photo: Amy O’Leary for Strategies for Children

The Every Student Succeeds Act (ESSA) is in the news, and education officials are seeking public comments on how this law should be implemented.

On Wednesday, March 1, 2017, Strategies for Children convened a group of early childhood practitioners, advocates, and policy makers to discuss ESSA. Matthew Deninger from the Department of Elementary and Secondary Education was on hand to provide background on the law. He shared details about the evolving Massachusetts plan and spoke about opportunities to support the birth-through-grade-three continuum in the state plan and in local district plans.

Several themes emerged from this discussion:  (more…)

Read Full Post »

Older Posts »

%d bloggers like this: