Feeds:
Posts
Comments

Archive for the ‘QRIS’ Category

“As Boston officials seek to create a universal pre-kindergarten system, they must take into account a host of considerations, and one of the key questions is defining the very recipe for high quality.

“Are schools with hundreds of students up to eighth grade appropriate for 4-year-olds? How will the nurturing environment of small child care centers be reproduced in classrooms with nearly two dozen students? What will be the financial impact on private providers if a big source of revenue is taken? Will going to a private preschool keep families from getting into their favorite public kindergarten class?”

“City officials say the goal is to create a public/private system that would guarantee a free, full day of learning, allow community organizations to maintain their individuality, and have an agreed-upon set of standards for what constitutes a high-quality pre-K education.”

“Early education experts say other ingredients to consider include class and facility size, location, the relationship between teachers and administrators, and culture and language.”

“Boston pre-K programs that make the grade,” by Akilah Johnson, The Boston Globe, March 10, 2017

Read Full Post »

Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Why does the Alliance of Massachusetts YMCAs care if a child eats an apple?

Because the alliance is trying to change the world. Instead of couches and chips, the alliance is working to expose children to more fresh food and physical activity.

One goal is to protect kids from obesity and developing obesity-related diseases such as diabetes and heart disease.

But this effort may well do a lot more. As the Centers for Disease Control and Prevention points out, healthier students are better learners. Better learners are more likely to graduate from high school. And “Better-educated individuals live longer, healthier lives than those with less education, and their children are more likely to thrive,” according to a policy brief from the Robert Wood Johnson Foundation.

In other words, kids who habitually eat apples and ride bikes could be laying a foundation for decades of success – for themselves and their descendants.

What’s the Alliance of Massachusetts YMCA’s doing with this information?

Bringing it to the preschool arena. (more…)

Read Full Post »

Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

“What does it take to get preschool right?” NPR asks in this article.

Answers can be found in a new report from The Learning Policy Institute (LPI) called, “The Road to High-Quality Early Learning: Lessons from the States.”

The institute “conducts and communicates independent, high-quality research to improve education policy and practice.”

“Although many studies show that high-quality preschool returns $7 to $10 for every dollar invested, the research shows that it is not so easy to create high-quality preschool at scale, and not all programs reap these benefits,” Linda Darling-Hammond, president and CEO of the LPI says in a press release. “This study looks deeply at how governments can design and implement programs that pay off for their children and their state.”

NPR says the report “helps balance the preschool debate by highlighting a handful of states that appear to be getting pre-K right: Michigan, West Virginia, Washington and North Carolina.” (more…)

Read Full Post »

Screen Shot 2016-03-24 at 10.47.10 AM
School leaders are expanding their commitment to early education by promoting a new set of policy recommendations. It’s an enhanced allegiance between pre-K and K-12 that promises to yield important progress for children.

“While state chiefs do not have full authority over all early childhood programs, we are crucial leaders in any effort to strengthen early learning opportunities and outcomes,” according to a new policy statement from the Council of Chief State School Officers (CCSSO) called, “Equity Starts Early: How Chiefs Will Build High-Quality Early Education.”

CCSSO represents the “public officials who head departments of elementary and secondary education in the states.” (more…)

Read Full Post »

Mayor Bill de Blasio hosts a press conference and visits science and music programs in the pre-K center at Windsor Terrace’s Bishop Ford campus, where there are now over 20 free, full-day, high-quality pre-K classrooms serving nearly 300 children. Photographer/Mayoral Photography Office

Mayor Bill de Blasio hosts a press conference and visits science and music programs in the pre-K center at Windsor Terrace’s Bishop Ford campus, where there are now over 20 free, full-day, high-quality pre-K classrooms serving nearly 300 children. Photo source: Mayor de Blasio’s Flickr page. Photographer/Mayoral Photography Office

 

Borscht — the red soup that’s made of beets — is the first word of David Kirp’s New York Times opinion piece, “How New York Made Pre-K a Success.”

Why soup? It’s an example of how New York Mayor Bill de Blasio has grown his city’s preschool program into a widespread, multicultural success – one that other cities and states can learn from.

“Borscht isn’t found on most prekindergarten menus, but it’s what the cooks were dishing up for the 35 children at Ira’s Daycare in Briarwood, Queens, on a recent school day,” Kirp writes. He’s a professor of public policy at the University of California, Berkeley. “Many families in this neighborhood are Russian émigrés for whom borscht is a staple, but children from half a dozen countries, including a contingent from Bangladesh, are also enrolled here.

“These youngsters are among the 68,547 4-year-olds enrolled in one of the nation’s most ambitious experiments in education: New York City’s accelerated attempt to introduce preschool for all.” (more…)

Read Full Post »

This slideshow requires JavaScript.

“Our bottom line is a sense of urgency and we know that you all feel it,” Elizabeth Burke Bryant, the executive director of Rhode Island KIDS Count, said last week at the Campaign for Grade-Level Reading’s (CGLR) New England Regional meeting. “The sense of urgency is greater than ever.”

The problem: too many children cannot read proficiently.

As CGLR says on its website, the country faces a challenge: “Reading proficiency by third grade is the most important predictor of high school graduation and career success. Yet every year, more than 80 percent of low-income children miss this crucial milestone.”

The good news: “We’re starting to see communities produce results,” Ron Fairchild, a senior consultant at CGLR, said at the meeting.

Indeed, the issue of early reading proficiency is compelling more and more communities to join the effort – 232 local communities are now members of CGLR’s national network, up from an initial cohort of 124 when the campaign launched in 2011.

Held at Worcester Technical High School, the meeting was an opportunity for 70 participants from four states to share the effective work that’s being done around the country to boost children’s reading skills. (more…)

Read Full Post »

Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

The city of Cambridge, Mass., has released its “Early Childhood Task Force Report 2015.” It’s a comprehensive look at how the city can build an early childhood system that improves the lives of its youngest children.

“We should be breaking open bottles of champagne. This is fulfilling hopes and dreams of so many people in Cambridge,” school committee member Fred Fantini said, according to a Wicked Local Cambridge article, which adds:

“The task force [has] developed a three-year-plan to improve early childhood education that would require an intended budget of $190,000 in 2016, $1.3 million in 2017, and $2.3 million in 2018. In the first year of the plan, the money would go towards affordability of early childhood services, program quality, and governance. In 2017 and 2018, family engagement and health care will be included in the budget costs as well.”

In a memo, City Manager Richard C. Rossi explains that the task force did its work with this powerful vision in mind:

“All children in Cambridge receive high quality early education and care from birth through third grade. As a result, all children enter school ready to thrive academically, socially, emotionally and continue to do so through third grade and beyond.” (more…)

Read Full Post »

Older Posts »

%d bloggers like this: