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Posts Tagged ‘#earlyed’

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

Washington, D.C, is the “pre-K capital,” “where nearly all 4-year-olds (and most 3-year-olds!) go to school,” according to the online news site LA School Report.

Why does a California-based publication care about Washington, D.C? Because Los Angeles is about to make its own investment in early education.

What makes D.C. a pre-K capital?

“Spurred by a landmark 2008 law, the District enrolls 85 percent or more of its four-year-olds (depending on who’s counting) and an even more remarkable 60-plus percent of three-year-olds.”

So on a Wednesday morning at “the Lincoln Park campus of AppleTree Early Learning, a network of pre-K charter schools,” young students are “nearing the end of a three-week unit on paleontology and archeology.” (more…)

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Photo: "At Smart Center pre-K today, it turned out my glasses weren't quite the perfect fit..." Mayor Kenney's Facebook page

Photo: Mayor Jim Kenney “At Smart Center pre-K today, it turned out my glasses weren’t quite the perfect fit…” Source: Mayor Kenney’s Facebook page

Philadelphia has a new first: the city is using a tax on soda to support an expansion of early education and other public programs.

Last month, “The City Council gave final approval to a 1.5 cent-per-ounce tax on sugary and diet beverages,” according to the local ABC television station.

“Only Berkeley, California, had a similar law. Soda tax proposals have failed in more than 30 cities and states in recent years. Such plans are typically criticized as disproportionately affecting the poor, who are more likely to consume sugary drinks.

“But Democratic Mayor Jim Kenney sold the council on the idea with a plan to spend most of the estimated $90 million in new tax revenue next year to pay for prekindergarten, community schools and recreation centers. Kenney says the tax will generate $386 million over 5 years.” (more…)

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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…)

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“Superintendent Mark Bedell arrived Friday for his first official day on the job with Kansas City Public Schools and wasted no time making his presence known.

“Before the day was done, Bedell announced his first policy move — a seven-hour pre-kindergarten day at no cost for 1,100 Kansas City children.

“‘This is a great day for Kansas City Public Schools and for the entire Kansas City community,’ Bedell said during the announcement at the Woodland Early Learning Center. ‘We must do everything possible to make sure our children get the preparation they need to succeed in school and achieve their dreams.’

“Expanded early childhood education was a promise Bedell made during his first visits to Kansas City as a candidate for the superintendent’s job.

“‘If money was no object, I would begin educating children at the age of 2,’ Bedell had said then, and repeated Friday afternoon.”

“On his first day leading KC schools, Mark Bedell launches a full-day pre-kindergarten program,” The Kansas City Star, July 1, 2016

 

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Image: Center for the Study of Child Care Employment

Image: Center for the Study of Child Care Employment

 

A new publication — the “Early Childhood Workforce Index 2016” — presents a familiar good news/bad news scenario about early educators.

The good news: “Early educators play a central role in the environments in which millions of babies, toddlers, and preschoolers develop and learn.” The country relies on educators’ “ knowledge and skills to provide high-quality early care and education to our increasingly diverse population of children and families.”

But here’s the bad news: “our system of preparing, supporting, and rewarding early educators in the United States remains largely ineffective, inefficient, and inequitable, posing multiple obstacles to teachers’ efforts to nurture children’s optimal development and learning, as well as risks to their own well-being.”

The index was just released by Marcy Whitebook and her colleagues at the Center for the Study of Child Care Employment at the University of California, Berkeley’s Institute for Research on Labor and Employment. (more…)

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Screen Shot 2016-07-12 at 9.32.09 AMHow do children get to kindergarten? They might take a bus or walk with a parent.

But for policymakers the more pressing question is: How do children get from birth to kindergarten?

Have they been read to? Have they been hungry? Have they been homeless or learned to live with toothaches? Have their parents struggled with depression or addiction?

The answers are crucial and can affect whether or not a child is kindergarten-ready. The Annenberg Institute for School Reform tackles this challenge in the latest issue of VUE, its Voices in Urban Education magazine.

Part of Brown University, Annenberg is “a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.”

The guest editor for this issue is Michael Grady, the Annenberg Institute’s deputy director and an assistant professor of practice in the Urban Education Policy master’s program at Brown University.

Grady sets the stage in the lead article writing:

“With widespread support for the expansion of early education programs, there is an increased need for collaboration across systems to support the critical transition from pre-K to elementary school in order to ensure positive educational outcomes for all.” (more…)

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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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