Volume 14, Issue 14

Friday, July 10, 2015

Hot Topics

The reauthorization of the Elementary and Secondary Education Act (ESEA) is currently under deliberation in the Senate. “Crafted by Sens. Lamar Alexander, R-Tenn., and Patty Murray, D-Wash., the bill unanimously passed through committee but is attracting criticism from many corners, including teacher unions that want more relief from No Child Left Behind’s heavy emphasis on testing and civil rights groups that worry about support for poor and minority children,” according to the Pittsburgh Post-Gazette.

The house passed a bill Wednesday, which “gives states and local school districts more control over assessing the performance of schools, teachers and students. It also prohibits the federal government from requiring or encouraging specific sets of academic standards, such as Common Core, and allows federal money to follow low-income children to public schools of their choice,” according to an AP article in the New York Times.

Another NYT article outlines some differences: “The Senate version seeks more money for a new competitive grant program for early education and includes provisions to make sure state and local education agencies cannot use federal dollars to supplant local funding. The House version caps spending under the law while the Senate bill is silent on funding, leaving that fight, and those over other key policy differences that have surfaced in the bills, for the conference between the chambers.”

Senator Bob Casey (D-PA) will be offering an amendment that will provide more than $30 billion in paid-for mandatory formula and grant funding to states, with a state match, for high-quality, full-day preschool for 4-year-olds from families earning below 200% of the Federal Poverty Level (FPL). States can subgrant to local entities to programs with:

  • Teachers with high qualifications who are paid comparably to K-12 teachers;
  • Rigorous health and safety standards;
  • Small class sizes and low child-to-staff ratios;
  • Instruction that is evidence-based and developmentally appropriate;
  • Evidence-based comprehensive services for children.

There are other supports around early learning partnerships, home visitation, and children with disabilities.

As the debates unfold, many are weighing in. The White House statement of administration is available here, via an Edweek blog outlining their position. The official Department of Education blog features Arne Duncan, Marc Morial, and Wade Henderson weighing in. The Council of Chief State School Officers perspective is here. EdWeek offers more info here, and Federal Flash provides a 4-minute summary on YouTube.

Discussions are expected to continue in the Senate into next week.


The Childcare Resource and Research Unit in Canada highlighted a comprehensive report from Ireland looking at the impact of childcare arrangements on child well-being from infancy through middle childhood.

Research Connections also makes available State Fact Sheets from Child Care Aware, a “state-by-state compilation of statistics presents state-level averages of the number of families, children under 6, working mothers, child care sites, demand for types of care, child care prices, and workforce data for each state. . . . compiled through a survey of state child care resource and referral networks and sources of secondary data.”

The American Heart Association has released policy recommendations for obesity prevention in early care and education settings.

Frank Porter Graham has shared a request for input on a project called Bridging the Word Gap. 

As part of the State Implementation & Scaling-up of Evidence-Based Practices Project at Frank Porter Graham, provides modules on facilitative administration, to help school and district staff implement new systems and processes. 

From First Focus, Children’s Budget 2015 is available, providing a detailed guide to federal spending on children and youth.

As part of their Topics of Interest, Research Connections has resources on QRIS available on one helpful page

CEELO Update

Tom Schultz provided a presentation on Making PreK-3rd Grade Assessments Matter at the National Association of Elementary School Principals Conference in Long Beach, CA, on June 30th with co-panelists Kristie Kauerz from the University of Washington and Cindy Bagwell from the North Carolina Department of Public Instruction. The presentation was part of a strand of sessions to highlight NAESP’s initiative to build the leadership capacity of their members in early childhood education, based on their recent publication Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice.


Wednesday, July 15, 2015 - 3:15pm

One in three children under six is a dual language learner (DLL) in the U.S. DLLs require an intentionality of practice that is developmentally appropriate for their age and experience, but also that is specific to their cultural and language characteristics. In this session, panelists will address measurement of linguistically and culturally diverse practices in QRIS as well as how to tailor professional development to assist educators to effectively serve young DLLs.

Soodie Ansari, San Mateo County Office of Education; Miriam Calderon, BUILD Consultant; Alexandra Figueras-Daniel,National Institute for Early Education Research; Marlene Zepeda, California State University-Los Angeles

Monday, July 27, 2015 - 8:00am to Saturday, August 1, 2015 - 5:00pm

Join OMEP for its 67th Assembly and Conference, Early Childhood Pathways to Success. 

Thursday, October 1, 2015 - 1:00pm to Friday, October 2, 2015 - 5:30pm

ReadyNation, a membership organization working to strengthen business and the economy through effective investments in children and youth, is hosting the first Global Business Summit on Early Childhood Investments, October 1-2, 2015 in New York City. This free event will inspire and equip executives to take actions at the community, company, or policy levels that support young children. The event is for businesspeople, policy officials/staff and funders only. Others may attend with a team of business people. For more information and registration visit www.ReadyNation.org/2015Summit.

Early Education News Roundup

Friday, July 10, 2015

It's easier today for parents to gauge the development of a young child. The federal Centers for Disease Control and Prevention even put out a checklist of development stages that parents can download to make comparisons. . .

Statistics show poor children enter school well behind their more affluent classmates and typically continue to lose ground academically from that point on. Some research also suggests that the younger the child, the greater the impact of growing up in poverty and being deprived of a nurturing environment that encourages learning. That underscores the importance of a new program, "A Running Start Philadelphia," whose goal is to provide high-quality early-learning opportunities for every Philadelphia child from birth to age 5. The initiative is part of Shared Prosperity Philadelphia, the antipoverty program Mayor Nutter started two years ago.

Friday, July 10, 2015
(Herald Media)

Parents, grandparents, siblings and friends gathered Wednesday in Orem to celebrate their young loved ones' completion of the free preschool program UPSTART. They join thousands around the state in final assessment evaluations and graduation programs that will continue throughout the month.

UPSTART is a computer-based program that features educational activities in math and science with an emphasis in reading. Children use it for 15 minutes a day, five days a week and can practice early literacy skills at their own pace. Nearly 15 percent of Utah’s preschoolers participated in UPSTART this year.

Friday, July 10, 2015
(Reading Eagle)

Lawmakers are working on major changes to the No Child Left Behind law, and U.S. Sen. Bob Casey Jr. is hoping one of his ideas will make it into the rewrite of the law.

The Scranton Democrat has introduced an amendment that would fund universal preschool education by ending a corporate tax loophole that allows American companies to claim they are headquartered overseas to avoid paying their fair share. He predicts that the five-year federal and state partnership could bring an additional $30 billion to the tax rolls.

Thursday, July 9, 2015
(KOIN 6 News)

But new legislation now on Gov. Kate Brown’s desk will make more funding available to families, including those really struggling.

“It allows a mix of programs that meet quality standards, to apply for state funding to offer preschool to low income (families of) 3- and 4-year-olds,” said Swati Adarkar of the Children’s Institute.

The funding will roll out over the next 2 years and mandates that preschools meet quality standards, “things like classroom ratios, teacher qualificiations, and things along those lines,” she said. “The other thing is being able to meet the needs of a diverse population.”

The funding will provide about 1500 more kids the ability to attend preschool or Head Start programs.Currently, Oregon has 32,000 low income children without access to high quality preschool.

Thursday, July 9, 2015
(Yakima Herald)

Steve Myers had been sitting on the good news since April: Educational Service District 105 in partnership with two other agencies would win a coveted $63 million grant to offer and expand Head Start programs in a large swath of Central Washington.

With final negotiations among various parties finally complete this month, the superintendent was free to announce Tuesday a five-year grant from the U.S. Department of Health and Human Services to expand early childhood education services.

“Research says the brain’s more active at birth to 8 years old and children can learn more,” Myers told dozens who attended Tuesday’s news conference at the ESD 105 headquarters in Yakima.

Thursday, July 9, 2015

On April 29, 2015, SRCD was represented by Drs. Kimberly Brenneman and Alissa Lange at a congressional poster exhibition and reception on Investments in STEM Research and Education: Fueling American InnovationDr. Alissa Lange, who is at the National Institute for Early Education Research (NIEER) at Rutgers University, and Dr. Kimberly Brenneman who previously worked with Dr. Lange at NIEER and now works at the Heising-Simons Foundation, presented a poster on STEM Professional Development for Early Childhood Teachers. Their NSF-supported research involves the development and preliminary testing of a professional development approach that integrates high-quality math and science instruction for all learners with supports for preschool dual language learners.

Wednesday, July 8, 2015
(Think Progress)

Pennsylvania Sen. Bob Casey (D) is offering an amendment to the bipartisan rewrite of No Child Left Behind that would provide universal pre-K for five years. The amendment would close the corporate tax inversions loophole in order to fund it. That would provide around $30 billion in funding, which Casey’s office based off of the $33.5 billion that would be saved if the Stop Corporate Inversions Act of 2014 passed. . .

Forty percent of kids in pre-K had programs that met less than half of NIEER’s quality standards. Last year’s report showed that for the first time since NIEER reported on pre-K programs in 2002, the number of children enrolled in those programs fell in the 2012-2013 school year, with 9,160 fewer four-year-olds in pre-K programs.

Wednesday, July 8, 2015
(89.3 KPCC)

Support for universal preschool is spreading around the country, but relatively few places have set up systems where all kids from infants to 5-year-olds can attend child care. That's not the case in Scandinavian countries like Norway and Denmark where early child care for all has been around for decades and is taken for granted by taxpayers.

Thursday, July 2, 2015
(School Library Journal)
Last fall, the Queens Library in New York City became what is thought to be the first library in the country to open a pre–K class, in its Woodhaven branch. Teachers Andrea Clemente and Lisa Bohme meet with their students in a spacious room on the ground floor and are taking full advantage of the library’s resources. The children’s librarian visits the students frequently, playing his guitar and teaching them how to use iPads. The students have also had visits from subject-area experts, such as the science exhibit supervisor for the library system. Of course, they also have access to books, lots of books.
“On a weekly basis we take the children to the library so they can pick a book to take home for the weekend,” Clemente says. “They look forward to this activity every week.”...
The Queens program is part of New York City Mayor Bill de Blasio’s plan to serve more than 73,000 four-year-olds in universal pre–K. The fact that schools have limited space for additional classrooms is not standing in the way. To meet the goal, the city is bringing pre–K to non-traditional spaces, with public libraries taking a role...

Libraries are also becoming providers of STEM-focused experiences for adults and children, through science exhibitions and out-of-school programs such as maker spaces and robotics workshops. These services are considered critical in supporting children’s learning and attracting them to STEM-related careers.

While these library programs are often provided on a drop-in, come-and-go basis, a summer program at the New Brunswick (NJ) Free Public Library is taking another step toward a more structured format.Math and Science Story Time (MASST) uses stories, songs, and activities to engage preschoolers and their parents in math and science concepts drawn from the New Jersey Department of Education Preschool Teaching and Learning Standards.

Developed by Alissa Lange, an assistant research professor at the National Institute for Early Education Research at Rutgers University, the program runs for eight weeks and features themes, such as “Do You Know How Plants Grow?” and “Are You Taller Than a Tiger?” Lange considered offering free books to families who attended at least four sessions as an incentive. But then she decided to give them a book to take home after each session that was related to the topic, and complemented the handout given to parents with ideas for at-home activities...

It’s a winning situation for everyone, [Nick Buron] says, adding that the pre–K parents often arrive every day with other children in tow. “When you provide universal pre–K, you’re really able to help the whole family,” he says. “These are our customers as well.”

With the Queens Library showing how a partnership between the library and a growing pre–K system can work, it’s likely that other communities will implement similar models in the future. Not only can libraries help meet the demand for space, but, as Neuman says, opening pre–K classes in libraries “would send an important message about the power of literacy and books to promote learning.”

Tuesday, July 7, 2015

Minnesota's widely debated preschool scholarship program may reach fewer children next year despite millions in new spending.

The anticipated dip in recipients may be short-lived. It would follow Monday's announcement by Brenda Cassellius, state education commissioner, that she will increase the scholarship cap to $7,500 per student.

That means eligible families receiving assistance will likely get more money to cover the cost of public and private preschool programs. The scholarships are aimed at boosting kindergarten readiness to close the achievement gap between poor and minority students and their classmates.

Monday, July 6, 2015

A new McKell Institute report shows Australia is being left behind by other developed nations that treat childcare as a vital early childhood education opportunity for all, and not simply 'babysitting' for mothers returning to the workforce. he report, Baby Steps or Giant Strides?, authored by leading national early childhood experts from the University of New South Wales Professor Deborah Brennan and Dr Elizabeth Adamson, identifies serious flaws with the Federal Government's new childcare package, announced in the latest federal budget. . .

"The government's new policy treats childcare as a regrettable necessity, required mainly to get women back into the workforce. Globally, however, early childhood education and care is seen as critical not just in promoting workforce participation, but in creating foundations for learning. It's seen as a means of boosting the capacity of the rising generation to contribute to national prosperity, and creating happy lives for the children of today.

Monday, July 6, 2015

Idaho lawmakers could to be asked next January to come up with money for preschool programs designed to prepare children for kindergarten.

A coalition of working and former Idaho CEOs and other advocates of early childhood education hopes to present a proposal that would seek state dollars to help pay for community-based preschool.

It would be the third straight year that a request for preschool funding has come before the Legislature. For the past two years, and in earlier years, lawmakers were unwilling to put up money. They were concerned that state-supported preschool would trample on parents' rights and responsibilities to take care of early childhood education needs in their own families, and they did not want to risk pulling money out of public education to support it.

Monday, July 6, 2015

Congressional leaders are attempting to pass a reworked bill reauthorizing the Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). The Every Child Achieves Act of 2015 (ECAA) would reauthorize ESEA and “continue annual measurements of academic progress of students while restoring to states, school districts, classroom teachers, and parents the responsibility of deciding what to do about improving student achievement, which should produce fewer tests and more appropriate ways to measure student achievement,” said the aide. “[This is the] most effective path to advance higher state standards, better teaching, and real accountability. . . ”

Snell and McCluskey both say ESEA is not the place to increase funding of early childhood education, as the bill’s language suggests.

“Early education should not be addressed through ESEA,” Snell said. “There are myriad other early education funding streams from the federal government, from Head Start to the Early Education block grant. They should not be duplicated in K–12 funding. Any changes, expansions, or improvements to early education should be done by first streamlining and coalescing the existing federal early education programs.”

Monday, July 6, 2015
(Rutland Herald)

About a third of all Vermont school districts are moving ahead this fall with universal access to public pre-kindergarten, and many other districts aren’t far behind in complying with legislation that mandates universal pre-K by the 2016-17 school year.

Passed last year, Act 166 requires every school district to provide access to at least 10 hours per week of free pre-K for all children ages 3 to 5 not in kindergarten during the school year, either by running an in-house program or paying tuition to independent providers.

In November, school districts were granted a one-year extension to comply. Agency of Education officials realized they couldn’t set the law’s administrative rules in time for districts to use them while budgeting for the 2015-16 school year.

Monday, July 6, 2015

It’s official: Child care providers play an integral role in setting the stage for children’s future success.

“In the past 20 years there has been a huge influx of preschool studies that have honed in on the science behind education and improving child outcomes,” says Shannon Riley-Ayers, an early childhood research professor at the National Institute for Early Education Research at Rutgers University. In looking at how teachers provide emotional and instructional support, enhance cognitive development and approach educating the whole child, one thing became abundantly clear: “Teaching quality is a big component” toward long-term student success, she reports.

That’s why it’s imperative to select just the right child care provider for your preschooler. As monumental as the task is, however, the search doesn’t have to be stressful if you know what to look for.

Thursday, July 2, 2015
(Washington Post)

Can kids really learn as much from “Sesame Street” as from preschool?

Recently, a new working paper from the National Bureau of Economic Research titled “Early Childhood Education by MOOC: Lessons From Sesame Street,” prompted media stories, including one in The Washington Post, saying that “Sesame Street” can be as effective as preschool in lifting student achievement...

The authors examine differences in access to “Sesame Street” when and after it was first launched in 1969 in areas of the United States that had VHF, and other areas that had the weaker UHF, which did not reliably carry the station that broadcast the show. This comparison in broadcast strength was then matched with what the research said were student outcomes in an effort to show that kids in those areas where the show was broadcast had better academic outcomes that were statistically significant than in those areas where the broadcast signal was weak and where it was likely the kids didn’t see as much of “Sesame Street.”

The authors said they did not actually know whether kids in either group watched “Sesame Street”; just that it was more available, and that they were able to factor out other causes for the difference in  outcomes for students...

In fact, there is at best scant evidence that blended learning is a successful model. Besides that, Steve Barnett, director of the National Institute for Early Education Research at Rutgers University, wrote in an e-mail:

To believe their results you have to believe that TV teaching through Sesame Street has a much deeper and more profound effect on the child than a teacher. What is the theory that would explain this?  They do not have a theory or explain how their results are consistent with the larger body of knowledge about learning and teaching. This is the most disturbing aspect of the paper.

Thursday, July 2, 2015
(Office of Gov. Mark Dayton & Lt. Gov. Tina Smith)
During the 2015 Legislative Session, Governor Dayton and the Minnesota Legislature made important new investments in E-12 education. Many of those new investments take effect today, Wednesday, July 1, 2015. The $525 million investment enacted this year will increase funding for every Minnesota classroom, improve early learning opportunities, improve literacy, and provide needed new resources for American Indian education and English language learners. New school funding enacted this session is directed toward strategies proven to help close achievement gaps, raise graduation rates, and improve career and college readiness.
“This year, we made important new investments in education that will improve educational opportunities for students across Minnesota,” said Governor Dayton. “We have a lot more work to do to close achievement gaps in Minnesota, and provide excellent educations for every student. I will remain fiercely committed to that important work in the years ahead.”
“We have made significant progress in our work to provide an excellent education to every child in Minnesota,” said Education Commissioner Brenda Cassellius. “The investments in our youngest learners, in our American Indian students and in our students learning English will help us to further reduce achievement gaps and prepare kids for career and college.”
The following is a summary of new education investments made this session, and the impact those investments will have on Minnesota students, families, and teachers...
Wednesday, July 1, 2015
Department of Education Secretary Arne Duncan announced Friday a set of rights that would help parents demand high quality education for their children. Speaking at the 2015 National Parent Teacher Association Convention and Expo in North Carolina, Duncan said every parent must be able to demand from their kids' schools.
He said the three rights, which cover preschool to college, "must belong to every family in America -- and I hope you'll demand that your leaders in elected or appointed offices deliver on them."
The three educational rights include high standards in a well-resourced school, free quality preschool, and affordable quality college, Rebecca Klein of The Huffington Post reported.
"They come together as a set of rights that students must have at three pivotal stages of their life, to prepare them for success in college and careers and as engaged, productive citizens," said Duncan during his speech.
Wednesday, July 1, 2015
Mayor Nutter yesterday introduced the members of a new commission tasked with devising a plan to expand the city's high-quality preschool options and fund it.
The city's Commission on Universal Pre-K - overwhelmingly approved by voters in May - consists of 17 members, including five appointed by the mayor and five by City Council. The Rev. Sharon Easterling, head of the Delaware Valley Association for the Education of Young Children, and Loretta Sweet Jemmott, vice president of Health and Health Equity at Drexel University, will serve as co-chairs.
Advocates say research shows early childhood learning is critical to making sure children start school prepared...
The commission will hold monthly meetings, gather public input and submit a final report with recommendations to the mayor and City Council in April. Among the questions it must tackle are how much it costs to provide high-quality preschool, what kind of training is needed and how long it would take to implement a citywide plan. But the biggest question of all, Easterling said, will be how to pay for the plan.  


Tuesday, June 30, 2015
More working families than ever are spending more of their income on child care than any other household expense.
For many parents the cost is greater than housing, transportation or utilities.  In some places its even more expensive than college. And with rising child care costs the number of parents paying more for care than anything else is going up, according to the newly released Child Care in America: 2015 State Fact Sheets from Child Care Aware of America.
“We are in a child care crisis,” says Michelle  McCready, deputy director of policy Child Care Aware of America. “Child care costs are on the rise for American families and parents are spending the majority of their family budget on it.”
Tuesday, June 30, 2015
(KY Forward)

Nearly $1 million in grants have been awarded to 55 Community Early Childhood Councils covering 84 Kentucky counties to promote school readiness for children. Twenty-seven additional councils covering 33 counties have been invited to apply for the remaining funds of more than $280,000 bringing the total award to more than $1.25 million.
“Every community has unique needs and strengths,” said Gov. Steve Beshear. “These grants allow communities across the Commonwealth to mobilize around improving outcomes for children. Investments in early childhood education are so important to grow Kentucky’s next generation of leaders. It is imperative to the future of Kentucky that our children get the best possible start in school and in life.”
Just last week Beshear joined early childhood professionals and community leaders to ensure Kentucky families can now be assured of the quality of their early learning and child care choices by ceremonially sign House Bill 234, a measure that expands and enhances Kentucky’s quality rating system for early care and education programs.

Monday, June 29, 2015

Alabama leads the nation in pre-K development, and for the last nine years its voluntary First Class Pre-K program has met the 10 quality benchmarks established by the National Institute for Early Education Research. That measures teacher training, staff-child ratios, support services and more.

And Alabama is also one of 18 states awarded a competitive Preschool Development Grant from the U.S. Department of Education.

In Baldwin County nine years ago, there were six pre-K sites, according to Pam Magee, federal programs coordinator for the Baldwin County school system. And in the 2015-2016 school year that number will hit 25, which includes Title I schools and those funded by the state Department of Children's Affairs, which administers First Class Pre-K grants...

Including the program at Orange Beach, 450 students will be enrolled in pre-K throughout the Baldwin County public school sites, leaving at least 200 students relegated to waiting lists. The longest waiting lists are for the larger county sites, such as those in Bay Minette, Foley and Robertsdale...

Some sites have both OSR- and Title I-funded sites, and in all $1,098,000 in grant money funds the 25 sites.

Monday, June 29, 2015
(Times Argus)

Few education policy proposals have been adopted as widely and enthusiastically as preschool education. With near universal agreement, early education has been embraced across the political spectrum. This consensus was forged from “gold standard” research, conducted over decades, which almost universally found both academic and social benefits. One of the most attractive findings was that universal preschool education would help close the achievement gap. It would give needy children the kinds of opportunities that their more fortunate peers were routinely provided.

In Vermont’s version, the new preschool law (Act 166) provides for 10 hours of pre-school instruction per week for all children, for 35 weeks during the regular school year. In essence, the local school district pays tuition to any state-approved public or private provider. (School districts may designate a pre-school region). For the coming year, the district pays $3,000 per student. Any additional hours are paid by the parents. For the child previously not provided any service, this is certainly a step forward...

Unfortunately, Vermont’s new law has a number of devilish details that need fixing or else we will weld into place a system that inadvertently increases, rather than reduces, socioeconomic segregation.
It is certainly timely that the state has formed a child-care commission, which,it is hoped, will address these concerns. Without timely attention, the supreme irony is that programs whose very purpose is to alleviate and compensate for inequitable educational opportunities, would have the perverse effect of worsening these very inequalities. But these problems can be fixed. Sliding and progressive scales, greater uniformity in staffing requirements, financial requirements, and greater support for one equitable public stream are parts of the solution.
Monday, June 29, 2015
(US News & World Report)

Over the past 20 years, states have significantly increased investments in state-funded pre-K. Although state spending on pre-K faltered during the Great Recession, states have begun spending again on pre-K. And the Obama administration has supported programs to supplement and encourage state pre-K investments. The resumed expansion of state pre-K funding has the potential to improve school readiness for thousands of youngsters. But debate over these policies is often marred by common misconceptions about state pre-K programs. Here are a few:

State pre-K is universal pre-K. The terms "state pre-K" and "universal pre-K" are often used interchangeably in public debates. The perception that state pre-K means universal pre-K sometimes leads to opposition from critics who believe pre-K funds should be targeted to the lowest-income children. But in fact, most state pre-K programs are far from universal. Nearly half of states with state pre-K programs limit enrollment to low-income children. Furthermore, many state pre-K programs do not serve all eligible children. In 2014, of the 41 states with state-funded pre-K programs (a figure which included the District of Columbia), only nine served more than half of all 4-year-olds in the state, and 11 served less than 10 percent. Only three states – FloridaGeorgia and Oklahoma – truly have universal pre-K programs.
Friday, June 26, 2015
During his recent visit at the U.S. Conference of Mayors, President Obama praised mayors from Seattle and Indianapolis for their universal Pre-K programs.
He also saluted the 34 states who “have increased funding for preschool, helping give more young people the early education they need for lifelong success.”
The president’s praise of Indianapolis Mayor Greg Ballard pre-K efforts failed to mention Ballard’s commitment to expanding educational choices, which gives parents more options to determine their children’s “lifelong success.” Since he was elected in 2012, Ballard more than doubled the number of charter schools, which has proved their efficiency...
How essential is pre-school toward a child’s “lifelong success”? There certainly are many studies that claim it is. One from the National Institute for Early Education Research at Rutgers University says that not only are the effects of pre-k still felt as late as grade 3, but every dollar invested in such programs can yield over seven dollars in benefits.


Friday, June 26, 2015
(Washington Times)
Even at age 4, Everett Baldwin Jr. was more than the staff at Brighter DayCare and Preschool could handle.
In his classroom, he was always on the move. He had more problems than other children his age with sharing and completing tasks. He preferred to play alone...

Organizations such as United 4 Children will send specialists into day cares to observe challenging behaviors in children and offer solutions to teachers. Parents as Teachers also has a contract with the Normandy Schools Collaborative to screen children younger than 5.

But what makes this effort different is the on-site, ongoing support and consultation at the child care centers, which often have high turnover.

“Without this help, we couldn’t have kept him. We were ill-equipped. We didn’t have the expertise,” Williams said.

Developmental screening of children in their early years can identify potentially serious problems or delays, experts say.

But about half the children who need help don’t get it until they enroll in elementary school, when key opportunities for early treatment and prevention of disabilities have been missed, according to the Centers for Disease Control.


Friday, June 26, 2015
(Business Wire)

Camille Maben, Executive Director of First 5 California, praised Governor Brown, Senate President Pro Tem Kevin de Leon and Assembly Speaker Toni Atkins for their budget agreement today that commits $265 million to improve the lives of children and provides a foundation to rebuild our early learning system.

“With the addition of 7,000 additional preschool slots and 6,800 child care slots, the Governor and Legislature recognize California’s children and families need more access to high-quality child care,” said Ms. Maben.