Learning Policy Institute Offers Framework for Education Equity and Effectiveness
A recent report from the Learning Policy Institute provides an overarching framework of actions policymakers and educators can take to support equitable, effective teaching and learning whether in person or online. Restarting and Reinventing School: Learning in the Time of COVID and Beyond provides research, state and local examples, and policy recommendations in 10 key areas for transforming learning and closing opportunity and achievement gaps.
FCD Webinar to Feature NIEER’s Milagros Nores
NIEER’s Milagros Nores is a featured panelist for Moving Towards Equity Through Implementation Research, the third and final installment of the Foundation for Child Development’s Getting it Right Webinar Summer Series. The webinar is Wed, September 2 at 2 PM ET. RSVP here.
School Reopening Report Updated
NIEER has updated its Review of State School Reopening Plans and Implications and Suggestions for State Funded Pre-K Programs authored by GG Weisenfeld to include pre-K reopening plans that have occurred as of August 18, 2020 and steps states have taken to address remote learning for preschoolers.
Investigating “how preparation for teaching culturally and linguistically diverse children influences early childhood teachers’ motivation to remain in teaching,” researchers found “early childhood teachers with high motivation to remain had significantly more undergraduate coursework focused on diversity, felt their teacher education programs better prepared them for teaching culturally and linguistically diverse children, and did an effective job working with children from diverse backgrounds.”
Children in families with limited English proficiency and at risk due to poverty appeared to benefit from their parents’ participation in the Parents of Preschool Youngsters (HIPPY) intervention program. Researchers found “the odds of passing the Florida Kindergarten Readiness Screener were almost two times greater for children whose parents participated in the HIPPY program and their odds of being promoted to the first grade were five times greater than a matched sample of non-participants.”
Investigating “low and high parent engagement with the Healthy Me, Healthy We campaign,” researchers found “prominent contrasts between low- and high-engagement groups …” Contrasts “involved center culture for parent engagement and health promotion” and provider attitudes “also differentially influenced practices for engaging parents.”
Researchers have found “experiencing poverty early in life is associated with continued risk for mental and physical health problems in childhood and adulthood.” Using data from participants in the Preschool Depression Study, researchers found “early poverty predicted shallower increases of testosterone, but not DHEA, across development, which in turn predicted shallower trajectories of hippocampal development.” They also found “early poverty predicted both impaired emotion regulation and depression.” Researchers suggest “identification of such pathways provide evidence for potential points of intervention that might help mitigate the impact of early adversity on brain development.”
Reviewing studies “using natural experiments to estimate the effects of universal preschool programs for children aged 0-6 years on child outcomes measured from third grade to adulthood,” researchers report “all estimates for outcomes related to adequate primary and secondary school progression, years of schooling, highest degree completed, employment, and earnings indicate beneficial average effects of universal preschool programs.”
Researchers examined associations between the Australian 24-Hour Movement Guidelines and “cognitive and psychosocial health outcomes in preschoolers.” The guidelines recommend time a preschooler should spend engaging in physical activity, sedentary screen use, and good quality sleep. While their findings suggest meeting guideline “thresholds in early childhood may not be adequate to have beneficial associations with cognitive and psychosocial outcomes cross-sectionally or longitudinally,” researchers did find “significant associations” regarding the “importance of sleep and physical activity guidelines.”
Moving Towards Equity Through Implementation Research, Wed, September 2 at 2 PM ET., the third and final installment of the Foundation for Child Development’s Getting it Right Webinar Summer Series.
Research Director, Center for the Study of Child Care Employment at the University of California, Berkeley
Research and Policy Associate, Center for the Study of Child Care Employment at the University of California, Berkeley
Early Learning Action Alliance (ELAA) Director, Children’s Alliance