Volume 15, Issue 21

Hot Topics

PreK on the Ballot

Preschool–its benefits, its costs and its accessibility–is gaining attention from the debate stage to city hall.

Republican Donald Trump has offered a tax deduction to help middle- and upper-income families recoup some costs of child care and preschool and encouraged employers to offer onsite childcare. Democrat Hillary Clinton, an advocate for universal preschool for all 4-year-olds, recently proposed a new tax credit for children under 4, along with tax credits and subsidies for child care and expansion of “home visiting” for low-income children.

It Takes a City

But some advocates are tired of waiting. Cities around the US are stepping up to provide more children access to the quality early education that can lead to success at school and beyond.

In Dayton, universal preschool for 4-year-olds is included in a list of municipal services to be funded by a proposed .25% earnings tax increase. In Cincinnati, voters will consider a new tax levy to finance significantly expanding pre-K for low-income children.

These votes follow action in Philadelphia–which imposed the nation’s first tax on sugary drinks to finance universal preK for 4-year-olds,  New York City–the mayor campaigned on a promise and has delivered preschool free for every 4-year-old, Pittsburgh–city council plans to establish an Office of Early Childhood as a first step toward universal preK, Othes cities, including Tulsa, Washington D.C., Miami and San Antonio also are moving forward on their own.

New on Preschool Matters…Today!

Learning from Leading States: Building P-3 Systems

States can encourage communities to develop a coherent set of strategies that will be mutually-reinforcing and systemic. States can also support deeper, more effective implementation by providing technical assistance and by bringing communities together for knowledge exchange across communities.


Use of early childhood longitudinal studies by policy makers

Modern ECCE research began with the birth of the U.S. Head Start program in the 1960s; however, policy makers and the public paid little attention to it until several studies that had random assignment or wide representativeness received wide but targeted dissemination to them. In fact, policy makers required repeated dissemination to dispel misinterpretations of the findings, such as the belief of some that the value of ECCE has been disproved or that ECCE could have long-term effects and return on investment regardless of its quality.

We draw three conclusions from this experience. The first is that the findings of longitudinal studies of high-quality early childhood programs profit from broad dissemination to early childhood advocates at national and state conferences. The second is that there are few early childhood longitudinal studies. The third is that early childhood researchers and policy makers should work more closely together.

DOE Office of Elementary and Secondary Education Voices from the Field: Tom Schultz

Former CEELO staffer Tom Schultz served as the project director for Early Childhood Initiatives at the Council of Chief State School Officers (CCSSO). Prior to joining the CCSSO, Schultz worked at the Pew Charitable Trusts, where he co-authored the seminal report, Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality. He holds degrees from the Harvard Graduate School of Education and Oberlin College.

Reaching and Engaging with Hispanic Communities Webinar Oct. 18, 2 pm EDT

Child Trends Hispanic Institute in collaboration with the Crimsonbridge Foundation hosts a webinar Tuesday Oct. 18 at 2 pm EDT on how to reach and engage with Hispanic communities, featuring a new research-informed communications guide designed to help service providers and educators build communication strategies to better serve Latino children and their families.

By 2050, Hispanic children in the United States will make up one third of the population, yet they face a number of challenges on their road to adulthood. One quarter of Latino families are expected to be living in, or near poverty by that year. Sadly, many Hispanic families don’t know how or where to get help. Some simply believe they are just not eligible for assistance, education, or scholarship programs. We can help overcome these obstacles with an evidence-based, strategic plan with a clear series of steps. This communications guide explains all of them.


Post-Doctoral Position, Boston University, School of Education, Ecology of School Readiness Lab (updated 10/14/2016)

A post-doctoral position is available with Stephanie M. Curenton, Ph.D. in the School of Education at Boston University in the Ecology of School Readiness (ESR) Lab. The mission of the ESR Lab is to examine the factors that impact young children’s wellness and school success and to disseminate these findings to researchers, policy makers, and practitioners.

Start date January 1, 2017 for one year at the NIH post-doctoral rate and commensurate with experience. Interested applicants should send a CV, names of three references, and an independent writing sample (such as sole-authored publication, dissertation, etc.) to NIEER Fellow Dr. Stephanie M. Curenton at curenton@bu.edu.

The National Institute for Early Education Research (NIEER), Graduate School of Education, Rutgers University‐New Brunswick (updated 10/13/16)

NIEER is seeking data collectors to be trained to administer child and classroom assessment instruments in pre‐K classrooms for the months of September to June.
Click here for job description. For more information on the position, our company, or for any questions, please contact Carol Contreras at 848‐932‐4350.

New on Nieer.org

Study Examines Quality in Public ECE and Inclusive ECE Settings

This study investigates the extent to which differences exist between (a) publicly funded ECE classrooms that primarily serve typically developing children from low-income households, and (b) inclusive classrooms that include both children with disabilities.  It finds that inclusive ECE classrooms had lower quality instructional support than publicly funded ECE environments for children generally.

CEELO Update

Video: Using Child Assessment Data to Achieve Positive Outcomes

New video by the Colorado Department of Education shows administrators and teachers illustrating how they use authentic child assessment data to: 1) inform funders, 2) inform classroom level instruction, 3) support teachers, and 4) meet the needs of individual children and their families.


NAEYC Early Ed for President Webinar

Election Day is just a few weeks away.  Join us to explore the Early Ed for President campaign and learn more about how you can you be involved to be the best possible advocate for opportunity and excellence in early childhood education.

We hope you will join NAEYC’s Public Policy and Advocacy team on Wednesday, October 26, from 4:00–4:45 p.m. ET to learn more about Early Ed for President’s messages, efforts, and activities—and how your continued support can help make a difference! Register here.

Early Education News Roundup

The Terrible, Horrible, No Good, Very Bad Child-Care Problem

Friday, October 14, 2016
(Time Magazine)

Meredith and Paul Tweed did their best to plan for parenting. They had successfully timed the birth of their first son, now 5, for the beginning of summer, since Meredith’s job as a university instructor did not offer paid maternity leave. When fall came, the Longwood, Fla., couple found an in-home child-care provider who charged $500 a month, half the cost of the nearby day-care center. But two years later, their monthly tab doubled when their second child was born. So they sold their town house and moved in with her parents for a year to save money. Meredith left teaching for an administration job with more earning potential. They bought a fixer-upper and canceled their cable—and they decided to have no more children. Child care was just too expensive.Now, every month, the Tweeds spend $1,100 out of pocket for care for their kids while they work, just $28 less than they spend on their mortgage. Despite dual incomes, their child care costs nearly 17% of their $72,000 take-home income—more than twice as much as a year of tuition and fees at Florida State University. If the basic cost were not overwhelming enough, their older son Nathaniel was diagnosed as being on the autism spectrum. He needs specialist care that costs an additional $25 an hour, too much given his therapies and their health bills and car payments.

California’s preschools are deeply segregated, new report finds

Friday, October 14, 2016

Preschools around the United States and in California are deeply segregated, a new report from Penn State finds.Around the country, white children are overwhelmingly going to preschool with only other white children, and more than half of all black and Latino children under five attend preschool where 90 percent of the students are children of color.

That’s also the case in California, one of two states with the lowest enrollment of white children in public preschool programs.

In fact, a smaller proportion of white children in California are enrolled in public preschools than in the state’s K-12 public school, the report finds.

Research and Markets – India Preschool or Child Care Market Report 2016-2020 with Key Vendors, Driver, Challenges & Trends

Thursday, October 13, 2016
(PR Synce)

Preschool or Child Care Market report 2016-2020 focuses on the major drivers and restraints for the key players. Preschool or Child Care research report also provides granular analysis of the market share, segmentation, revenue forecasts and geographic regions of the market.  The Preschool or Child Care market research report is a professional and in-depth study on the current state of Preschool or Child Care Industry.Analysts forecast the India Preschool or Child Care market to grow at a CAGR of 21.84% during the period 2016-2020.

The Preschool or Child Care Market research report covers the present scenario and the growth prospects of the India Preschool or Child Care Industry for 2016-2020. Preschool or Child Care market report analyses the market potential for each geographical region based on the growth rate, macroeconomic parameters, consumer buying patterns, and market demand and supply scenarios.

Child care or day care centers are provided to children aged 0-6. These centers are formal structures that provide preschool education, discipline, and child development services. The child care centers are equipped with special learning and playing facilities for children. These facilities provide games that are appropriate for children of a given age. In these centers, children are engaged in various kinds of activities such as singing and painting. The staff in the child care centers offer individual attention to children to help them in their emotional and physical growth.

Ohio’s Preschool Battleground

Thursday, October 13, 2016
(Huffington Post)

When voters go to the polls in Cincinnati and Dayton, Ohio on November 8th, they’ll be voting for more than president and other candidates – they’ll also be casting ballots on historic proposals to expand preschool to thousands of children and improve the wages of the educators who teach and prepare them for school and a lifetime of learning.Rather than wait to see who gets elected president, and what, if anything, the new president and Congress will do to improve early childhood education, smart and forward-thinking Dayton and Cincinnati leaders have taken matters into their own hands by putting on the ballot revenue-raising measures that will pay for significant expansion of pre-kindergarten in their communities.

In Cincinnati, the AMOS Project, a faith-based affiliate of the Ohio Organizing Collaborative, joined forces with Preschool Promise, teachers, and other community stakeholders to successfully negotiate a levy proposal with the Cincinnati Public School (CPS) system that will significantly expand pre-K seats for low-income children, especially children of color. The measure is the product of months and months of community organizing, and builds on AMOS’s successful campaign to ban suspensions and expulsions for children in pre-K to third grade, actions that disproportionately punish children of color.

New Clinton Child Tax Credit Could Help Low-Income Parents, But Cost Is $200 Billion

Thursday, October 13, 2016

Hillary Clinton on Tuesday rolled out a new tax break that, if enacted, would put more money into the pockets of working parents with very young children.The Democratic presidential candidate said she would push for a doubling of the current $1,000 tax credit for children ages 4 and under. An estimated 15 million children would be eligible.

The new help would come in the form of a tax credit, which cuts the amount of federal taxes owed dollar for dollar. Translation: If you owe $3,000 in income taxes, but you have a new baby, your tax bill would fall to just $1,000. Even people who earn too little to owe income taxes would get cash back from the U.S. Treasury.

Empowering preschool children with the language of math adds up to stronger skills

Wednesday, October 12, 2016
(Health Medicine Network)

Teaching preschool children simple math-related vocabulary and concepts, such as “more,” “a lot,” “some” and “fewer,” improves their mathematical skills, according to a new a study from Purdue University.“This approach is not new, but we believe this is the first study to show that intentionally teaching and exposing young children to such language concepts makes a difference in their ability to learn basic math skills,” said David Purpura, an assistant professor of human development and family studies. “We found that when children were read stories with age-appropriate mathematical language and pictures, and then discussed these specific concepts in small groups, they scored higher on math tests for not just these specific words, but also math skills that were not covered in the books.”

The results are published in the Journal of Research on Educational Effectiveness.

Final U.S. Teacher-Prep Regs Allow Flexibility on Student-Outcome Measures

Wednesday, October 12, 2016
(Education Week)

The U.S. Department of Education today released its long-awaited final rules on teacher preparation. The rules, first proposed in 2014, aim to hold teacher-training programs accountable for the performance of their graduates, and they make it mandatory for states to provide aspiring teachers a way of pre-evaluating programs….In a major change from the proposed rules—which were subject to heavy criticism from the field—student learning will not have to be based on test scores or the proxy of teacher evaluations based on student test gains; rather, states will have the flexibility to use other measures deemed “relevant to student outcomes” and determine how various components of their systems are weighted….

In another change from the draft rules, states will no longer be required to ensure that programs only accept top-performing students, as long as all students are held to a high bar by the program’s end. The aim here is to ensure that prep programs can recruit diverse candidates into the teaching profession

An Evidence-Based, Voter-Approved Policy Agenda for Education

Tuesday, October 11, 2016
(Education Next)

Perhaps because of the personalities and histories of the major candidates, K-12 education has not been a focus of the presidential campaign. Given the polarization of the electorate, this may be a good thing—on issues from climate change to vaccinations, polarization of the American electorate seems to be increasing. On education, however, the electorate is not especially polarized.This means that the next president and congress (as well as governors and state legislatures) have the opportunity to use education for bipartisan policy efforts that will unify, rather than fracture, diverse groups.

But what do the voters want? And is what they want actually good policy? To answer these two questions, I will draw on public opinion data collected over the last three years (2014-16), as well as high quality experimental and quasi-experimental research.

Based on my analysis of public opinion, there is broad public support for four policies, all of which also have at least modest research evidence to support them. These policies are 1) raising education spending (with several possible routes for allocating those funds); 2) accountability for teachers and schools; 3) enhanced choice among public school options, especially charter schools; and 4) early childhood education.

Polarized presidential race presents challenge to bipartisan support for Head Start

Monday, October 10, 2016
(News Channel 10 (TX))

Weldon Beard is the GETCAP Head Start director and president of the Texas Head Start Association. His job is to seek bi-partisan support for Head Start programs. A polarized presidential election presents a challenge.”I am a little concerned, but I know over the past two years there’s been a big investment in early childhood, so the actual legislature in office now, currently, believe early childhood makes a big difference,” Beard said.

Research shows Head Start is making a difference in the classroom.

Pediatrician: Vote as if young lives depend on you

Monday, October 10, 2016
(Orlando Sentinel)

From school nutrition programs and paid family leave to violence prevention and environmental health, policy decisions at the local, state, and federal level have a profound impact on our children’s lives. Investing in children and families is not a short-term financial and political risk, but rather a sound, lasting, evidence-based commitment to the future.

Kids in the Presidential Campaigns: How the Front-runners Stack Up on Children’s Issues

Monday, October 10, 2016
(Youth Today)

In the first presidential and vice presidential debates, little was said about what the campaigns will do for children, adolescents and young adults. The word child was only uttered twice. Both candidates briefly agreed that affordable child care is an important issue, which they would confront differently if elected.The absence of children’s issues in the debates could be because people typically don’t base their votes on youth policy, said Shay Bilchik, director of the Center for Juvenile Justice Reform at the McCourt School of Public Policy in Georgetown University. “It doesn’t surprise me that the issue has not come up in the debates. Generally, what we know from research that’s been done is that while people in this country value very highly the well-being of our children, it generally is not an issue they vote on directly.”