QRIS and Beyond Improving Quality for the Neediest Kids Supported by the Early Childhood Funders Collaborative Al Castle Camille Catlett Reyna Hernandez

Before entering kindergarten, the average cognitive scores of preschool-age children in the highest socio-economic are 60% above the average scores of children in the lowest socioeconomic group. (Lee & Burkham, 2002) Disparities in child outcomes between poor, at-risk, and more advantaged children are evident in cognitive, social, behavioral, and health outcomes as early as 9 months and grow larger by 24 months of age. (Halle, Forry, Hair, Perper, Wandner, Wessel, & Vick, 2009)

Nearly seven out of every 1,000 pre-kindergarteners are expelled each year—an estimated 5,117 preschoolers in all. The rate is 3.2 times higher than the national expulsion rate for children in grades K-12. (Gilliam, 2005) Boys are expelled 4.5 times more than girls; and African-Americans are twice as likely to be expelled as Latino and Caucasian kids and more than five times as likely as Asian-American kids. (Gilliam, 2005)

In 2007, 52% of second grade students and 63% of third grade students in California did not achieve grade-level proficiency in English-language arts. ELLs faced an even larger deficit with upwards of 85% not achieving proficiency in the third grade. (Closing the achievement gap for dual language learners) English language learners may learn to read best if taught both in their native language and English from early in the process of formal schooling. (August & Shanahan, 2006)

These are the children whose capability our early childhood systems and educators should be supporting.

These are the national graduation rates Graduate rates (2005) well below for: Racial-ethnic minorities Males Especially males from historically-underserved groups EPE Center, 2008

Improving Quality What you do really matters Children form academic trajectories early in their school careers that tend to be stable and difficult to change over the course of their schooling (Alexander & Entwisle, 1993) Children’s negative perceptions of competence and attitudes become stronger and harder to reverse as children progress through school (Valeski & Stipek, 2001)

Improving Quality What you do really matters “If a bad year is compounded by other bad years, it may not be possible for the student to recover” (Hanushek, 2010) An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status (Aaronson, Barrow, Sander, 2007; Darling-Hammond, 2000; Jacob, Lefgren, & Sims, 2008; Kane & Staiger, 2008; Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek,& Kain, 2005; Rockoff, 2004; Rothstein, 2010)

Improving Quality Culturally responsive interactions between personnel and young children are more likely to support progress toward children’s mastery of language, literacy, science, and math skills (Au & Jordan, 1981; Boykin, 1986; González et al, 1993; Roseberry, Warren & Conant, 1992; Tharp, 1991, 1992)

Improving Quality High-quality, culturally responsive early learning environments are critical to closing the achievement gap between children living in poverty, especially children of color, and their peers. (Whitebrook, Gomby, Bellm, Sakai, & Kipnis, 2009, p. 1)

Framework CONTEXT Successfully building a political context leads to resources that COMPONENTS Establish effective programs and services CONNECTIONS Create better linkages between components INFRASTRUCTURE Create supports that enable programs to operate effectively SCALE The system can produce broad impacts for system beneficiaries From “A Framework for Evaluating Systems Initiatives,” Julia Coffman www.buildinitiative.org

Theory of Change Menu for Systems Initiatives SCALE INFRASTRUCTURE CONNECTIONS COMPONENTS CONTEXT Activities Improving the political context so it produces the policy and funding changes needed to create and sustain the system Establishing high-performance programs and services within the system that produce results for system beneficiaries Creating strong effective linkages across system components that improve results for system beneficiaries Developing the supports systems need to function effectively and with quality Ensuring a comprehensive system is available to as many people as possible so it produces broad and inclusive results Outcomes Recognition of system need Policy changes Political will Public Engagement New or expanded programs Improved program quality Shared goals, standards Cross-system training Referrals/ follow-ups Cross-system governance Leveraged use of funding Mechanisms for two- way communication System spread, depth, sustainability Shifts in system ownership From “A Framework for Evaluating Systems Initiatives”, Julia Coffman www.buildinitiative.org

Professional Development Research suggests that both preservice and inservice EC teacher preparation has failed to prepare educators who can effectively teach children for whom English is a new language or second dialect, children of color, and children from economically marginalized communities (Ray, Bowman, & Robbins, 2006) )

Improving Quality What you do really matters Support evidence-based models to re-design higher education programs Re-educate faculty in areas of need conducted over several years Pilot models that are shared across institutions and state lines Intentionally recruit and retain more diverse faculty and faculty with specialized knowledge Develop legislation and policies that require cultural competency education for all early childhood personnel