RESHAPING EARLY EDUCATION A P-16 SYSTEM

What Does Early Education look like?  240,000 4 year olds  225,045 children in kindergarten  93,000 children in prekindergarten  396 / 698 LEAs implementing UPK  60% of UPK sites are in CBOs  603 / 678 offer full day kindergarten only  34 / 678 offer half day kindergarten only

 80% of 4 year olds are in placements outside the home prior to kindergarten  63% of women worked outside the home in 1998 as compared to 44% in 1950  36% of Black American children live in poverty  26% of Hispanic children live in poverty  In NYC, 42% of children are in homes where more than 1 language is spoken

ELL s by predominate (NYC) language groups, Source: BESIS (ATS),

What has been happening?  Convergence of Research – Perry Preschool – Chicago Parent Child Center – Abecedarian – Clive Belfield – Steve Barnett – NCEDC PreK Study – Reading First Data  Increased Funding – $67.4 million – $437.9 million  Increased Legislation – NCLB – Ready First – Chapter 57 – Head Start  Leadership/Political Will – Governor’s Educational Initiative – Children's Cabinet – Preschool Special Education Task Force

How Pre-K children spend their time Meals Other Whole Group Small Group Free Choice/Center Routine

Child Engagement None of These Literacy Math Science Writing Social Studies Art/Music Motor

Teacher-child interaction Minimal Elaborated None Routine

Comparison of Mean Proficiency Rates on ORF in Cohort A Schools by Grade

Comparison of mean proficiency rates on comprehension in cohort a schools by grade

Comparison of mean proficiency rates on vocabulary in cohort a schools by grade

What does an excellent early childhood program look like?  A well balanced instructional program based on research: Multi-State study by National Center for Early Development and Learning – 2.47 / 7.00 – Instructional Climate (ECER) – 5.27 / 7.00 – Emotional Climate  Intentional Instruction  Research-based Curriculum  Excellent Instructional Programs  Dedicated Block of Time for Reading  Systematic Evaluation/Progress Monitoring  Use of Data  Responsive Intervention  Alignment between PreK – K – 1

What infracture is needed?  Highly qualified teacher  Extensive professional development  Small teacher/child ratios  Parental involvement  Leadership  Knowledge of research

Where Do we go from here?  Accessibility of high quality programs in any setting or geographic region  Parental voice  21 st Century skills  Revised Pre-k standards  Lower compulsory age  Full day kindergarten requirement