RESHAPING EARLY EDUCATION

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RESHAPING EARLY EDUCATION

• A P-16 SYSTEM

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What Does Early Educationlook 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

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• 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

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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
• 1998-99 67.4 million
• 2007-208 437.9 million
• Increased Legislation
• NCLB
• Ready First
• Chapter 57
• Head Start
• Leadership/Political Will
• Governors Educational Initiative
• Children's Cabinet

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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

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What infracture is needed?

• Highly qualified teacher
• Extensive professional development
• Small teacher/child ratios
• Parental involvement
• Leadership
• Knowledge of research

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Where Do we go from here?

• Accessibility of high quality programs in any
  setting or geographic region
• Parental voice
• 21st Century skills
• Revised Pre-k standards
• Lower compulsory age
• Full day kindergarten requirement

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How Pre-K children spendtheir time
Other
Meals
Whole Group
Routine
Small Group
Free Choice/Center
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Child Engagement
Literacy
Math
None of These
Science
Writing
Social Studies
Art/Music
Motor
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Teacher-child interaction
Elaborated
Minimal
Routine
None
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ELLs by predominate (NYC) language groups,
2005-06Source BESIS (ATS), 2005-2006
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Comparison of mean proficiency rates on
comprehension in cohort a schools by grade
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Comparison of mean proficiency rates on
vocabulary in cohort a schools by grade
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Comparison of Mean Proficiency Rates on ORF in
Cohort A Schools by Grade