The National P-3 Center is launching a new publication series, Framework in Action. Each brief in this helpful new series includes a short digest of the research, suggested starting points, common implementation pitfalls, indicators of progress, and examples of promising efforts and success stories.
The Center’s Director, Kristie Kauerz, provides the following introduction:
“The first in the series – Framework in Action: Administrator Effectiveness – addresses the important roles and responsibilities of elementary principals, Early Care and Education directors/managers (from PreK, Head Start, and child care), and other district-level or program-level administrators. Much attention, both positive and negative, has been paid to administrators’ effectiveness in supporting young children’s learning and in building alignment between the traditionally disparate systems of birth-to-five and K-12.
The Framework in Action series expands on the Framework for Planning, Implementing, and Evaluating P-3 Approaches (Kauerz & Coffman, 2013) and provides brief research reviews, practical strategies, and guidance for creating meaningful and tangible change in communities. Each Framework in Action corresponds with one of the eight buckets of alignment effort identified as essential to high-quality and comprehensive P-3 approaches.
A Framework in Action that corresponds with each of the remaining seven buckets will be released throughout the remainder of the year.”
“It’s a truism in child development that the very young learn through relationships and back-and-forth interactions, including the interactions that occur when parents read to their children. A new study provides evidence of just how sustained an impact reading and playing with young children can have, shaping their social and emotional development in ways that go far beyond helping them learn language and early literacy skills. The parent-child-book moment even has the potential to help curb problem behaviors like aggression, hyperactivity and difficulty with attention, a new study has found.
‘We think of reading in lots of different ways, but I don’t know that we think of reading this way,’ said Dr. Alan Mendelsohn, an associate professor of pediatrics at New York University School of Medicine, who is the principal investigator of the study, ‘Reading Aloud, Play and Social-Emotional Development,’ published in the journal Pediatrics.”
“Yet as is so often the case, the reality is much different from what the political rhetoric says. The United States has the weakest safety net among the Western industrialized nations, devoting far fewer resources as a percentage of gross domestic product to welfare programs than do other wealthy countries.
Partly as a result, a majority of Americans will experience poverty during their lives, and America’s rate of poverty consistently ranks at or near the top in international comparisons. Rather than slashing anti-poverty programs, the fiscally prudent question to ask is: How much does this high rate of poverty cost our nation in dollars and cents?”
Marc Tucker on David Driscoll’s new book about the Massachusetts experience and on 9 Building Blocks of World Class Education Systems. Fully agree that David Driscoll “is such a decent, caring human being, overflowing with that most uncommon quality: common sense as well as a vast horde of carefully considered experience.”
See the 9 Building Blocks, including numbers 1 and 2.
“Preschool may be be good at offering short-term academic gains for kids, but a program that provided services starting at preschool through 3rd grade showed benefits for children that boosted their college attendance rates years later, according to a new study.
Researchers examined the life outcomes of nearly 1,000 children who attended the Chicago Child-Parent Centers as preschoolers in the early 1980s. On average, children who attended the program completed more years of education than a control group of children. And those effects were amplified the longer that they remained in the program.”
Just out in Kappan magazine:
“In many cities and towns across the United States, elementary schools are forging deeper partnerships with families and community organizations well before children arrive at kindergarten. The aim of this work is to improve children’s experiences and family engagement and support along the entire continuum from prenatal care through grade 3 and beyond.
This potent combination of educational supports and family services is the single best strategy we have to address pernicious opportunity gaps and raise achievement for low-income children. Communities such as Cincinnati, Ohio; Omaha, Neb., and Multnomah County, Ore., are embracing this approach to tackle persistent poverty, family instability, the hollowing out of the middle class, and the demand for a more highly skilled workforce.”
You can find the full article here.
Created as part of the book by Greg Duncan and Richard Murnane, Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education.