“What really stands out is our neglect of children.”

“When you compare the U.S. social welfare system with those of other wealthy countries, what really stands out now is our neglect of children. Other countries provide new parents with extensive paid leave, provide high-quality, subsidized day care for children with working parents and make pre-K available to everyone or almost everyone; we do none of these things. Our spending on families is a third of the advanced-country average, putting us down there with Mexico and Turkey.”

Paul Krugman, NYT: What’s Next for Progressives

Combining quality child care with preschool promotes social mobility across generations

Economist James Heckman and businessman J.B. Pritzker writing in The Hill:

“The push for high-quality universal pre-K for four-year-olds, now embraced by a growing number of political and thought leaders, is strangely isolated from the movement supporting child care for working mothers. Focusing solely on four-year-old children may make for good politics, but by itself it falls short. Good policy takes into account the science of early childhood brain development, the needs of working mothers with younger children, and provides disadvantaged infants and toddlers with the high-quality child care that has been proven to promote success in school and later on in life.”

Find the article here: https://go.edc.org/ug1v

Why DeVos Should Embrace Early Childhood Education (Brookings)

See this strong statement with a helpful review of the evidence from the Brookings Institution.

“As Betsy DeVos ascends to the role of secretary of education amidst partisan rancor, she would do well to embrace early childhood education, an issue offering an oasis of bipartisan support. Ninety percent of voters, regardless of party affiliation, endorse quality early childhood education with expanded access and affordability for children from low- and middle-income backgrounds, according to a 2016 national poll by the First Five Years Fund. Early childhood education is a strong investment in our nation’s future, as cost-benefit estimates report societal savings of up to $13 for every dollar spent on quality early childhood programs. But how can we convince policymakers to increase investment in early care and education and improve life outcomes for at-risk children?

The scientific evidence offers clear direction about what works for long-term payoffs in school readiness and life beyond the classroom. Three areas are pivotal to achieving that end:  (i) early access to programs that serve children age 0-3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher-child interactions that promote higher-order thinking skills, low teacher to child ratios, and ongoing job-embedded professional development.

See the article here: https://go.edc.org/kbkq

 

“Affordable Child Care: The Secret to a Better Economy”

Of the 24 million children under 6 in the United States today, some 12 million need day care, because both parents work or a single parent is the breadwinner. Yet most working families can’t afford good care — if they can even find it in the first place. In 2006, a federal study gave a “high quality” rating to only 10 percent of the nation’s child care programs, and the proportion today is almost certainly smaller, since government financing for child care has declined in the past decade.

So it is no surprise that child care has become a campaign issue, with both Hillary Clinton and Donald Trump proposing to help with costs that now average nearly $18,000 a year for two children in a child care center (or about 30 percent of median family income). What is surprising is that it has taken so long for the issue to gain prominence. After all, affordable high-quality child care is one remedy to the long stagnation in wages afflicting most of the work force. It is also an antidote to the waning productivity that threatens future living standards.

New York Times Editorial: https://go.edc.org/8hfw

“P-3 Reform in Vision and Practice” by Kate Tarrant

The Build Initiative has published a report on the impact of the US DOE’s Race to the Top–Early Learning Challenge (ELC) in states around the country. The report, “P-3 Reform in Vision and Practice,” was written by Kate Tarrant and is a chapter in the Build Initiative’s E-Book, Rising to the Challenge: Building Effective Systems for Young Children and Families. (Italics denote quotations.)

A few highlights:

  • Over the course of three rounds of ELC competitions, the encouragement states received to address connections between early childhood and early elementary education became increasingly significant.
  • According to Rolf Grafwallner, Maryland Assistant State Superintendent, Leadership Academies for early and elementary educators are “getting us to shift from birth-to-five to birth-to-eight and not only in vision but in practice.”
  • Recognizing that communities have unique cultures, resources, schools, programs, children and families, and priorities, states devolved P-3 planning and implementation to communities and encouraged experimentation at the local level.
  • The concurrent development or expansion of early childhood comprehensive assessments and kindergarten entry assessments (KEA) has created an opportunity to link expectations between early childhood and the elementary school years.
  • ELC states are documenting lessons learned for P-3.

  • ELC state leaders are thinking … about the coherence among policy initiatives. New Jersey’s Vincent Costanza put it this way: “With so much happening in the three-eight space, we need to be intentional about how the pieces fit together. There is a missed opportunity if we don’t help educators see the connections between initiatives like teacher evaluation, Common Core, and KEA.” … When the systems are not aligned, multiple initiatives can create complex and burdensome demands for teachers and school administrators and undermine their support of the P-3 work.