The U.S. Department of Education recently released a set of case studies of PreK-3rd Alignment and Differentiated Instruction. The case studies are of the Boston Public Schools, the Chicago Child-Parent Centers, Early Works, FirstSchool, and the SEAL program.
The alignment efforts in these programs all emphasize developmentally-appropriate instruction and focus on building students’ vocabulary, oral language skills, and social-emotional skills. All of the programs organize their teachers in professional learning communities and support them with coaches. In addition to the findings across the five programs, the case studies at the end provide helpful detail about each model.
The New America Foundation’s Aaron Lowenberg provides a nice overview here.
From the Washington Post:
“Nobel Prize winner James Heckman’s research has played an important role in establishing that high-quality public preschool for 3- and 4-year-olds can more than pay for itself over the long term, as low-income children who attend are more likely to live productive lives. It’s an economic argument that has persuaded lawmakers from both parties to support early education initiatives.
Now Heckman has released new research showing that the return on investment is even higher for high-quality programs that care for low-income children from infancy to age 5. Children in such zero-to-five programs are more likely to graduate from high school, less likely to be incarcerated than their counterparts who stayed home or enrolled in low-quality programs, had higher IQs and were healthier during the course of their lives, according to the study released Monday.
All of that taken together leads to a significant savings to society, the study found.
The rate of return on the public investment in zero-to-five programs is 13 percent per year, Heckman and his colleagues estimate, up from an estimate of 7 percent to 10 percent per year for preschool programs that start at age 3.”
Washington Post article: https://go.edc.org/bx7p
Related Education Week article (see regarding gender differences and a few policy recommendations): https://go.edc.org/ja1t
Don’t miss Let the Kids Learn Through Play, which includes some interesting research and has been getting much attention since it appeared over the weekend.
Also, Jason Furman, chairman of the White House Council of Economic Advisors, includes early childhood education in his recent New York Times piece on social programs that have been shown to produce positive outcomes:
A body of research on the long-term effects of high-quality preschool programs and other early-childhood interventions, like home visits by health professionals, consistently finds that they improve a range of adult outcomes, from higher earnings to reduced crime rates. Other research has found that Head Start achieves similar results.
I just learned that tomorrow’s convening at Harvard, The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation of Pre-Kindergarten, will be live-streamed at this URL. The event includes an impressive roster of presenters and discussants (LeadingEdge_flyer).
A chief benefit of blogs is the interactive dialogue they can support. With the Birth–3rd Learning Hub, I have an opportunity to test ideas with people who are deeply involved in doing Birth–3rd work. A few weeks ago I posted a number of “lessons” based on the work thus far, giving examples of each to illustrate the central take-away. Here is a summary of these five take-aways:
- Community- and Relationship-Building are Necessary but not Sufficient
- Attending to the Imbalance of Power Requires Care
- Partnerships Need a “Backbone”
- Birth—3rd Improvement Requires District Early Childhood Capacity
- An Important Balance: Strategy with an Eye towards Capacity-Building
I’m very interested in learning about any experiences you have had that either support or challenge any of the points I make in this post. I invite you to share them via the comment section below. I’ll draw on your feedback in future posts. If you prefer to communicate with me directly, just put “private” in your comment, and I won’t make it public. Or email jacobsondl at gmail.com. Thanks for your help.
From yesterday’s New York Times:
It has been nearly 20 years since a landmark education study found that by age 3, children from low-income families have heard 30 million fewer words than more affluent children, putting them at an educational disadvantage before they even began school. The findings led to increased calls for publicly funded prekindergarten programs and dozens of campaigns urging parents to get chatty with their children.
Now, a growing body of research is challenging the notion that merely exposing poor children to more language is enough to overcome the deficits they face. The quality of the communication between children and their parents and caregivers, the researchers say, is of much greater importance than the number of words a child hears.
A study presented on Thursday at a White House conference on “bridging the word gap” found that among 2-year-olds from low-income families, quality interactions involving words — the use of shared symbols (“Look, a dog!”); rituals (“Want a bottle after your bath?”); and conversational fluency (“Yes, that is a bus!”) — were a far better predictor of language skills at age 3 than any other factor, including the quantity of words a child heard.
Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds
The current issue of the Future of Children is on “Helping Parents, Helping Children: Two-Generation Mechanisms.” As the editors say in the introduction, “The two-generation model is based on the assumption that serving parents and children simultaneously with high-quality intervention programs would be more effective (and perhaps more efficient) than serving them individually.”
See in particular the article by P. Lindsay Chase-Lansdale and Jeanne Brooks-Gunn on “Two-Generation Programs in the Twenty-First Century.” This piece describes a second wave (2.0) of Two-Generation programs that have, “sought to rectify the flaws of earlier efforts, largely by building strong connections between components for children and adults, by ensuring that children and adults receive services of equal duration and intensity, and by incorporating advances in both education and workforce development.”
Two-generation programs are ambitious, but these articles prompt the question of whether there is a role for them in comprehensive Birth-Third efforts.