As Paul Reville says, “What we actually have now is a felicitous dovetailing of our moral obligations and our economic imperatives.”
Here is another case in point countering the idea that all social services discourage work. From “Supply-Side Economics, but for Liberals” in the New York Times:
“Economists have often taken it as a given that there is an inherent trade-off in which the larger the social safety net, the fewer people will work …
But what if that framing is backward? Certain social welfare policies, according to an emerging body of research, may actually encourage more people to work and enable them to do so more productively …
Child care subsidies appear to work [this way]. It’s a pretty straightforward equation that when government intervention makes child care services cheaper than they would otherwise be, people who might otherwise stay home raising their children instead work. More women work in countries that subsidize child care and offer generous parental leave than in those that don’t …
For example, the food stamp program was introduced gradually in the United States from 1961 to 1975. [Researchers] have found that low-income children who benefited from the program were healthier and more likely to be working decades later than otherwise similar children in counties where the program arrived later. There is similar evidence of long-term economic benefits from high-quality childhood education.”
Late last week I posted a new version of a theory of action and 7 principles for P-3 Community Partnerships. The aim of the piece is to help clarify the important role P-3 partnerships can play in improving outcomes for young children. Based on what we have learned about early learning partnerships around the country, I draw attention to a set of core strategies partnerships can employ in building the capacity of elementary schools, community-based preschools, and other P-3 organizations.
I want to mention that the Theory of Action page has been revised as well. This page provides an overview of the somewhat more detailed explanation in the post. The theme I use for the P-3 Learning Hub uses a relatively narrow column width for posts, which is intended to make reading easier. It may also make posts seem longer than they are, especially when compared to the wide columns in a report. With this in mind and following the lead of the blogging platform Medium, I’m going to start noting the expected reading time for more substantive posts. Medium calculates that the new post on Version 2.0 of the P-3 Theory of Action is a 12 minute read.
Finally, I included a footnote thanking a number of reviewers for their very thoughtful and enormously helpful feedback on the first version of the theory of action. I’d like to thank them here as well:
Laura Bornfreund, Elliott Regenstein, Angela Farwig, Kyrsten Emanuel, Lisa Hood, Karen Yarbrough, Chris Maxwell, Martha Moorehouse, Rebecca Gomez, Sara Vecchiotti, Naomie Macena, Joan Wasser Gish, Titus DosRemedios, Keri-Nicole Dillman, Sarah Fiarman, Rob Ramsdell, Joanne Brady, and Pat Fahey. Special thanks to Sarah Fiarman for in-depth conceptual and editorial support on this and related work over several years.
“The launch of Pre-K for All led to improved health outcomes for low-income children. That’s according to researchers at New York University who analyzed Medicaid data for New York City children who were eligible to enroll in free pre-K versus those who just missed the cutoff because of their age.
In a report released this month by the National Bureau of Economic Research, using data from 2013 through 2016, researchers found that the children eligible for pre-K were more likely than their peers to be diagnosed with asthma or vision problems after the rollout of Pre-K for All. They were also more likely to have received immunizations or be screened for infectious diseases, both of which are requirements for enrolling in the city’s program.
Proper medical screening could have implications beyond physical well-being, the researchers suggest. Diagnosing and treating chronic health problems earlier could help students ‘cope with challenges, feel less frustrated or overwhelmed in the classroom, and communicate with peers and educators more effectively,’ the study found.”
This post updates a theory of action and 7 associated principles that I first posted last year. I’ve revised a few of the principles, and the principles line up with the graphics much more clearly now. I also draw attention to three distinctive features of the theory of action. According to the blogging platform Medium, this post is a 12-minute read. See this page for an overview of the core ideas. Many thanks to friends and colleagues for all the helpful feedback. ¹
Over the last 10 years, research, policy, and expert opinion have converged on the idea that addressing achievement gaps requires a comprehensive focus on the first 8-9 years of life, beginning with prenatal care and continuing with high-quality supports through third grade (P-3). The goal of this work is to improve the teaching and learning of cognitive and academic skills while deepening supports for physical and mental health, social-emotional learning, and family partnerships.
Community partnerships of elementary schools, community-based preschools, and other organizations serving young children and their families have great potential for achieving this goal and addressing achievement gaps. When these organizations take concerted action around a common set of goals and strategies, they are among the most effective and powerful ways of improving educational outcomes for lower income children.
Quality Within, Continuity Across
In order for early childhood education and early elementary school to be most effective, communities need to address two obstacles. The quality of both early childhood and early elementary education is highly inconsistent, and the mixed delivery system is characterized by a high degree of fragmentation. Addressing these twin obstacles–inconsistent quality within organizations and fragmentation across organizations–requires a collective response on the part of communities, efforts that require state and federal support as well.
Communities need to raise the quality of education and care in the various community-based organizations and public elementary schools that serve young children and their families in their locale; they also need to create meaningful linkages that align and coordinate the work of these organizations. Developing this capacity requires partnerships of schools, community organizations and families focused on quality and continuity–what I call P-3 Community Partnerships.
I’m pleased to announce that EDC has received a grant from the California-based Heising-Simons Foundation. The grant is funding a study of place-based approaches to improving early learning outcomes for young children. I will work with my colleague, Kyle DeMeo Cook, to investigate three types of community partnerships for early education:
Cradle-to-Career partnerships that bring together community leaders and community organizations around a common vision and common benchmarks,
Community approaches to wrap-around services for preschools and schools, and
P-3 Partnerships that support prenatal through third grade alignment
Cradle-to-career, wrap-around, and P-3 partnerships are all part of a new wave of educational collaboration for education. They each have a place-based dimension in that they attempt to concentrate their impact within defined geographic areas, and the early years figure prominently in all three. Yet they have developed as three distinct reforms, each with its own principles, priorities, and learned experience. Typically these partnerships have been implemented separately from each other. The new study will investigate how leading edge communities across the country are drawing from the three partnership models as they design integrated approaches to best serve young children and their families. The aim of the study is to inform—through recommendations, guidance documents and presentations—the work of communities interested in implementing effective community partnerships for early education.
This research study is part of a broader project to develop the P-3 Theory of Action, the associated 7 principles, and related practical implementation guidance. See in particular Principle 4 on integrating vertical and horizontal alignment strategies and Principle 5 on strengthening neighborhoods and communities by linking P-3 with cradle-to-career initiatives.
David Kirp’s recent New York Timesop-ed on community schools in Tulsa is getting a lot of attention. Kirp is also the author of Improbable Scholars, which tells the story of how Union City, NJ has achieved remarkable educational results, including its well-known P-3 work.
Here are a few select quotations from the NYT article on Tulsa:
“The school district also realized, as Ms. Burden put it, that “focusing entirely on academics wasn’t enough, especially for poor kids.” Beginning in 2004, Union started revamping its schools into what are generally known as community schools. These schools open early, so parents can drop off their kids on their way to work, and stay open late and during summers. They offer students the cornucopia of activities — art, music, science, sports, tutoring — that middle-class families routinely provide. They operate as neighborhood hubs, providing families with access to a health care clinic in the school or nearby; connecting parents to job-training opportunities; delivering clothing, food, furniture and bikes; and enabling teenage mothers to graduate by offering day care for their infants.”
“The truth is that school systems improve not through flash and dazzle but by linking talented teachers, a challenging curriculum and engaged students. This is Union’s not-so-secret sauce: Start out with an academically solid foundation, then look for ways to keep getting better.”
“Union’s model begins with high-quality prekindergarten, which enrolls almost 80 percent of the 4-year-olds in the district. And it ends at the high school, which combines a collegiate atmosphere — lecture halls, student lounges and a cafeteria with nine food stations that dish up meals like fish tacos and pasta puttanesca — with the one-on-one attention that characterizes the district.”
“Under the radar, from Union City, N.J., and Montgomery County, Md., to Long Beach and Gardena, Calif., school systems with sizable numbers of students from poor families are doing great work. These ordinary districts took the time they needed to lay the groundwork for extraordinary results.”
Thomas Edsall is an opinion columnist for the New York Times who often writes about the intersection of inequality and politics. His articles typically synthesize research findings and the perspectives of experts, whose commentary he frequently quotes. His latest piece, “What Does It Take to Climb Up the Ladder?” discusses the important role of non-cognitive skills and character strengths in social mobility.
Edsall draws on the work on numerous researchers to show the links between income, maternal education, and family stability, on the one hand, and non-cognitive skills on the other. As he concludes,
“The result is a vicious circle: family disruption perpetuates disadvantage by creating barriers to the development of cognitive and noncognitive skills, which in turn sharply reduces access to college. The lack of higher education decreases life chances, including the likelihood of achieving adequate material resources and a stable family structure for the next generation.”
Edsall highlights Paul Tough’s work on the importance of environments in which children feel a sense of belonging and growth and experience relatedness and competence. He challenges policymakers, and Democrats in particular, to find ways to support family stability and “capitalize on the ample supply of character strengths evident among America’s poor.”