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Published byAugusta Lester Modified over 9 years ago
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RESHAPING EARLY EDUCATION A P-16 SYSTEM
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What Does Early Education look 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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ELL s by predominate (NYC) language groups, 2005-06 Source: BESIS (ATS), 2005-2006
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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 – Governor’s Educational Initiative – Children's Cabinet – Preschool Special Education Task Force
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How Pre-K children spend their time Meals Other Whole Group Small Group Free Choice/Center Routine
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Child Engagement None of These Literacy Math Science Writing Social Studies Art/Music Motor
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Teacher-child interaction Minimal Elaborated None Routine
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Comparison of Mean Proficiency Rates on ORF in Cohort A Schools by Grade
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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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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 21 st Century skills Revised Pre-k standards Lower compulsory age Full day kindergarten requirement
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