NC Governor Expands Availability of Prekindergarten

Wednesday, February 22nd, 2012 | Author: Tracy

Gov. Bev Perdue announced this morning that her administration will create 2,000 additional slots this year in NC Pre-K classrooms across North Carolina. She has identified $9.3 million that will allow the additional at-risk 4-year-olds to attend NC Pre-K.

“NC Pre-K is a nationally recognized, academic program that helps prepare children to succeed in kindergarten, throughout school and in life,” Gov. Perdue said. “This additional investment in our children will pay big dividends for all North Carolina because these children will be less likely to fall behind and drop out later in life.”

Dr. Olson Huff, Board President of The North Carolina Partnership for Children, Inc., said the following:

“Today, 2,000 four-year-olds around the state have been given a much-needed opportunity to benefit from a program that has been proven to help children succeed in school. Parents around the state are no doubt breathing a sigh of relief knowing that their children will not completely miss out on the benefits of high quality preschool.

“It is telling that the Governor made this announcement at a program that works in partnership with Smart Start and in the company of the Wake Smart Start Executive Director. In Superior Court Judge Howard Manning’s decision in the ongoing Leandro case, Judge Manning emphasized the importance of early education, calling particular attention to Smart Start, North Carolina’s early childhood system that serves children birth to five.

‘Put another way, each at-risk child under age 4 that is receiving services from Smart Start will be better prepared, physically and developmentally, to benefit from NCPK’s educationally based prekindergarten programs when they arrive at age 4,’ Judge Manning wrote.

We have only 2,000 days between the time a baby is born and when that child shows up for the first day of kindergarten. When we invest in those first 2,000 days, we create the best outcomes in education, health and economic prosperity for everyone in North Carolina.”

Governor Perdue said that the 2,000 additional slots represent the number of children that could be served immediately with available funding. The children would attend NC Pre-K from mid-March through mid-August, at which point, they will enter kindergarten. Local administrators have a process in place to determine which children will be placed in Pre-K programs.

Gov. Perdue has advocated expanding NC Pre-K as the General Assembly’s budget cut funding and reduced the number of slots available to at-risk four-year-olds. In July, Superior Court Judge Howard Manning issued an order in which he said that “[t]he State of North Carolina shall not deny any eligible at-risk four year old admission to the North Carolina Pre-Kindergarten Program (NCPK).” The Judge also directed the state to “provide the quality services of the NCPK to any eligible four year old that applies.”

Each year, approximately 67,000 at-risk four year olds in NC are eligible for the program. Current funding provides service for approximately 24,700 children. The additional funding for the 2,000 new slots will come from child care subsidy funds on a one-time basis to meet the urgent need of at-risk children who are not currently served by NC Pre-K.

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Early Childhood and President Obama’s Budget

Tuesday, February 14th, 2012 | Author: Tracy

Hannah Matthews from CLASP summarizes how the President’s budget impacts early childhood.

  • An $825 million increase for the Child Care and Development Block Grant (CCDBG), comprised of $325 million in discretionary funding and $500 million in mandatory funding (through approval of the Ways and Means and Finance Committees). Budget documents propose that $300 million of the discretionary funding be used for quality improvement grants to states. A portion of these funds would go to states in the form of formula grants and a portion would be for competitive grants.These funds would be in addition to the requirement for states to spend a minimum of 4 percent of CCDBG funds on quality activities.
  • An $85 million increase for Head Start and Early Head Start to support the Office of Head Start’s designation renewal process and cost-of-living increases. According to the Administration, these funds will maintain the current number of children served.
  • A $20 million increase for the IDEA Part C services for infants and toddlers.
  • $850 million for Race to the Top, including some portion of funding to be used for the Early Learning Challenge.
  • $100 million for the Promise Neighborhoods initiative.
  • $5 million to support Paid Family Leave in states.

The budget also includes some challenges for child care and early education, including flat funding of Title I of the Elementary and Secondary Education Act, of which some funds are used for early education, IDEA preschool grants, and 21st Century Community Schools.

Read the article.

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A Closer Look at the Early Learning Challenge

Friday, February 03rd, 2012 | Author: Tracy

The Early Learning Challenge Collaborative held a briefing, “Strengthening State Systems: A Closer Look at the Early Learning Challenge,” the week of January 23, 2012.

Leaders from North Carolina, Maryland, Ohio, and Colorado came together to discuss the earliest outcomes of the Early Learning Challenge competition and to highlight the critical role states play in building efficient, effective early learning systems that improve outcomes for at-risk kids.

You can watch the full briefing, read the report “Stepping Up to the Challenge: State Profiles of the 2011 Early Learning Challenge Grant Applicants,” and download speaker presentations here.

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Benefits of high quality child care persist 30 years later

Friday, January 20th, 2012 | Author: Tracy

(University of North Carolina at Chapel Hill) Adults who participated in a high quality early childhood education program in the 1970s are still benefitting from their early experiences in a variety of ways, according to a new study.

The study provides new data from the long-running, highly regarded Abecedarian Project, which is led by the FPG Child Development Institute at the University of North Carolina at Chapel Hill. Researchers have followed participants from early childhood through adolescence and young adulthood, generating a comprehensive and rare set of longitudinal data.

According to the latest study of adults at age 30, Abecedarian Project participants had significantly more years of education than peers who were part of a control group. They were also four times more likely to have earned college degrees; 23 percent of participants graduated from a four-year college or university compared to only 6 percent of the control group.

The findings were published online Wednesday (Jan. 18) in the journal Developmental Psychology.

Elizabeth Pungello, Ph.D., scientist at the FPG Institute and co-author of the study, said the educational attainment findings were especially noteworthy.

“When we previously revisited them as young adults at age 21, we found that the children who had received the early educational intervention were more likely to go to college; now we know they were also more likely to make it all the way through and graduate,” Pungello said. “What’s more, this achievement applied to both boys and girls, an important finding given the current low rate of college graduation for minority males in our country.”

Other benefits included that Abecedarian Project participants were more likely to have been consistently employed (75 percent had worked full time for at least 16 of the previous 24 months, compared to 53 percent of the control group) and less likely to have used public assistance (only 4 percent received benefits for at least 10 percent of the previous seven years, compared to 20 percent of the control group). They also showed a tendency to delay parenthood by almost two years compared to the control group. Project participants also appeared to have done better in relation to several other social and economic measures (including higher incomes), but those results were not statistically significant.

Of the 111 infants originally enrolled in the project (98 percent of whom were African-American), 101 took part in the age 30 follow-up.

“Being able to follow this study sample over so many years has been a privilege,” said Frances Campbell, Ph.D., senior scientist at the institute and lead author of the study. “The randomized design of the study gives us confidence in saying that the benefits we saw at age 30 were associated with an early childhood educational experience.”

Craig Ramey, Ph.D., professor and distinguished research scholar at the Virginia Tech Carilion Research Institute and study co-author, said the findings have powerful implications for public policy.

“I believe that the pattern of results over the first 30 years of life provides a clearer than ever scientific understanding of how early childhood education can be an important contributor to academic achievement and social competence in adulthood,” Ramey said. “The next major challenge is to provide high quality early childhood education to all the children who need it and who can benefit from it.”

The Abecedarian Project was a carefully controlled scientific study of the potential benefits of early childhood education for children from low-income families who were at risk of developmental delays or academic failure. Participants attended a full-time child care facility that operated year-round, from infancy until they entered kindergarten. Throughout their early years, the children were provided with educational activities designed to support their language, cognitive, social and emotional development. Follow-up studies have consistently shown that children who received early educational intervention did better academically, culminating in their having greater chance of adult educational attainment.

The study is titled “Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-up.” Other co-authors were Oscar A. Barbarin, Ph.D., from Tulane University; Joseph J. Sparling, Ph.D., from UNC and the University of Melbourne, Australia; Margaret Burchinal, Ph.D., Yi Pan, Ph.D., and Barbara H. Wasik, Ph.D., all from UNC; and Kirsten Kainz, Ph.D., who was at UNC at the time of the study and is now with the Strategic Education Research Partnership in Washington, D.C.

Study link: http://psycnet.apa.org/psycinfo/2012-00549-001/ (subscription required)

Abecedarian Project website: www.fpg.unc.edu/~abc
FPG Child Development Institute website: www.fpg.unc.edu

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North Carolina Wins Race to the Top Early Learning Challenge Grant

Friday, December 16th, 2011 | Author: Tracy

North Carolina was among nine winners chosen from 37 applicants. In addition to North Carolina, the winners included California, Delaware, Maryland, Massachusetts, Minnesota, Ohio, Rhode Island and Washington.

“This is incredible news for North Carolina! It is the result of decades of work building the nation’s most sophisticated early childhood system. Just think, two decades ago North Carolina had one of the highest infant mortality rates in the nation, the worst child care standards in the country, and only 33% of children attending child care in high quality care. Today, we have turned that on its head; the infant mortality rate is the lowest in our state’s history, our child care standards are among the nation’s best, and two-thirds of children in child care are in high quality care. This grant will allow North Carolina to take our system to the next level, ensuring that all children have the experiences needed to build a foundation for learning and to grow into healthy, successful adults. We must continue to invest in our youngest children both at the federal and state level,” said Dr. Olson Huff, Board Chair of The North Carolina Partnership for Children.

From the U.S. Department of Education

The RTT-ELC grant competition will focus on improving early learning and development programs for young children by supporting States’ efforts to:

  • increase the number and percentage of low-income and disadvantaged children in each age group of infants, toddlers, and preschoolers who are enrolled in high-quality early learning programs;
  • design and implement an integrated system of high-quality early learning programs and services; and
  • ensure that any use of assessments conforms with the recommendations of the National Research Council’s reports on early childhood. (§1832(b)(1), title VIII, Division B of P.L. 112-10, the Department of Defense and Full-Year Continuing Appropriations Act, 2011).

Awards in Race to the Top will go to States that are leading the way with ambitious yet achievable plans for implementing coherent, compelling, and comprehensive early learning education reform.

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Barbara’s Story

Wednesday, November 30th, 2011 | Author: Eric

Hi Millie [Millie Nelson, NC Pre-K Coordinator for Smart Start Rowan],

My name is Barbara Bell mother of Abilene Bell who attends the Pre-K program at Morgan Elementary.  I wanted to thank you so much for sending the information to me regarding the DIAL-3 screening that was performed with the Pre-K students the last week of October 2011. I was really put at ease when I received your letter with very detailed information and an actual copy of the screening format and results. This was greatly appreciated because I do tend to be a very detailed oriented person and have to know every little thing and annoyingly be a little nitpicky where my children are concerned. So thank you for taking the time to gather and send me that important information.

My husband tries to keep me grounded and focused on the more important picture which is, that Abilene is learning so much and is very happy with her teachers. My husband and I are really impressed with the NC Pre-K program. Abilene surprises us everyday with new found knowledge. For example, She can now recognize all of her letters and numbers as well as write most of them. We have read to her every day since she was tiny and now she tries to read with us sounding out all of the letter sounds and even shocking us with reading words right away. Just the other day, she recited “The Pledge of Allegiance” to us without error and I actually teared up and boasted with pride. She has also learned and demonstrated to us, counting with some adding and subtracting. I could go on and on about the positive changes in our little girl there is so much we could tell you.

The NC Pre-K program has been very beneficial for Abilene and our family. We really appreciate Mrs. Hinesley and Ms. Gardner for all they have taught Abilene they are really doing a great job and making such a huge; great positive difference in her life as well as ours. Thank you so much for letting Abilene and our family be a part of this wonderful program.
Sincerely,

Barbara and Robert Bell

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Web-based Supports for QRIS: The Pennsylvania Experience

Friday, October 28th, 2011 | Author: Tracy

The QRIS National Learning Network and the BUILD Initiative are hosting a webinar, Web-based Supports for QRIS: The Pennsylvania Experience, on November 14th at 3:00 PM (ET).

Learn how Pennsylvania plans to use a web-based platform to help early care and education programs successfully participate in Keystone Stars, the state quality rating and improvement system (QRIS).

Over the past two years, Pennsylvania early care and education leaders have worked collaboratively to create a web-based platform aimed at helping early care and education providers work smarter. The platform includes links to a host of cost-saving opportunities, administrative tools and templates, an automated child management and billing software specifically designed to meet PA subsidy rules, marketing resources, an on-line staffing service, opportunities for networking and more.

A new module, designed to help providers identify and link to the tools and resources they need to succeed in Keystone Stars QRIS system, is now under development. This webinar will demonstrate the platform, describe benefits to participating providers, and discuss the many ways web-based technologies can be used to help QRIS participants, as well as the Technical Assistance staff that support them, work more effectively and efficiently.

Registration and Sign-Up: Register for this webinar. Call-in instructions will be e-mailed to you after you register. In order to maximize the value of the webinar, they invite you to send questions and topics in advance of the call, and ask that you use the registration form to do so.

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National Survey on Child Care Supply and Demand

Wednesday, October 26th, 2011 | Author: Tracy

The National Opinion Research Center will be conducting a survey on child care supply and demand: The National Survey of Early Care and Education (NSECE). It’s the first survey of its kind since 1990 and will provide a national picture of the current child care field.

According to the National Association of Child Care Resource & Referral Agencies (NACCRRA), the NSECE will update and greatly expand the information available on all forms of early care and education, the child care workforce for these programs, and families’ child care needs and patterns of use. Results of the NSECE will be used to develop child care and early childhood education policy, including policies that:

  • Support provider professional development and working conditions,
  • Help providers operate effectively within the marketplace and in ways that promote child development, and
  • Improve families’ access to care that meets their needs and is respectful of their preferences.

The NSECE will include a provider survey, a household survey, and a child care workforce survey, based on nationally representative samples.

The National Opinion Research Center, along with its partners, is conducting the NSECE on behalf of the Administration for Children and Families of the U.S. Department of Health and Human Services.

Many providers will be contacted to participate. Please encourage providers in your community to participate. NACCRA has officially endorsed the effort. Learn more at http://www.naccrra.org/policy/national-survey-of-early-care-and-education.php

More information about the survey is available at http://nsece.norc.org

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PreK-3rd Working in Washington State

Wednesday, October 26th, 2011 | Author: Tracy

A study by the Foundation for Child Development chronicles how The New School Foundation influenced primary education reform in Washington by creating one of the leading PreK–3rd programs in the United States.

“The PreK-3rd program was implemented in two of the lowest performing public schools in Seattle. After eight years encountering obstacles and resistance, the PreK-3rd program at South Shore School began to produce results. Now, not only is this program influencing other districts in Washington, but also PreK-3rd efforts in the rest of the country.”

Read the report.

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Class Sizes During Early Childhood Affect College Outcomes, Study Finds

Wednesday, October 26th, 2011 | Author: Tracy

From the Chronicle of Higher Education:

Students enrolled in smaller classes during early childhood have an increased probability of attending college, earning a college degree, and entering high-earning fields, according to a study published on Monday by the National Bureau of Economic Research. The likelihood of students’ attending college increased by 2.7 percentage points, and the effect was more than twice as large among black students. The odds of earning a degree increased by 1.6 percentage points over all.

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