Providing better quality and more intensive public education for children from poor and at-risk backgrounds can significantly increase their chances at ending the cycle of poverty.
Data show that only half of all children in the United States are ready for school when they enter kindergarten, and that learning gains from early childhood programs are often lost as children get older.
The increasing prevalence of childhood and adult obesity has led to a high priority on the identification of innovative approaches to prevention. Given that the prevalence of adult obesity has doubled over the past 3 decades and currently affects 40% of U. S.
Quality in early childhood programs has been a longstanding priority in policy and practice. Identifying the contribution of specific elements of high quality or effective learning experiences (ELE) is critical in scaling effective programs to population levels.
Strengthening early education means doing what works for all children. This is the vision of the Minnesota Early Learning Council and is directly supported in the World’s Best Work Force statute. The unifying goal is that all children will be ready for school at kindergarten entry.
The new year provides an opportunity to accelerate progress in early education. Minnesota has high aspirations. The World's Best Work Force statute states that by 2020 all children will be ready for school.
In a recent symposium presentation at the Association for Public Policy Analysis and Management (APPAM) conference in Chicago on November 4, 2017, 50 years of the CPC program was described with a focus on future directions. The session was chaired by Arthur Reynolds (Professor, University of Minnesota) and Lisa Heiskell-Topkins (CPC Manager, Chicago Public Schools).
A new study shows that successful implementation of preschool to 3rd grade programs yields benefits in increasing school readiness, improving attendance, and strengthening parental involvement in school education –– strategies that can close the achievement gap for children at risk.
Sustaining early learning gains requires a comprehensive and effective system of services from preschool through the school-age years. Findings from the 2017 National Assessment of Educational Progress show the urgent need to improve achievement, as only 37% of U. S. 4th graders are proficient readers.i One year of preschool will not solve this problem.