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.
Although Gov. Mark Dayton has championed early education with the new voluntary pre-K program for 4-year-olds and other investments, Minnesota remains far short of the 2020 goal and continues to lag other states in access to high quality programs.
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. Reflecting the dual importance of high-quality preschool and effective K-3 services, Child-Parent Center (CPC) P-3 is a school reform model designed to create a strong and sustainable culture of learning through 3rd grade.
Cumulative Adverse Childhood Experiences (ACEs) are associated with many deleterious physical and mental health outcomes, but early childhood interventions and education programs, such as CPC P-3, may facilitate healthy development among ACE-affected children. CPC P-3's unique system of supports helps promote lifelong well-being by reducing family stress and exposure to adversity and by promoting children’s school readiness, achievement, and socio-emotional learning.
05/02/2017 02:17 pm ET
Rachel Katz, PhD Student, Child Study and Human Development, Tufts University
Julia Fleckman, PhD Candidate, Public Health, Tulane University
Alison Giovanelli, PhD Candidate, Developmental Psychopathology and Clinical Science, University of Minnesota
Melissa Marquardt, PhD student, Clinical Psychology, University of Oregon
Jennifer Daer Shields, PhD Student, Clinical Psychology, Oklahoma State University
Dear Fellow Citizens,
Center for the Economics of Human Development
University of Chicago
Nicole Smerillo, Arthur Reynolds, Suh-Ruu Ou, Judy Temple
Society for Research in Child Development 2017
Presented by Nicole Smerillo at the 2017 Society for Research in Child Devlopment biennial meeting April 6-8 in Austin, TX.
The purpose of this study was to:
Workforce Development for the Next Generation: Early Childhood Education
Posted on March 27, 2017 by Community Development and Policy Studies, Chicago Fedeal Reserve
By Emily Engel
Workforce development, long thought to be the purview of community colleges and other vocational programs increasingly extends into early childhood education and elementary school. In fact, many practitioners today believe that workforce development and early childhood education go hand in hand, with many of the skills that bode well for career success developed early in life.