Counteracting ACEs through CPC P-3

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. 

Learn more about ACEs
There is increasing evidence that ACEs predict disparities in educational, socioeconomic, and crime outcomes. Learn more about ACEs from our fact brief of from the 

presentation by Allie Giovanelli, Institute of Child Development, UMN, on Adverse Childhood Experiences: Longitudinal outcomes in context of environmental risk & intervention.

To the Citizens of the United States: Our Children Need Your Protection

Huffington Post
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,

Are you aware that issues related to child well-being have never taken center stage in any presidential administration? The platitudes of our past presidents have emphasized the importance of protecting our children. However, meaningful change has yet to be enacted at the necessary level. This is astonishing given both the immediate and long-term impacts that prioritizing child well-being could have on protecting the lives of our nation’s youth. This ultimately will allow for our young people to grow into thriving adults who can actively contribute to our nation’s progress. Political ideologies aside, we urge you to undertake the fight to provide all children with the chance to reach their maximum potential by encouraging your Congressional representatives to support the following initiatives:

1. Expand Medicaid and access to quality preventative care for low-income families. The current administration has proposed extensive changes to our healthcare system. These changes would have far-reaching implications for the prevention of child maltreatment. If the current Medicaid expansion were repealed, systems that support our nation’s most vulnerable families would suffer.

Importantly, the Medicaid expansion currently provides increased coverage to low-income adults, many of whom are working parents. Coverage includes behavioral and substance use services. Such services are essential, as many parents who have maltreated their children report higher levels of mental and physical health problems than the general population. Parenting can be stressful, and this stress is compounded for families living in poverty. Increased parental stress has been found to strongly contribute to higher rates of harsh parenting, abuse, and neglect. There is a simple solution: Reduce the likelihood of child maltreatment by providing the treatment needed for non-elderly, low-income adults and parents. Allow our most vulnerable families to keep their benefits provided under the Medicaid expansion.

Further, access to high quality early home visiting services during pregnancy or at birth, particularly for those living in poverty, has been shown to benefit families and children directly while reducing costs to society. According to a report by Mathematica Policy Research, home visitation program participation promotes positive short- and long-term outcomes related to maternal and child health, maltreatment rates, parenting practices, and school readiness. The effects of this type of program can reverberate for decades, as studies also show reductions in juvenile delinquency and improvements in family economic self-sufficiency. These are exactly the types of programs we as a nation should be investing in to protect our children. At present, less than 6% of low-income new parents have access to this level of support. When making decisions about where to invest our healthcare dollars in ways that maximize our return on investment, we urge you to listen to the evidence: Investing in prevention is key.

2. Expand access to high quality child care options. In the United States, over 60% of children under the age of five are placed in child care. Research demonstrates that high quality child care can promote positive cognitive, social-emotional, and behavioral development and protect against risks that compromise development. It is therefore essential that we make it easier for families to find, access, and utilize quality child care services.

In reality, low-income children are less likely to be placed in formal child care arrangements. When they are, the quality of care is often substandard, thereby placing children at additional risk. If there is such a great need for quality, affordable child care, why is there no national policy? In 1971, Congress passed a bill to create a universal, federally funded child care system, but this bill never received presidential support. Most recently, President Obama took action to make child care and early education a national priority through initiatives such as universal preschool, tax cuts for families paying for child care, and expanding access to quality child care for working families. These were critical first steps, but much more needs to be done.

Again, our programs and policies fail to reflect our research findings and current economic climate. According to a 2015 report by the Council of Economic Advisers, investments in high quality early education generate economic returns of over $8 for every $1 spent. However, existing funding levels fail to cover all of the families that are in need of child care support. Only 14% of eligible children receive child care subsidies, Early Head Start programs serve less than 4% of eligible children, and the Child Care and Development Block Grant provides assistance to only 10% of eligible children. We can do better. We must urge Congress to make early education a priority. It is essential that the national budget prioritize our nation’s child care needs.

3. Invest in learning how to best prevent child maltreatment and enhance child well-being.It is clear that substantial gaps exist between research and policy in how to most effectively prevent child maltreatment and allow our children to reach their full potential. Research provides a strong foundation of evidence with which policymakers can shape governmental priorities. The current funding and capacity for research is woefully inadequate, particularly in regard to identifying ways to best support parents in the challenges of raising children, and to improve basic services that every child needs to be successful.

In order to effectively bridge the gap between research and policy in this area, we ask you to help prioritize partnerships for developing research and data analysis strategies. Although some research is being conducted for the promotion of child well-being, there is a critical need to examine how to prevent child maltreatment and further help our children thrive. At a federal level, there exists great opportunity to provide funding for, and directly collaborate with, researchers with the expertise to address these gaps and create a better future for all of our children.

Fellow citizens, we urge you to encourage Congress to make protecting our country’s children a priority. Invest in our children by improving prevention and intervention efforts to support vulnerable families. Ask Congress to support programs and efforts that will reduce barriers to care and that will prevent children from being exposed to maltreatment. Advocate for the continuation and expansion of funding for Medicaid. Help to promote the development of and funding for evidence-based parenting education and home visiting programs. Push for investments in universal high quality child care. If we do not make these investments now, our children and our society will continue to suffer. The cost of prevention is nothing compared to the worth of our children’s lives.

Sincerely,

Young scholars who know the research and are eager to use it to provide a more informed and effective set of policy decisions

The authors are doctoral students from across the country who have received Doris Duke Dissertation Fellowships for the Promotion of Child Well-Being. The opinions expressed are the authors’ personal opinions and do not reflect those of any organization or the Doris Duke Charitable Foundation.

Link to article

ABC/CARE: Elements of Quality Early Childhood Programs that Produce Quality Outcomes

James Heckman
Center for the Economics of Human Development
University of Chicago

Professor Heckman’s latest research, “The Lifecycle Benefits of an Influential Early Childhood Program,” looks at the effects of the ABC/CARE early childhood development programs in North Carolina. These nearly identical approaches provided comprehensive early childhood care and learning from birth through age five, and delivered a 13% per year return on investment, including all costs associated with running the programs. While it is not possible to isolate which program component produced individual outcomes, common program elements point practitioners and policymakers toward a set of elements that comprise a quality program capable of delivering the greatest results to children and those who invest in their early development.

High-quality programs:

  1. Start at birth.
  2. Provide continuous care.
  3. Engage parents.
  4. Incorporate health as an input.
  5. Recognize the importance of nutrition.

Learn more here.

 

Chronic Early Absence, Achievement, and Social-Emotional Development

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:

  • Extend the literature on chronic early absence.
  • Bring a focus to attendance in the early years-early attendance is often overlooked because school leaders focus on the attendance of older children.
  • Look for heterogeneous impacts of chronic early absence to inform the development of attendance interventions.

This study provides evidence that chronic absence in the early grades may cause potential harm, not only to academic achievement, but also to children’s abilities to adjust to student life and norms.

View

Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects

Deborah A. PhillipsMark W. LipseyKenneth A. DodgeRon HaskinsDaphna BassokMargaret R. BurchinalGreg J. DuncanMark DynarskiKatherine A. Magnuson, and Christina Weiland

Brookings and Duke Univeristy

Scientific research has established that if all children are to achieve their developmental potential, it is important to lay the foundation during the earliest years for lifelong health, learning, and positive behavior. A central question is how well our public pre-kindergarten (pre-K) programs are doing to build this foundation.

Forty-two states and the District of Columbia, through 57 pre-K programs, have introduced substantial innovations in their early education systems by developing the infrastructure, program sites, and workforce required to accommodate pre-K education. These programs now serve nearly 30 percent of the nation’s 4-year-olds and 5 percent of 3-year-olds.

In recent years, there has been increasing interest in assessing how well these short- and long-term goals have been achieved. What should we expect pre-K to produce for our society? How can we ensure that children who attend these programs get as much out of them as they can?

In “Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects” (PDF), a task force comprised of social scientists from Brookings and Duke University lists six consensus statements on what we know about the effects of pre-K and highlights the importance of gathering further evidence to answer three important questions: What features of pre-K programs, specifically, put children on a positive developmental trajectory? What’s the best way to scale up small pre-K programs to a school-district or state-wide level? How can we use evaluations of an earlier generation of programs to guide the development of today’s pre-K programs? The consensus statement is part of a broader report titled “The current state of scientific knowledge on pre-kindergarten effects” (PDF).

 

CDPS Blog: Community Development and Policy Studies

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.

Read the full article here.

Yellen says problems of childhood poverty linger

StarTribune                                

By MARTIN CRUTSINGER Associated Press

WASHINGTON — A new Federal Reserve survey has found that children who grew up in poverty were twice as likely to struggle with financial challenges later in life, Fed Chair Janet Yellen said Thursday.

The survey showed that more than half of young people age 25 to 39 who reported that as children they worried over things like having enough food were currently facing financial challenges, Yellen said. That was double the number with financial troubles who did not face such concerns as children.

Yellen told a Fed conference on community development that the findings underscored the need to provide children with the resources they need to achieve financial success later in life.

In her speech, Yellen made no comments on the current state of the economy or interest rates.

In the survey, which the Fed will publish later this spring, Yellen said there was a clear connection between childhood struggles and financial problems later in life.

"Young adults who regularly or sometimes worried when they were children about care, safety or having enough to eat are also less likely to be employed, less likely to have consistent income month-to-month and less likely to pay all of their current monthly bills in full, compared with those who never or rarely worried about these concerns as children," Yellen said.

Yellen said the research to be presented at the Fed's two-day conference made a compelling case for the need to prepare people starting at an early age for success in the labor market.

"This research underscores the value of starting young to develop basic work habits and skills," she said. "These habits and skills help prepare people for work, help them enter the labor market sooner, meet with more success over time and be in a position to develop the more specialized skills and obtain the academic credentials that are strongly correlated with higher and steadier earnings."

Yellen said a growing body of research showed that greater success was being achieved by addressing workforce development in early childhood education compared to spending on job training later in life.

"Ensuring that all of our kids have 'strong foundations' will help build a similarly strong foundation for the U.S. economy," Yellen said.

Unlocking ESSA's Potential to Support Early Learning

LAURA BORNFREUND, HARRIET DICHTER, MIRIAM CALDERON, AMAYA GARCIA

In December 2015, Congress reauthorized the Elementary and Secondary Education Act, replacing No Child Left Behind with the Every Student Succeeds Act (ESSA). This latest iteration of the law brings new attention to children’s earliest years. In a paper out todayNew Americaand the BUILD Initiative offer an introduction to ESSA and explore major provisions that have implications for our nation’s youngest learners.

 

To Reach the Students, Teach the Teachers

Report prepared by University of British Columbia

Released February 14, 2017

This report, prepared by University of British Columbia for the Collaborative for Academic, Social, and Emotional Learning (CASEL), is an important step toward a powerful movement not just to strengthen the infrastructure for Social Emotional Learning (SEL) but to improve the quality of teaching from preschool through high school nationwide.

Read the full report

Is Universal Child Care Leveling the Playing Field?

Tarjei Havnes and Magne Mogstad

Discussion Papers No. 774, March 2014
Statistics Norway, Research Department

This study assesses the case for universal child care programs in the context of a Norwegian reform which led to a large-scale expansion of subsidized child care. Taken together, the findings could have important implications for the policy debate over universal child care programs, suggesting that the benefits of providing subsidized child care to middle and upper-class children are unlikely to exceed the costs.

Read the