impact of state prek on readiness
DESCRIPTION
Child-Parent Centers : A Title I-Funded Model for Promoting Educational Success Arthur J. Reynolds University of Minnesota August 11, 2009 Brooklyn Park, MN. Impact of State PreK on Readiness. YearChange (mths) New Mexico 20073-4 Arkansas 20073 New Jersey 20073-4 - PowerPoint PPT PresentationTRANSCRIPT
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Child-Parent Centers:
A Title I-Funded Model for Promoting Educational Success
Arthur J. ReynoldsUniversity of Minnesota
August 11, 2009Brooklyn Park, MN
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Impact of State PreK on Readiness
Year Change (mths)
New Mexico 2007 3-4Arkansas 2007 3New Jersey 2007 3-4Oklahoma 2005 3Tulsa, OK 2005 6Synthesis of 2001 3-4 7 states/cities
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MA
SS
FS
SA
CA
MA
SS
FS
SA
CA
Common Paths from Early Childhood to Adult Well-Being
Early Childhood Ages 3-9
Adolescence to Adulthood
ProgramParticipation
TimingDurationIntensity
Competence Behaviors
School Achievement and Performance School Remediation Delinquency and Crime Child Maltreatment Participation in Social Services Health & Mental Health Educational Attainment Economic Well-Being Family Circumstances
MA= Motivational AdvantageCA = Cognitive AdvantageSA = Social AdjustmentFS = Family SupportSS = School Support
Exogenous Conditions
Gender Socio-Environmental Risk Neighborhood Attributes
Motivation Self-efficacy Perceived competence Persistence in learning
Developed Abilities Cognitive development Literacy skills Pre-reading/numeracy skills
Social Adjustment Classroom adjustment Peer relations Self-regulating skills
Family Support Parent-child interactions Home support for learning Participation in school Parenting skills
School Support Quality of school environment Classroom environment School-level performance
Ages 5-12
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Key Point
Only high-quality early education programs that follow key principles
of effectiveness will have reliable and enduring effects on children’s
school success.
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CPC Background2nd Oldest Federally-Funded Preschool
Program
Oldest and Most Integrated Preschool plus School-Age Intervention
Unique Blend of Child Education and Family Support
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Title I HistoryChicago first district to use Title I for
preschool (1967)
District 10 Superintendent Lorraine Sullivan developed program with much local collaboration
Today <5% of Title I goes to preschool
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Goal of Title I Act of 1965:
“Employ imaginative thinking and new approaches to meet the educational needs of poor children.”
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CPC Major Foci
Basic skills: Language, Numeracy, ListeningStructured Learning ActivitiesLanguage and literacy emphasis
Field Trips: Zoos, Museums, Libraries
Parent Involvement:Classroom volunteeringParent room activitiesEducational workshops and trainingHome visits and activities
Organizational StructureStaffing patterns and Coordination
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Parent Resource Room
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Key Elements for Improving Well-Being
Child language, numeracy, and social skills
Continuity of learning experiences
Family-school partnershipsReduce social isolationIncrease school/residential stability
Parenting practices
Parents’ attainments & economic well-being
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Child-Parent Centers
PrincipalChild-Parent Center
Preschool/Kindergarten(Wing or Building)
Child-Parent CenterPreschool/Kindergarten
(Wing or Building)
Elementary SchoolGrades 1 to 3
Elementary SchoolGrades 1 to 3
Curriculum Parent-Resources TeacherCurriculum Parent-Resources TeacherHead TeacherHead Teacher
OutreachServices
OutreachServices
ParentComponent
ParentComponent
CurriculumComponent
CurriculumComponent
HealthServices
HealthServices
ParentComponent
ParentComponent
CurriculumComponent
CurriculumComponent
School-WideServices
School-WideServices
School-Community RepresentativeResource MobilizationHome VisitationParent Conferences
Parent Resource TeacherParent Room ActivitiesClassroom VolunteeringSchool ActivitiesHome Support
Language FocusSmall Class SizesInservice Training
Health ScreeningNursing ServicesFree + Reduced- Price meals
Parent Room ActivitiesClassroom VolunteeringSchool ActivitiesHome Support
Reduced Class SizeTeacher AidesInstructional Materials Individualized InstructionInservice Training
Health ServicesSchool-Community RepresentativeFree + Reduced- Price mealsResource Mobilization
Age 3 To Age 9
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CPC Staffing Head Teacher Parent Resource TeacherSchool-Community RepresentativeTeachers and aidesSchool nurse, psychologist, social workerPreschool class size was 17 to 2Kindergarten, school age was 25 to 2School-age program had coordinator called curriculum-parent resource teacher
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Johnson Child-Parent Center
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Brief CLS Sample Description
989 complete cohort of children graduating from Child-Parent Centers in kindergarten; they participated from 2 to 6 years. Centers are located in the highest poverty areas of Chicago.
550 children enrolled in an alternative early childhood program in kindergarten in five randomly selected schools serving low-income families. They matched on socioeconomic status.
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CPC Preschool and Readiness
57
44
28
50
0
10
20
30
40
50
60
70
80
90
Nat
iona
l Per
cent
ile
Two Years One Year None Nat. Norm
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ECLS-K Reading Learning by SES: K to 3rd Grade
10
20
30
40
50
60
70
80
90
100
110
120
130
5 6 7 8 9
Ages
Te
st
Sc
ore
s
LowerSESHigherSES
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Education and Crime-Age 24
Prog CompDiff
HS completion 79.4% 70.7% 8.7%*
Incarceration 20.4% 26.1% -5.7%*or jail
Felony arrest 16.5 21.1% -4.6%*
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Benefit-Cost Ratios for Child Programs
3.07
0.30
3.14
6.02
0.00
3.54
2.47
-2.00
-1.00
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
10.00
WIC Infantprograms
Preschoolprograms
Full-Day K Smallclasses
ReadingRecovery
SOAR
Pre
sen
t V
alu
e o
f B
enef
its
per
Do
llar
inve
sted
($)
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Key Elements of Effectiveness for Early Education Programs
1. Target Children at Risk2. Begin Early (by age 4)3. Duration-More is Better4. High Intensity of Services5.Small Class Sizes and Child-
Staff Ratios
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Key Elements of Effectiveness
6. Highly Trained Teachers who are Compensated Well
7. Comprehensive Family Services 8. Compensatory Focus9. Provide Transition Services into
Kindergarten and early grades10. Strong Accountability System
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Common Elements of Preschool Showing High Returns
1. Opportunity for More than 1 Year of Participation.
2. Well-trained and Compensated Teachers.3. Class Sizes under 18 and Child to Staff
Ratios less than 9 to 1.4. Instruction that is Diverse & Literacy
Rich.5. Comprehensive Family Services.6. Average Yearly Cost per Child no Less
than $5,000 (2007 dollars).
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Further Information
Human Capital Research Collaborativewww.humancapitalrc.org
Chicago Longitudinal Studywww.cehd.umn.edu/icd/cls/[email protected]