report: the first eight years

8/14/2019 Report: The First Eight Years

1/20

THE FIRST EIGHT YEARS

giving kids a foundation for lifetime success

policyreportKIDS COUNT


2/20


3/20

1The Annie E. Casey Foundation | www.aecf.orgTHE FIRST EIGHT YEARS

THE FIRST EIGHT YEARS

giving kids a foundation for lifetime success

From the moment they are born, youngchildren are ready to learn. Behind a tod-dlers soft features and halting first steps,an unseen, but extremely high-stakes,activity is taking place the building ofa brain. What happens to children dur-ing those critical first years will determinewhether their maturing brain has a sturdy

foundation or a fragile one. Fortunately,children who do not receive the stimula-tion and care they need for healthy growthand development can catch up if theyreceive appropriate interventions.

Yet, as a nation, we do not investenough in our childrens early years. Infact, federal spending on children is lowestwhen they are young, even though mostbrain development occurs during thisperiod. Worse, since 2010, federal spendingon children has declined and is projectedto continue to decline as a percentage of

GDP over the next decade to its lowestpoint since the Great Depression.1

Research shows that every dollarinvested in high-quality early childhoodeducation produces a 7 to 10 percentannual return on investment. As NobelPrize-winning economist James Heckmanpoints out, the longer society waits to

intervene in childrens lives, the more costlyand difficult it becomes to make up forearly setbacks both for the strugglingchild and for the nation as a whole.2

Investing in the first eight years iscritical for children to succeed, both inschool and in life. As documented in theFoundations 2010 report, Early Warning:

Why Reading by the End of Tird GradeMatters, children who are not proficient inreading by the end of third grade are likelyto feel alienated from school, and the con-sequences stretch well into adulthood.3Incontrast, children who read proficiently bythe end of third grade are far more likelyto graduate from high school and havesuccessful careers. However, 68 percent ofU.S. fourth graders and 82 percent of low-income fourth graders do not meet thatstandard, according to national readingassessment data, a problem that the Cam-

paign for Grade-Level Reading is workingto address.4Te challenges are greater forchildren of color, those with disabilitiesand dual-language learners. For black,Hispanic and American Indian children,more than 80 percent in each of thesegroups are not proficient readers. Further-more, close to 90 percent of low-income


4/20

2 The Annie E. Casey Foundation | www.aecf.org kids count policy report

children of color do not achieve this stan-dard for reading, and nearly as many donot perform proficiently in math.

ransitioning effectively into elemen-

tary school depends largely on a childsdevelopment across critical areas of well-being. Yet, a new analysis shows that byage 8, most children in the United Statesare not on track in cognitive knowledgeand skills, and many lag in the areas ofsocial and emotional growth, physicalwell-being and engagement in school (seeFigure 1).5According to this analysis, just19 percent of 8-year-olds in families withincomes below 200 percent of the povertylevel and 50 percent of those in families

with incomes above that level have age-appropriate cognitive skills. Te picture isparticularly troubling for children of color:Only 14 percent of black and 19 percentof Hispanic children have age-appropriatecognitive skills. Hispanic children lagbehind white children in school engage-ment and physical health, while blackchildren trail all racial and ethnic groupson most measures.

Parents are both the most importantadults in a young childs life and the big-gest contributors to their future success.

But some parents find it difficult to pro-vide adequate care because of the stressesof poverty and other barriers. Tis policyreport makes the case for an integratedand comprehensive system of servicesthat meets the needs of all children frombirth through age 8, as well as theirfamilies. o be effective, this early child-hood system should embrace a variety

of evidence-based programs with provenrecords of supporting families and helpingyoung children succeed.

One or two programs working in

isolation from each other, no matterhow well-intentioned, will not providemost children with the assistance theyneed to meet all of the milestones ofchild development. However, ampleevidence suggests that by integratingproven programs and services, outcomesimprove dramatically.

Beyond our shared moral duty toprotect children, there are pragmaticreasons for implementing an integratedearly childhood system that sets all young

children on a path toward successfuladulthood. oday, employers are strug-gling to find enough skilled workers. Inthe next decade, the demand for work-ers with a postsecondary credential ordegree is expected to outpace the supplysignificantly.6Furthermore, as the elderlypopulation grows, the country faces theprospect of relying on a smaller workforceto pay for public-sector programs. A pro-ductive workforce is critical to generatingthe resources to support a growing popu-lation of retirees and the future success

of our economy. High-quality early careand education play an important role inpreparing children for success and lead tohigher levels of educational attainment,career advancement and earnings. Ourchildren are undeniably a key resource inbuilding an economically strong future.

Addressing cognitive deficiencies alone,however, will not get those children who


5/20


Percentage of 3rd Graders Who Are on Track in Each Developmental Area by Income and Race

In order to be successful in school and in life, children must meet milestones in a range of developmental areas. But a new analysis

shows that by age 8, most children in the United States are not on track in cognitive knowledge and skills, and many lag in the

areas of social and emotional growth, physical well-being and engagement in school.

FIGURE 1

SOURCE Child Trends analysi s of 199899 ECLS-K, third grade results. NOTE Low-income house holds reflect those with income s below 200 percent of the federal poverty thresho ld at the time of the survey. In 2001, 200 percent of the federal poverty threshold was$35,920 for a family of two adults and two children. Higher-income households reflect those at or above 200 percent of the federal poverty threshold. Measures of social and emotional developmentand engagement in school reflect teacher-reported data. Physical well-being measures reflect direct assessments and parent-reported data.

ENGAGEMENTIN SCHOOL

Child shows an interestand participates

in learning activities.

PHYSICALWELL-BEING

Child maintains a healthyweight and is in excellent or

very good overall health.

COGNITIVE KNOWLEDGEAND SKILLS

Child scores at or abovethe national average on all

three assessments math,reading and science.

SOCIAL AND EMOTIONALDEVELOPMENT

Child exhibits self-control,good interpersonal skills and

no behavior problems.

BY RACE AND HISPANIC ORIGIN

White

Black

Hispanic

Other

48%

14%

19%

31%


White

Black

Hispanic

Other

73%

54%

71%

72%


White

Black

Hispanic

Other

77

%

61%

72%

79%


White

Black

Hispanic

Other

61%

49%

45%

54%

BY INCOME

Higher Income Low Income

80% 66%

BY INCOME


62% 48%

ALL 3RD GRADERS

36%

ALL 3RD GRADERS

70%

ALL 3RD GRADERS

74%

ALL 3RD GRADERS

56%

BY INCOME


75% 63%

BY INCOME


50% 19%


6/20


Young Children Living in Low-Income Households: 2012

For our nation to succeed, its critical that we address the barriers to success for the 17 million young children who are considered

low income. The likelihood that a young child will live in a low-income family varies dramatically by state, from a high of 63 percent

in Mississippi, to a low of 32 percent in Massachusetts.

TABLE 1

SOURCES Population Reference Bureaus analysis of data from the U.S. Census Bureau, 2012 American Community Survey and Population Estimates.

NOTE Low-income households reflect those with incomes below 200 percent of the 2012 federal poverty threshold ($46,566 for a family of two adults and two children) and only include childrenwho live in families for whom poverty status was determined, therefore it is not possible to replicate the low-income rate using the population estimate shown here as the denominator.

State Number Number Percent

United States 36,410,943 17,215,000 48

Alabama 550,716 298,000 55

Alaska 96,205 37,000 39

Arizona 806,712 433,000 55

Arkansas 354,549 204,000 58California 4,583,154 2,209,000 49

Colorado 621,253 259,000 42

Connecticut 366,895 121,000 33

Delaware 101,962 43,000 44

District of Columbia 62,408 26,000 42

Florida 1,950,506 1,053,000 54

Georgia 1,237,111 668,000 55

Hawaii 157,020 60,000 38

Idaho 214,096 113,000 55

Illinois 1,495,327 650,000 44

Indiana 780,151 387,000 50

Iowa 359,615 142,000 40

Kansas 366,299 172,000 48

Kentucky 507,300 255,000 52

Louisiana 564,605 300,000 55

Maine 125,349 63,000 50

Maryland 661,663 222,000 34

Massachusetts 670,152 213,000 32

Michigan 1,070,063 524,000 50

Minnesota 638,264 226,000 36

Mississippi 371,988 232,000 63

State Number Number Percent

Missouri 693,028 334,000 50

Montana 110,841 55,000 51

Nebraska 238,038 103,000 44

Nevada 332,268 180,000 55

New Hampshire 125,148 41,000 33New Jersey 975,569 328,000 34

New Mexico 259,642 155,000 60

New York 2,089,940 925,000 45

North Carolina 1,135,163 604,000 54

North Dakota 81,364 26,000 33

Ohio 1,283,236 620,000 50

Oklahoma 474,944 248,000 53

Oregon 424,142 212,000 51

Pennsylvania 1,318,190 557,000 43

Rhode Island 102,751 40,000 40

South Carolina 539,271 295,000 55

South Dakota 106,256 48,000 47

Tennessee 736,183 390,000 54

Texas 3,525,658 1,854,000 53

Utah 465,196 206,000 45

Vermont 57,412 24,000 42

Virginia 925,752 341,000 38

Washington 795,416 330,000 43

West Virginia 187,587 97,000 52

Wisconsin 644,576 265,000 42

Wyoming 70,009 29,000 44

Puerto Rico 389,959 324,000 83

Population of Children

Birth to 8

Children Birth to 8 Living

in Low-Income Households

Children Birth to 8 Living

in Low-Income Households

Population of Children

Birth to 8


7/20


have fallen behind back on track. Researchshows that children who enter kindergartenwith below-average language and cognitiveskills are most likely to catch up only if

they are physically healthy and have strongsocial and emotional skills.7For childrento succeed, we must first dispel the notionthat classroom learning is isolated fromother aspects of child development. Ten,we must create opportunities for childrento develop the full array of competenciesthat they need to thrive.

We also must confront barriers tosuccessful development particular to the17 million children under age 9 who areconsidered low income.8Research shows

that when young children live in low-income families, especially during infancy,the results can linger well into adulthood.For instance, children who live in per-sistent poverty or in low-income familiesare more likely to be poor between theages of 25 and 30, give birth as teens outof wedlock, struggle to maintain stableemployment and have poor overall health.9Unfortunately, low-income children are lesslikely to have access to the very programsmost likely to help. Te nations leadingprograms to address the healthy develop-

ment of low-income children from birththrough age 5 Early Head Start andHead Start serve only a fractionof eligible children and families. And in2011, 63 percent of low-income 3- and4-year-olds were not enrolled in a pre-school program, compared with 45 percentof their more affluent counterparts.10Similarly, among 2- through 8-year-olds

identified as having developmental issues,low-income children were more than twiceas likely as their higher-income peers neverto receive services.11

WHAT IT TAKES TO HELPCHILDREN SUCCEED

Decades of research have provided strongevidence of what an integrated earlychildhood system should look like. Severalgroups, including the Alliance for EarlySuccess, have outlined research-backedstate and local policies that can movesystems closer to meeting this goal.12Infact, many states and communities across

the country have already put significantpieces of the puzzle in place, and others areworking to integrate local programs andservices. What we know is that to meet theneeds of every child, these systems shouldfocus on three primary goals:

1. Support parents as they care fortheir children.2. Improve access to quality early care andeducation, health care and other services.3. Ensure that care is comprehensive andcoordinated for all children from birth

through age 8.

Support parents as they care for their children.Research provides evidence of the buildingblocks needed for successful parenting:First, parents must have the resourcesto provide for their childrens basic needs.Ten, they must create a safe and support-ive environment; speak and read to

High-quality early careand education play animportant role in preparingchildren for successand lead to higher levelsof educational attainment,

career advancementand earnings.


8/20


children throughout the day, every day;and encourage play and creative expression.

However, the normal challenges ofraising children are far more dauntingfor families struggling with poverty.Low-income parents often spend moretime away from their children because

they are juggling multiple jobs, spendingsignificant periods in transit, searchingfor secure housing or navigating complexpublic-assistance bureaucracies.13Tereare measurable differences between howchildren in lower-income families andtheir middle-class peers develop and learn.By the time a child in a very low-incomefamily reaches age 4, she will have heardonly two words for every seven that achild in a higher-income family has heard.By the time children in families with verylow incomes enter kindergarten, they

are 12 to 14 months behind in languageand pre-reading skills, compared withchildren in higher-income families, wherereading books and engaging in regularconversations with adults help build muchlarger vocabularies.14

Poverty presents other challenges

for very young children. Tey are morelikely to have physical disadvantages thatimpede school readiness, such as livingin unhealthy homes that contain moldand lead, or having undetected vision andhearing problems. Low-income parentsare less likely to have paid parental leaveor to be able to afford unpaid leave. As aresult, their children miss out on the manyhealth and emotional benefits that comefrom spending this critical time with theirparents.15Similarly, because low-incomeparents are least likely to have paid sick

Low-Income Children Ages 3 and 4 Not Enrolled in Preschool: 200911

Attending high-quality preschool can significantly contribute to the healthy development of young children, especially

those who are in low-income families. However, 63 percent of low-income 3- and 4-year-olds were not attending a

preschool program, compared with 45 percent of their more affluent counterparts. And, state rates vary, from a high

of 78 percent of low-income children not attending preschool in Nevada, to a low of 45 percent in New Jersey.

FIGURE 2

SOURCE Population Refere nce Bureaus analysis of data from the U.S. Census Bureau, 200911 American Community Survey. NOTE Data for this and other early childhood indicators are available on the KIDS COUNT Data Center at datacenter.kidscount.org.

45 60 % not enrolled




Data not available

WA

OR

CA

NV

ID

MT

WY

UT

AZNM

CO

AK

TX

OK

KS

NE

SD

ND

MN

IA

MO

AR

LA

MS AL GA

FL

SC

TN

WI

IL IN

MI

OH

KY

NC

VAWV

PA

NY

ME

VT

NH

HI

MA

RI

CT

NJ

DE

MD

DC


9/20


leave, their children are more likely toattend school when sick and less likely tosee doctors when they become ill duringparental work hours.

Unlike children growing up in moreadvantaged families, poor and low-incomechildren are also far less likely to partici-pate in play groups and other enrichmentactivities that build social skills and easethe transition to school. And, low-incomechildren experience far less stability in suchareas as parental employment, housingand child-care or school settings. Tisinstability itself harms children.16

A variety of factors compound theproblems that low-income parents already

face in raising healthy and happy children.

Minimal supports for families.Te costof raising a child is high for most fami-lies. Low-income families with limitedearnings especially need the help of vitalincome supports like the Earned Incomeax Credit, the Child ax Credit, housingassistance and nutrition programs, such asthe Special Supplemental Nutrition Pro-gram for Women, Infants, and Children(WIC) and the Supplemental NutritionAssistance Program (SNAP, formerly food

stamps). Yet, in many states, its not easyto navigate the eligibility rules and followthe steps to obtain benefits from theseprograms. Only 5 percent of low-incomeworking families with children receivethe full package of benefits for which theyqualify: SNAP, child care and Medicaid.17

Additionally, all expectant parents needhelp to meet the myriad responsibilities

of raising a child, but low-income parentsare typically more isolated and have lessfamily support. Parent-training and home-visiting programs can help fill that gap.18

For example, the Nurse-Family Partnershipprogram has improved prenatal health,increased intervals between pregnancies,lowered levels of substance abuse andarrests and increased school readiness inchildren.19, 20But even with new federalinvestments in such programs, in 2011,only one out of five low-income parentswas served by a home-visiting program.21

Maternal depression and other emotionaldisorders.A growing body of evidence sug-

gests that children of depressed mothersare more likely themselves to experiencedepression and other emotional disorders,produce more stress chemicals and developcardiovascular patterns that precedehypertension because these mothers areless able to provide the responsive carethat children need.22

Unfortunately, maternal depressionand other mental health problems arewidespread, particularly among low-income families. Its estimated that onein four low-income women experiences

major depression, and as many as 40to 60 percent have depressive symptomsthat can affect the healthy developmentof their children.23Unfortunately, too fewmental health providers are available tomeet this need.

Limited education and skills.Educationplays a significant role in parents ability

The normal challenges ofraising children are far moredaunting for families strugglingwith poverty. Low-incomeparents often spend moretime away from their children

because they are jugglingmultiple jobs, spendingsignificant periods in transit,searching for secure housingor navigating complex public-assistance bureaucracies.


10/20


programs.28Although research showsthat children benefit significantly whenlearning environments meet well-definedmeasures of high-quality early care, one

well-regarded study found that fewer than10 percent of settings provided very high-quality care.29, 30

States have made important stridesin expanding and improving preschoolprograms. New Jersey and Oklahoma, forexample, have documented improved childoutcomes resulting from prekindergartenprograms that serve low-income children.But even after a decade of expansions, in2012, only 41 percent of 4-year-olds and14 percent of 3-year-olds attended publicly

funded preschool programs, and 10 statesoffered nothing beyond federally fundedHead Start centers.31

Nearly every state has, or is developing,a quality-rating system to help familiesidentify good early care and education pro-grams.32And, some states have even createdincentives to help enhance the quality oftheir programs and focus on a full range ofchildrens developmental areas. For exam-ple, Louisiana designed their quality-ratingsystem with a focus on social-emotionaldevelopment, and staff must be trained in

and use social-emotional screening tools.o financially support this effort, thestate implemented School Readiness axCredits, which provide tax benefits toparents, providers and businesses. Buildingon and expanding these pockets ofinnovation presents a viable opportunityto significantly change the odds of successfor millions of children.

to provide for their children. Attaining ahigh school diploma is related to betteroutcomes for parents and, thus, for theirchildren. High school graduates earn more,

live longer and are less likely to rely onpublic assistance.2426 But more than 5 mil-lion children age 8 and younger live witha parent or caregiver without a high schooldiploma.27Adults without a postsecondarycredential struggle to secure good jobs withfamily-sustaining wages.

Improve access to quality early care and

education, health care and other services.For children to mature across all crucialareas of child development, they and their

families need access not only to qualitypreschool, kindergarten and elementaryschool, but also to quality health care,including well-child care and treatment,regular developmental screenings andintervention services.

Quality early care and education oppor-tunities from birth to kindergarten.Teimportance of quality early care and edu-cation is well documented. Children whoattend high-quality preschools have highertest scores, fewer behavior problems and

lower rates of grade repetition. Tey alsohave higher rates of high school gradua-tion, improved employment opportunitiesand earnings, and lower rates of drugabuse and depression. Unfortunately, manypreschools and other early childhood set-tings do not meet quality measures or failto provide sufficient instruction becausethey offer only part-day and part-year


11/20


12/20


Massachusetts received a developmentalscreening, compared with only 18 per-cent in Mississippi and North Dakota.40In addition, 7 percent of higher-incomechildren and 15 percent of low-incomechildren identified as having developmen-tal delays never received any services.41

Consistent, comprehensive nutrition andhealth services.When young children haveaccess to comprehensive, high-qualityhealth care and nutritional services, notonly does their overall health improve,but problems in other developmentalareas can be more readily identified andaddressed, as well. One successful exampleof how to increase health care access forchildren from low-income families is theintegration of health services into earlycare programs similar to Head Start and

Early Head Start, both of which have beenshown to improve child health outcomes.42

Ensure that care is comprehensive and coordi-

nated for all children from birth through age 8.o achieve the best outcomes, all programsand services for children need to work

in unison to support development fromthe early years through the early grades.Research shows that creating a more com-prehensive, coordinated approach onethat starts with programs to improveparenting for infants and toddlers andcontinues through prekindergarten andelementary school programs couldsubstantially improve child outcomes.43Unfortunately, families currently experi-ence a patchwork of disjointed servicesthat are difficult to access and coordinate.Communication and data sharing among

Ask Derrick, a public school prin-

cipal in a New England city, about

the value of coordinated early

services, and hell tell you the

story of Johnny (not his real

name). Within weeks of starting

kindergarten, Johnny transferred

to Derricks school because of

behavior issues.

Johnny was a precocious,

but defiant and aggressive, boy.

Derrick regularly engaged Johnny

in conversation when the boy was

sent to his office. He learned thatthe phone and electricity had been

cut off in Johnnys house and that

the boy was living with his grand-

mother and sleeping on the floor.

When Derrick eventually reached

Johnnys mother, she said she

had expected the school to handle

her sons behavior. She could

not take time off from her job

to help resolve issues regarding

Johnnys misconduct.

One day, Johnny became bel-

ligerent in class, when his teacher

confiscated his Power Ranger, his

only toy. Johnny was suspended

several times and then transferredagain after lunging at a pregnant

teacher. Because of time lost due to

multiple suspensions, he was only

in my school for a few weeks, from

the time school started [through]

November, recalls Derrick.

And, after Johnnys last transfer,

Derrick lost contact with him.

Here is a young man who

has so much going for him he

is smart and handsome and has

a vast vocabulary, says Derrick.

But we lose these kids at an

early age. By the time he reaches

third grade, he is not going to be

able to catch up. We dont do agood enough job getting to know

their circumstances.

Without Effective Coordination, a Child Is Lost in the System

CASE STUDY


13/20


programs is inconsistent, with parentsoften serving as the only linkage betweenhealth care, child care and educationservices. For example, when a child moves

from a child-care setting to kindergarten,there is often little information sharingbetween early care providers and theschool system, making the transition par-ticularly problematic. Parents also see thesechanges as vital. In 2011, 23 percent ofparents who said they needed help in thepast year to arrange and coordinate acrossdifferent services for their child never gotenough support, and 42 percent said theyonly got enough help sometimes.44

Designing and building this compre-

hensive array of services and programsrequires clear leadership, effective useof limited resources, formal partnershipsand collaboration among state agenciesand community programs. Teseleaders and partners must consciouslyplan and manage the work of develop-ing, financing, coordinating and holdingaccountable high-quality programs anddata systems for young children frombirth through age 8.

A number of states and communitiesare making progress toward expanding

access to comprehensive services andcoordinating existing programs so thatthey work more effectively. In Nebraska,the Sixpence program, which uses publicand private funds, provides grants to 11school districts for family engagementand center-based care for at-risk childrenfrom birth through age 3. Even before thestate of Mississippi recently began funding

public preschool, the community of Petal,Miss., integrated and expanded servicesto improve early care and learning frombirth through age 8. Administrators

use a research-backed assessment tool tomeasure kindergartners abilities in orderto determine whether young childrenare getting the services they need and tobuild collaborations that expand accessto needed services. With funding fromthe W. K. Kellogg Foundation, 18 othercommunities around the country are usingassessment tools to gather data to improveearly childhood supports.

At the federal level, the Race to theop-Early Learning Challenge fosters

coordination of services by providingstates with the resources to (1) improve thequality of early learning and developmentprograms, (2) close educational gaps forchildren with considerable needs and (3)support states efforts to design and imple-ment integrated systems of high-qualityearly learning and development programsand services.45

As children enter elementary school,standards, curricula, teaching practicesand assessments need to be coordinatedwith early care and education programs

and across grades, with an emphasis onchildrens developmental needs, social com-petence and academic skills.46An exampleof strong integration of education and othersupports is the Coalition for CommunitySchools, representing nearly 60 communi-ties where schools and communities aligneducation, health and other resources tomeet families and childrens needs.

A number of statesand communities aremaking progress towardexpanding access tocomprehensive servicesand coordinating existing

programs so that theywork more effectively.


14/20


Te success of the next generation shouldbe our highest national priority. Short-termsavings are likely through more effectivecoordination and alignment of programs.Longer-term savings in the form of

fewer expensive interventions to get olderchildren on track require additionalupfront investments to fully implementthe recommendations below. Te payoffs,however, will be substantial. In a 2012speech, Federal Reserve Chairman BenBernanke put it this way, Economicallyspeaking, early childhood programs area good investment. Notably, a portionof these economic returns accrues to thechildren themselves and their families, butstudies show that the rest of society enjoys

the majority of the benefits, reflecting themany contributions that skilled and pro-ductive workers make to the economy.47

RECOMMENDATION 1Support parents so they can effectivelycare and provide for their children.

States should establish or continue toexpand voluntary, evidence-based home-visiting and parent-training programs forchildren at risk of falling behind.

Because maternal depression has beenshown to negatively affect child develop-ment, states should incorporate mentalhealth services for parents into programsthat provide those health services andearly education supports to young children.

o boost family economic stability,states should improve access to income

supports such as the SupplementalNutrition Assistance Program, the EarnedIncome ax Credit and child support and expand educational assistance andjob-training opportunities for parents.

States and the federal governmentshould make it easier for parents tonavigate the array of available programsby aligning eligibility and recertificationdates, streamlining benefits packagesand offering one-stop locations for jobtraining and other programs that servelow-income parents.

RECOMMENDATION 2Increase access to high-quality,integrated programs for childrenfrom birth through age 8, beginningwith investments that target low-income children.

States that have not yet done so shouldadopt Early Learning and DevelopmentStandards that set clear expectations forchild development.

o improve the quality of care, statesshould set child-care reimbursement ratesat levels that allow providers to retain a

skilled child-care workforce and maintainage-appropriate instructorchild ratios.States should adopt Quality Rating andImprovement Systems using validatedmeasures that can improve early careand education programs, help parentsmake more informed choices and providefinancial incentives for improving thequality of programs. Low-income families

POLICY RECOMMENDATIONS

how to prepare americas children for success


15/20


should receive additional help to coverthe cost of these highly rated programs.Licensing standards and quality rating andimprovement systems should be designedto address the unique needs of infants andtoddlers. Finally, states should supporthigh-quality care during non-traditional

work hours.

Te federal government should partnerwith states to improve both the qualityof and access to early care and educationprograms. In addition, federally fundedchild-care programs should meet the stan-dards for developmentally appropriate care,as well as health and safety requirements.48Te federal government should expand andimprove Head Start and Early Head Start,which combine early education with servicesfor parents and access to other resources.

States should provide voluntary,full-day, high-quality and developmentallyappropriate prekindergarten programsthat serve all children, beginning withinvestments that target low-income3- and 4-year-olds.49

Te focus on high-quality,developmentally appropriate educationshould continue as children move intoelementary school. Tis begins withkindergarten entry assessments andvoluntary statewide, full-day kindergartenclasses. States should provide supportsneeded for all children to reach importantbenchmarks, such as reading proficientlyby the end of third grade. Tese supportsshould include tracking and addressingthe causes of chronic absence, providingsummer learning opportunities and

Marcus is an independent 5-year-

old who loves to dance. If you

get him started, you had better

watch out! his mother Stephanie

says with a smile.

Marcus and Stephanie live

in Atlantas Pittsburgh neigh-

borhood, which has a high

concentration of vulnerable fami-

lies. Thanks to the Annie E. Casey

Foundations Atlanta Civic Site,

Marcus and Stephanie receive, in

one location, services that support

Marcuss development.Through Parents as Teachers,

an evidence-based home-visiting

program, a parent educator met

regularly with Stephanie and

Marcus, starting when he was

9 weeks old. My parent educator

helped me teach Marcus through

day-to-day activities. We were

learning together! Stephanie

explains.

At age 3, Marcus was enrolled

in Educare Atlanta, which provided

high-quality instruction covering

all aspects of his development,

as well as opportunities for social

interaction. This included the

Healthy Beginnings System of

Care, which provides child-friendlyvision, hearing, dental and devel-

opmental screenings.

Marcus started Dunbar

Elementary School when he was 5.

Because Educare Atlanta and

Dunbar share a building and offer

a transition program for children

entering kindergarten, Marcus

felt comfortable and excited

when he began school. Marcus is

approaching his second semester

of kindergarten and is doing well

academically, socially and emotion-

ally. He recognizes letter sounds,

knows numbers from 1 to 100 and

can read a few words by sight.

Stephanie is proud of Marcus

and excited about his future. Infive or 10 years, I wan t Marcus to

be achieving in all he does and to

stay engaged in learning. I encour-

age him every day to do his best.

Coordinated Care Helps a Child Thrive

CASE STUDY


16/20


engaging parents as partners in theirchildrens education. o ensure thatschools maintain high expectations forall children, states must also continue toimplement rigorous, state-developed college-and career-ready education standards.

In addition to providing access tohigh-quality early care and educationfor all children, states must ensure thatchildren have access to affordable andcomprehensive health care from a primarycare provider who can manage andcoordinate their care. Furthermore, statepolicies should offer both timely screeningfor disabilities or developmental delays inyoung children and the training requiredfor early care providers to identify andrefer children who would benefit fromscreening. Children at risk of delays should

receive priority enrollment in preventionand intervention services and early careand education programs.

RECOMMENDATION 3Develop comprehensive, integratedprograms and data systems to addressall aspects of childrens developmentand support their transition toelementary school and relatedprograms for school-age children.

States should use consistent measuresof child development that provide broadassessments of child well-being, includinghow children are doing across key aspectsof development.

o ensure that program administrationis informed by all available data onchildrens needs, and to improve accessto services, states should develop orenhance longitudinal, linked data systemsencompassing as many early care andeducation providers as possible. Tese

integrated systems also should includedata across state departments and agencies(such as those administering early andK12 education, health and mental healthcare and workforce development programs)and track child outcomes through collegecompletion. Furthermore, such systemsshould help administrators ensure that

children who need services receivethem and identify additional resourcesthat children need to flourish. Whilemaintaining confidentiality, these systemsshould be capable of disaggregating andcross-tabulating data by gender, raceand risk factors.

Coordination efforts should includebetter integration and transitions amongearly education, K12, health careand family support systems. Attentionshould focus on the best practices thathelp families and their children movesuccessfully into elementary school. Forexample, states should provide jointtraining sessions on school readiness forchild-care educators and early elementaryteachers. States can also improve planningand coordination to ensure that children

with special needs continue to receiveall needed services.

CONCLUSION

A strong and prosperous society flourisheswhen there is a commitment to the care,health and education of its youngestchildren. Te findings in this policy reportsuggest that high-quality early childhoodprograms that include supports for fami-lies have a powerful and lasting impact on

children as they progress through schooland into adulthood.Now, we need to act on this national

imperative. Every day that we delay is a dayin the life of a child who could be benefit-ing from critical interventions. States havealready shown great creativity in improvingsystems for children from birth throughage 8. Te federal government must workin partnership with states to build on theirachievements. Policymakers at the federal,state and local levels should look to thedecades of evidence on best practices in

early childhood fields as they advance theirlegislative efforts. With such evidence ontheir side, elected officials, advocates andother policymakers are well positioned tomake the case for a comprehensive andintegrated birth through age 8 system thatensures all children have a real chance tosucceed and contribute to a stronger nation.

The findings in this policyreport suggest that high-quality early childhoodprograms that includesupports for families havea powerful and lastingimpact on children as theyprogress through schooland into adulthood.


17/20


1. Isaacs, J., Edelstein, S., Hahn,H. Toran, K., & Steuerle, C. E.(2013, September 24). Kids share

2013: Federal expenditures on chil-dren in 2012 and future projections.Washington, DC: The UrbanInstitute. Retrieved September 2013,from www.urban.org/publications/412903.html

2. Heckman, J. J. (2011, Spring).The economics of inequality: Thevalue of early childhood education.

American Educator, pp. 3147.Retrieved September 2013, from

www.aft.org/pdfs/americaneducator/spring2011/Heckman.pdf

3. The Annie E. Casey Foundation.(2010). Early Warning: Why Readingby the End of Tird Grade Matters.Baltimore, MD: Author. Retrievedfrom www.aecf.org

4. U.S. Department of Education,National Center for EducationStatistics. (2011). National Assessmentof Educational Progress. Washington,DC: Author. Retrieved September2013, from http://nces.ed.gov.Information on the Campaign forGrade Level reading can be foundat http://gradelevelreading.net/

5. Child Trends analysis of the EarlyChildhood Longitudinal Studyprogram Kindergarten Third GradePublic Use Data Set (ECLS-K). TheECLS-K is a national survey thatprovides rich data on childrens earlyschool experiences, beginning withkindergarten and following themthrough the fifth grade.

6. Carnevale, A. P., Smith, N., &Strohl, J. (2010). Help wanted: Projec-tions of jobs and education requirementsthrough 2018. Washington, DC:Georgetown University, GeorgetownPublic Policy Institute, Center onEducation and the Workforce.Retrieved September 2013, fromhttp://cew.georgetown.edu/jobs2018/

7. Vandivere, S., Pitzer, L., Halle, T.G., & Hair, E. C. (2004). Indicatorsof early school success and childwell-being. Washington, DC: ChildTrends. Retrieved September 2013,from http://childtrends.org/wp-content/uploads/2004/10/2004-24EarlySchoolSuccess1.pdf. And,Hair, E., Halle, T., Terry-Humen,E., Lavelle, B., & Calkins, J. (2006).Childrens school readiness in the

ECLS-K: Predictions to academic,health, and social outcomes in firstgrade. Early Childhood ResearchQuarterly, 21, 431454. RetrievedSeptember 2013, from http://childtrends.org/wp-content/uploads/2013/01/First-Grade-Readiness.pdf

8. Population Reference Bureausanalysis of the 2012 AmericanCommunity Survey data, from theU.S. Census Bureau. Throughoutthis Annie E. Casey Foundationpolicy report, low income refersto families with incomes below 200percent of the federal poverty thresh-old. In 2012, the federal poverty

threshold for a family of four was$23,283. Consequently, a familyof two adults and two children fellin the low-income category if theirannual income was below $46,566.

9. National Institutes of Health.(2012, August 28). Stresses of povertymay impair learning ability in youngchildren: NIH funded research suggestsstress hormones inhibit brain func-tion, stifle achievement(NIH PressRelease). Washington, DC: Author.Retrieved September 2013, fromwww.nih.gov/news/health/aug2012/nichd-28.htm. And, Ratcliffe,C., & McKernan, S.-M. (2012,September). Child poverty and its

lasting consequence. Washington,DC: The Urban Institute. RetrievedSeptember 2013, from www.urban.org/UploadedPDF/412659-Child-Poverty-and-Its-Lasting-Consequence-Paper.pdf. And,Duncan, G. J., & Magnuson, K.(2011). Te long reach of early child-hood poverty. Stanford, CA: StanfordUniversity. Retrieved September2013, from www.stanford.edu/group/scspi/_media/pdf/pathways/winter_2011/PathwaysWinter11_Duncan.pdf. (Note: This paperdefines poverty at 50 percent ofmedian disposable income about$29,000 for a family of three in2011 dollars closer to the Casey

Foundations definition of lowincome found in this policy report.)And, Mather, M., & Adams, D.(2006, April). Te risk of negativechild outcomes in low-income families.Washington, DC: Population Refer-ence Bureau. Retrieved September2013, from www.aecf.org/upload/PublicationFiles/DA3622H1234.pdf

10. Population Reference Bureausanalysis of the 200911 AmericanCommunity Survey data, from theU.S. Census Bureau.

11. Child Trends analysis of the2011 National Sur vey of Chi ldrensHealth data, from the U.S.Department of Health and HumanServices, Health Resources andServices Administration.

12. Information on the Alliance forEarly Success Policy Framework canbe found at www.earlysuccess.org/our-work/policy-framework

13. Shanks, T. R., & Robinson, C.(2011). Overstressed kids: Examiningthe impact of economic insecurity onchildren and families. Ann Arbor, MI:University of Michigan. RetrievedSeptember 2013, from www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid=%7B4E381481-B51A-4B24-946D-DD752E9ECF02%7D

14. Hart, B., & Ris ley, T. R.(2004). The early catastrophe:The 30 million word gap by age 3.

Education Review, 77(91), 10018.Retrieved September 2013, fromwww.unitedwayracine.org/sites/default/files/imce/files/SOH%20The%20Early%20Catastrophe%20-%20The%2030%20Million%20Word%20Gap%20by%20Age%203%20-%20Risley%20and%20Hart%20-%20summary.pdf

15. These include lower infant andchild mortality, higher birthweight,increased breastfeeding duration,more well-baby doctors visits,more complete immunizations,better parent-infant bonding andbetter parental care for childrenwith special health needs. Skinner,

C., & Ochshorn, S. (2012, April).Paid family leave: Strengtheningfamilies and our future. New York,NY: National Center for Childrenin Poverty. Retrieved September2013, from www.stateinnovation.org/Uploaded-Documents/2012--NCCP--PaidFamilyLeave.aspx

16. Sandstrom, H., & Huerta, S.(2013, September). Te negativeeffects of instability on child develop-ment: A research synthesis(Low-IncomeWorking Families, DiscussionPaper No. 3). Washington, DC:The Urban Institute. RetrievedSeptember 2013, from www.urban.org/UploadedPDF/412899-The-Negative-Effects-of-Instability-on-Child-Development.pdf

17. Zedlewski, S. R., Adams, G.,Dubay, L., & Kenney, G. M. (2006,February 24). Is there a system sup-

porting low-income working families?(Low-Income Working Familie s,Discussion Paper No. 4). Washington,DC: The Urban Institute. RetrievedSeptember 2013, from www.urban.org/publications/311282.html

18. Webster-Stratton, C., Rinaldi,J., & Jamila, M. R. (2011). Long-term outcomes of incredible yearsparenting program: Predictorsof adolescent adjustment. Child

Adolescent Mental Health, 16(1),3846. Retrieved September 2013,from www.ncbi.nlm.nih.gov/pmc/articles/PMC3077027/

19. Issacs, J. (2008). Nurse home

visiting(Research Brief No. 5).Washington, DC: The BrookingsCenter on Children and Families.Retrieved September 2013, fromwww.brookings.edu/~/media/Research/Files/Papers/2008/9/early%20programs%20isaacs/09_early_programs_brief5.PDF

20. Coalition for Evidence-BasedPolicy. (2012). op tier evidenceinitiative: Evidence summary forthe Nurse-Family Partnership.Washington, DC: Author. RetrievedSeptember 2013, from http://toptierevidence.org/wp-content/uploads/2012/02/NFP-updated-summary-for-release-March-2012.pdf

21. Child Trends' analysis of the2011 National Sur vey of Chi ldrensHealth data, from the U.S.Department of Health and HumanServices, Health Resources andServices Administration.

22. Center on the Developing Child.(2009).Maternal depression canundermine the development of youngchildren(Working Paper No. 8).Cambridge, MA: Harvard Univer-sity. Retrieved September 2013, fromhttp://developingchild.harvard.edu/index.php/resources/reports_and_working_papers /working_papers /wp8/. Paternal depression has notreceived the same level of attention,

but some research indicates thatit has similar consequences. Forexample, Ramchandani, P., SteinA., Evans, J., & OConnor, T. G.(2005, June 25July 1). Paternaldepression in the postnatal periodand child development: A prospec-tive population study. Lancet,

365(9478), 22015. RetrievedSeptember 2013, from www.ncbi.nlm.nih.gov/pubmed/15978928.And, Fletcher, R. J., Feeman, E.,Garfield, C., & Vimpani, G. (2011).The effects of early parental depres-sion on chi ldrens development.Te Medical Journal of Australia,195(11), 68589. RetrievedSeptember 2013, from www.mja.

com.au/journal/2011/195/11/effects-early-paternal-depression-children-s-development

ENDNOTES


18/20


23. Knitzer, J., Theberge, S., &Johnson, K. (2008, January). Reduc-ing maternal depression and its impacton young children: oward a respon-sive early childhood policy framework(Project Thrive, Issue Brief No. 2).New York, NY: National Centerfor Children in Poverty. RetrievedSeptember 2013, from www.nccp.org/publications/pdf/text_791.pdf

24. The Alliance for ExcellentEducation. (2011, November 1). Tehigh cost of high school dropouts: Whatthe nation pays for inadequate highschools(Issue Brief). Washington,DC: Alliance for Excellent Educa-tion. Retrieved September 2013,from http://all4ed.org/wp-content/uploads/2013/06/HighCost.pdf

25. Muennig, P. (2000, October2425). Health returns to educationinterventions. Paper presented atThe Equity Symposium: The SocialCosts of Inadequate Education.New York, NY: Teachers College,Columbia University. RetrievedSeptember 2013, from http://

devweb.tc.columbia.edu/manager/symposium/Files/81_Muennig_paper.ed.pdf

26. Garfinkel, I., Kel ly, B., &Waldfogel, J. (2005). Publicassistance programs: How much couldbe saved with improved education?New York, NY: Teachers College,Columbia University.

27. Population Reference Bureausanalysis of the 2012 AmericanCommunity Survey Public UseMicrodata Sample (PUMS), fromthe U.S. Census Bureau.

28. Barnett, W. S., Carolan, M.E., Fitzgerald, J., & Squires, J. H.

(2012). Te state of preschool 2012(National Institute for Early Educa-tion Research, State PreschoolYearbook, Executive Summary).New Brunswick, NJ: Rutgers Grad-uate School of Education. RetrievedSeptember 2013, from http://nieer.org/sites/nieer/files/yearbook2012_executivesummary.pdf

29. Adams, G., Tout, K., & Zaslow,M. (2007). Early care and education

for children in low-income families:Patterns of use, quality, and potential

policy implications(Assessing theNew Federalism, Paper No. 4, p.14). Washington, DC: The UrbanInstitute. Retrieved September 2013,from www.urban.org/Uploaded-PDF/411482_early_care.pdf

30. The National Institute of ChildHealth and Human Development(NICHD) study measuring the qual-ity of child care and its ef fect on childoutcomes spells out its assessmenttools. National Institute of ChildHealth and Human Development(2006, January). Te NICHD study ofearly child care and youth development:Findings for children up to age 4

years(NIH Publication No. 054318).

Washington, DC: U.S. Departmentof Health and Human Services.Retrieved September 2013, from

www.nichd.nih.gov/publications/pubs/documents/seccyd_06.pdf

31. Barnett, W. S., Carolan, M.E., Fitzgerald, J., & Squires, J. H.(2012). Te state of preschool 2012(National Institute for Early Educa-tion Research, State Preschool

Yearbook, Executive Summary).New Brunswick, NJ: Rutgers Grad-uate School of Education. RetrievedSeptember 2013, from http://nieer.org/sites/nieer/files/yearbook2012_executivesummary.pdf

32. Quality Rating and Improve-ment System (QRIS) NationalLearning Network. (2013).Retrieved September 2013, from

www.qrisnetwork.org/sites/a ll/files/maps/QRIS%20Map,%20QRIS%20National%20Learning%20Network,%20www.qrisnetwork.org%20[Revised%20August%202013].pdf

33. Chetty, R., Friedman, J. N.,Hilger, N., Saez, E., Whitmore-Schanzenbach, D., & Yagan, D.(2010, September). How does yourkindergarten classroom affect yourearnings? Evidence from ProjectSTAR (NBER Working PaperNo. 16381). Te Quarterly Journalof Economics, 126(94), 15931660.Retrieved September 2013, from

www.nber.org/papers/w16381

34. Workman, E. (2013, March).Inequalities at the starting line: Statekindergarten policies. Denver, CO:Education Commission of theStates. Retrieved September 2013,from www.ecs.org/clearinghouse/01/06/78/10678.pdf

35. Social skills a re related to educa-tional outcomes in the elementaryschool years and should be an integralpart of educational programming.Bogard, K., & Takanishi, R. (2005).PK3: An aligned and coordinated

approach to education for children3 to 8 years old. Social Policy Report:Giving Child and Youth DevelopmentKnowledge Away, 19(3), 323.Retrieved September 2013, from

www.icpsr.umich.edu/files/PREK3RD/resources/pdf/PK-3AnAlignedandCoordinated

Approach.pdf

36. For example, a study that exam-ined the contribution of variableslinking pre-K participation to latereducational attainment and juvenilearrest among 1,404 children whoattended Chicago Chi ld-ParentCenters (CPCs) from 3 or 4 yearsold through second or third gradefound that the most significantfactor in predicting these outcomevariables was attendance in high-

quality elementary schools. Othersignificant factors included studentmobility, literacy skills at kindergar-ten entry and parent involvement.Reynolds, A. J., Ou, S.-R., &Topitzes, J. W. (2004, September).Paths of effects of early childhoodintervention on educationalattainment and delinquency: A con-firmatory analysis of the ChicagoChild-Parent Centers. Child Devel-opment, 75(5), 12991328.

37. Ready, D. D. (2010, October).Socioeconomic disadvantage, socialattendance, and early cognitivedevelopment: The differential effectsof school exposure. Sociology of

Education, 83(4), 27186. RetrievedSeptember 2013, from www.attendancecounts.org/wordpress/wp-content/uploads/2010/04/Ready-2010-2.pdf

38. Oser, C., & Cohen, J. (2003,February). Improving Part C earlyintervention: Using what we knowabout infants and toddlers withdisabilities to reauthorize Part Cof IDEA. Washington, DC: Zeroto Three Policy Center. RetrievedSeptember 2013, from http: //main.zerotothree.org/site/DocServer/PartC.pdf?docID=567

39. Ibid.

40. Child Trends analyses of the20112012 National Survey ofChildrens Health data, from theU.S. Department of Health andHuman Services, Health Resourcesand Services Administration.

41. Ibid.

42. Irish, K., Schumacher, R., &Lombardi, J. (2004, January). HeadStart comprehensive services: A keysupport for early learning for poorchildren(Center for Law and SocialPolicy, Policy Brief No. 4). Washing-ton, DC: Center for Law and SocialPolicy. Retrieved September 2013,from www.clasp.org/admin/site/publications/files/0169.pdf

43. Grannis, K., & Sawhill, I.(2013, forthcoming). Improvingchildrens life chances: Estimatesfrom the Socia l Genome Model,Washington, DC: The BrookingsCenter on Children and Families.

44. Child Trends analysis of the2011 National Survey of Chi ldrensHealth data, from the U.S.Department of Health and HumanServices, Health Resources andServices Administration.

45. Ed.gov. (2013, August 28).Obama administration releases finalapplication for 2013 race to the top-early learning challenge(Press Release).

Washington, DC: U.S. Departmentof Education. Retrieved September2013, from www.ed.gov/news/press-releases/obama-administration-releases-final-application-2013-race-top-early-learning-cha

46. Now that most states haveadopted the Common Core StateStandards, there is an opportunityfor states to work collaboratively orshare best practices on how to buildbridges to these college- and career-ready standards from the preschoolyears. National Association forthe Education of Young Children.(2012). Te Common Core StateStandards: Caution and opportunity

for early childhood education.Washington, DC: Author.Retrieved September 2013, fromwww.naeyc.org/files /naeyc/11_CommonCore1_2A_rv2.pdf

47. Bernanke, B. S. (2012, July 24).Early childhood education. Speechpresented at the Childrens DefenseFund National Conference inCincinnati, Ohio. RetrievedSeptember 2013, from www.federalreserve.gov/newsevents/speech/bernanke20120724a.htm

48. The regulations recently proposedby the U.S. Department of Healthand Human Services are an impor-tant step in the right direction. They

require that providers taking federalchild-care subsidy funds meet localhealth and safety code requirementsand conduct background checkson employees. U.S. Departmentof Health and Human Services.(2013). HHS announces actions toimprove safety and quality of child care(Federal Register Notice of ProposedRulemaking). Washington, DC:Author. Retrieved September 2013,from www.acf.hhs.gov/programs/occ/child-care-rule

49. For example, the National Insti-tute for Early Education Researchhas set forth 10 standards thatare consistent with what research

has found to be highly effec tive.Barnett, W. S., Carolan, M. E.,Fitzgerald, J., & Squires, J. H.(2012). Te state of preschool 2012(National Institute for Early Educa-tion Research, State PreschoolYearbook, Executive Summary, pp.11 and 22). New Brunswick, NJ:Rutgers Graduate School of Educa-tion. Retrieved September 2013,from http://nieer.org/sites/nieer/files/yearbook2012.pdf


19/20

This report would not have been possible

without the work of a number of contribu-

tors. Research and writing assistance was

provided by Deborah Stein, Amy Saltzmanand Thomas Showalter of The Hatcher

Group; Shelley Waters-Boots, an indepen-

dent consultant; and Jessica Donaldson,

Florencia Gutierrez and Laura Speer at the

Foundation. Wed also like to thank David

Murphey, Sharon Vandivere and Kate

Welti of Child Trends and Jean DAmico

and Rachel Cortez of the Population

Reference Bureau for their data analysis.

Finally, wed like to thank Connie Dykstra

at The Hatcher Group for her many years

of ensuring that KIDS COUNT publications

are delivered on time and of the highest

quality. We thank them all for their exper-

tise and tireless efforts.

Permission to copy, disseminate or otherwiseuse information from this policy report is grantedas long as appropriate acknowledgment is given.

Designed by KINETIKwww.kinetikcom.com

Photography Jason Miczek andCynthia Sambro-Rier

Printed and bound in the United States of Americaon recycled paper using soy-based inks.

KIDS COUNT is a registered trademarkof the Annie E. Ca sey Foundation.

2013 The Annie E. Casey Foundation701 St. Paul StreetBaltimore, MD 21202www.aecf.org

ACKNOWLEDGMENTS


20/20

701 ST. PAUL STREET

BALTIMORE, MD 21202

410.547.6600

WWW.AECF.ORG