Early Childhood Education Matters Jamie Kutner, Lisa Lenhart, Ph.D., Kirstin S. Toth and Derran Wimer Akron Community Foundation Community Issues Forum January 20, 2016
Kirstin in Tot oth- GA GAR Fou oundation on
Staggering Consequences of Weak Early Childhood Systems • U.S. preschool enrollment lags far behind that of well-developed countries with universal access • Nationally, half of all low-income kids are not ready for kindergarten • Lowest-income kids enter kindergarten 20 months behind those in top income quintile • If not ready for kindergarten, then at high risk of not reading on grade level in 3 rd grade • One in six who are not reading proficiently by 3 rd grade will not graduate on time, at higher risk of dropout
Social Emotional Skills Are as Important as Cognitive Skills Good curricula and quality instruction boost cognitive skills, literacy But self-regulation, motivation, and attention are at least as predictive of lifetime achievement as cognitive skills Greatest benefit comes when both parents and professionals are effective in helping kids develop “soft skills” plus literacy
High-Quality Programs Make the Real Difference in Outcomes Latest research: high quality is minimum needed to meaningfully increase school readiness Mid- or low-quality programs have little or even negative impact Critical elements: frequency, quality, and content of teacher-child interactions plus proven, well-taught curriculum High quality has significant impacts on school readiness AND on later life outcomes
…and Teachers Matter Most • Stimulating and supportive teacher-child interactions are most critical to positive impacts on outcomes • High-quality instruction is also a key driver • Teachers need coaching to build skills • Gates Foundation study: “Increasing teacher quality is the highest-impact investment that can be made”
Engaged Parents Are Also Key Elements Effective parent education also has far-reaching, long lasting impact without high cost ( e.g. , SPARK) Valuable complement to preschool BUT modeling, visits, and practice with experts are critical; parent classes or materials alone do not translate to higher children’s skills
Persuasive E Econom omics of E Early C Childhood Investment • Economist and Nobel laureate James Heckman: “Short-term costs are more than offset by immediate and long-term benefits” • Estimates: $3-$7 saved for every $1 invested • Skill investments at later ages are much less productive if base is not strong Source: Heckman (2010)
Summit County Early Childhood Landscape Population: 31,261 children under age 6 Just over half of 3-4 year olds are enrolled in public or private school (average, 2009-2013) Of every 20 kids, nine are economically disadvantaged and five live in poverty Two thirds of Summit County kids enter kindergarten rated as “ready”
Wide Variety of Programs Are Offered… Preschool Enrollment in Summit County by Program Type Home-Based Care 4% Public Preschool Child Care Center 24% 45% Private Preschool 27%
…Though Few Are Highly Rated Programs Step Up to Quality – Ohio’s five-tier rating program – sets standards for all licensed sites Rating system includes very limited measures of teacher quality or effectiveness Currently few Summit County preschools are highly rated 3 of 45 public preschools earned 4- or 5-star ratings 17 of 305 community-based programs are 4- or 5-star rated
Derran Wime mer-Summit Educati tion Initi tiati tive
Improved personal and regional prosperity through increased levels of educational attainment All students graduate prepared for success in their chosen career pathway Prepared……………..Passionate………….Persistent
Kindergarten Readiness
Transition Skills Summary - TSS Skill development report at the end of preschool • 47 Skills in 5 early learning domains, to support • Parents • Preschools • Kindergarten programs Developed and sustained through county-wide collaboration
Success is a Collective Effort
TSS Participation in 2015 Participating Sites Participating Children 116 2494 2454 108 90 1753 116 5 2012 2013 2014 2015 2012 2013 2014 2015
Using the TSS to Engage Families 16 FOR SUCCESS in 10 languages Recommended Reading for skill development
Using TSS Results to Engage Families
Using TSS Results to Drive Change Universal Focus on Key Skills • RHYMING • COMPARING QUANTITIES • RESOLVING CONFLICTS
Kindergarten Readiness: Literacy 2014 33% On Track Not On Track 67%
Reading is a gateway to success • Students who cannot meet grade level standards are 4 times more likely to drop out of high school. • Students who exceed standards are on track for college readiness
3 rd Grade Reading Trends Minimal Proficiency On Track for Success 85% 83% 83% 82% 81% 70% 67% 65% 65% 65% 2011 2012 2013 2014 2015
Reading Achievement in Context • Since 2013, Summit County has • risen from 64 th to 53 rd in overall reading proficiency among 88 counties in Ohio • Risen to the top half (43 rd ) for high reading achievement (scoring on a college-ready trajectory) • Maintained a high position among urban counties – 1% (50 students) from the top
2015 Educational Attainment Scorecard Kindergarten Math (2014) Completion Persistence Enrollment Readiness Readiness 3 rd Grade 8 th Grade Career & Reading College College College FAFSA 80% 70% 60% 50% 60% 80% 90% GOAL 67% 65% 42% 41% 55% 69% 87% CURRENT TREND DISTANCE 433 250 934 355 300 557 153 to students students students students students students students GOAL Gaps represent the differences in success rates between the highest and lowest performing EQUITY groups in our current data. In future years, we will report trends. GENDER 10% 9% 19% RACE 37% 17% 19% 26% 30% 38%
Jami mie Kutn tner-First t Things Fi First
First Things First is Summit County’s comprehensive approach to address system gaps and to identify improvements to promote the development and overall well-being of Summit County’s children.
First Things First Steering & Advisory Committee Early Care & Education Behavioral Health Family Support Summit County Special Needs & Early Maternal Depression Health and Data Intervention Network Chairs: Derran Wimer, Summit Education Intiative; • Beth Kuckuck, ADM Board; • Stephanie Carothers, Summit County Department of Job and Family Services; • Richard Marountas, Summit County Public Health; • Tina Overturf, Summit Developmental Disabilities Board ; • Monica Mlinac, Ohio Guidestone . •
Community Partners • Summit Education Initiative • Portage Path Behavioral Health • Child-Care Connection • The Mother’s Nest • State Support Team Region 8 • CareSource • Akron Summit Community Action, Inc. • Summa Health Systems • PNC Bank • Community Health Center • University of Akron • Help Me Grow • Akron Metropolitan Housing Authority • Akron Public Schools • ADM Board • Open M • Summit Developmental Disabilities • Summit County Executive’s Office Board • Summit County Council • Child Guidance and Family Solutions • NAMI Summit County • Bellefaire-JCB
Community Partners • International Institute • Ohio Guidestone • The Village Network • Summit County Children’s Services • Akron-Summit County Public • Akron Children’s Hospital Library • Department of Job and Family Services • Buckeye Health Plan • Summit County Juvenile Court • Shaw Jewish Community Center • Akron Summit Community Action, Inc. • Summit County Fatherhood Initiative • Greenleaf Family Center, AMHA • Pregnancy Care of Summit County • Summit County Public Health • United Health Care • Akron General Medical Center/AxessPointe • Coleman Behavioral Health • GAR Foundation • Autism Society of Greater Akron • Akron Community Foundation • Asian Services in Akron, Inc. • Bright Star Books
Maternal Depression screening Kindergarten readiness Parent toolkits Access to prenatal care Cross-systems training " There can be no keener revelation of a society's soul than the way in which it treats its children." — Nelson Mandela Barrier studies Professional development events Tracking developmental milestones Enhanced mental health services Quality assurance Family outreach
Dr. Lisa Lenhart rt-UA Center f r for L r Literacy
Ove verview • The center’s objective is to support the literacy development of children and the professional development of adults through projects that assist this integrative process. • Our objectives are focused in four broad areas: 1. Pre-service/in-service education 2. Community outreach 3. Professional development 4. Scholarly works
Camp Digi-Lit Summer literacy camps at The University of Akron
Co Coaching S Ser ervice ces i in the S Schools Presenting professional • development training sessions during teacher in-service days Coaching with teachers • working in classrooms modeling research- based reading and writing strategies Providing professional development and coaching • to teaching staff and pre-service early childhood teachers at the UA Center for Child Development
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