Allie Kallmann recently completed her M.A. in Education Policy at Teachers College, Columbia University. She is currently supporting Teachstone's research efforts from her new home in Charlottesville, VA.
We’ve written before about the discipline disparities between children of color and their white peers. (Since that post was published last year, the Department of Education has released updated - but not improved - statistics on the topic.) But discipline is not the only school arena where children from different backgrounds have different experiences. There’s also evidence that racial bias affects teachers’ academic and behavioral expectations, even in early childhood.
One of my biggest takeaways from the childcare calculator we talked about recently was how much it would cost to increase early childhood educators’ wages. It wasn’t shocking—if you’re looking to get some laughs, ask any teacher you know if they’re in education to make big money—but it was a disappointing reminder of just how little we pay those who are shaping our future. The recently-released 2018 Early Childhood Workforce Index gives us some specifics around compensation in early childhood education and care.
All across the world, researchers and educators are working on ways to help students learn. Some are small tweaks or classroom “lifehacks.” Some are big, expensive programs with huge ambitions. Some (like CLASS!) are paradigms about learning. When something works, you want it to be accessible to other practitioners. The problem is, many of the programs that are most effective also take a lot of time, money, or resources.
Most people I know who are invested in early childhood education look at Barack Obama’s 2013 State of the Union address as an important moment. In it, Obama called on the federal government and states to work together to “make high-quality preschool available to every child in America,” and talked about the economic and social impact of such policies. I teared up when I rewatched this speech. It’s powerful stuff. As it so often does, the conversation about early childhood education and care revolved around quality.
Okay, this is a slight change from our usual “What We’re Reading” posts. Instead of highlighting a particular article, we wanted to share an interesting application of research: this childcare cost calculator from the Center for American Progress. You can use it to estimate the impact of improving different parts of structural quality (the infrastructure that surrounds teaching, like teacher-child ratios, the physical space, and materials) on the cost of care.
Everyone experiences stress in their daily lives. Some of it, like deadlines or first date nerves, are good stress. It propels you forward and helps you accomplish goals. Some stress, like the car in front of you slamming on the brakes, is acute, but temporary. But a more concerning type of stress that’s gained a lot of attention in the past few years is toxic stress, long-term, unrelenting exposure to stressful situations. In young children, this stress can alter the development of the brain, creating shortcuts to the parts of the brain that “turn on” stress responses and limiting connections to the parts of the brain responsible for learning and reasoning.
There are plenty of pre-K skeptics out there. How much can one year of playing on the rug, singing songs, and learning how to share really help kids in the long term? Some recent research supports the idea of “fadeout,” such as the study of Tennessee’s Voluntary Pre-K. It found that even though students who had enrolled in pre-K entered kindergarten ahead of their peers, this advantage dissipated by the end of their first year of elementary school. By second grade, pre-K completers were actually behind.
At Teachstone, one of the biggest questions we get about research is, “If we work on teacher-child interactions, how much can we expect to improve?” The answer is...well, it depends on what you’re doing, how much of it you’re doing, and how well you’re doing it! A recent evaluation of California’s Comprehensive Approaches to Raising Educational Standards (CARES) Plus program gives us more information to answer this elusive question about outcomes.
“How would you structure your classroom schedule?”
The first time I interviewed for an early childhood teaching position, this question stumped me. As straightforward as it sounds, I hadn’t really thought about it before! There are so many factors to consider: What activities do my students like? How do they learn best? How do I fit in the activities that licensing or my education director think are important? How do I align these with learning standards or my students’ goals? And, realistically, what are my strengths as a teacher?
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
The last time I was at a family function, I was excited to catch up with my 15-year-old cousin. I hadn’t seen him for a while, and I was ready to get clued into the high school world. Sadly, he had other plans, most of which involved watching YouTube videos and responding to my questions with, “sure,” and “cool, Allie.”