A recently published issue brief by the Learning Policy Institute examines exactly what it would take to create cooperative early childhood education (ECE) policy change in California. The issue brief presents recommendations to California policymakers on how to improve early childhood education for all children. These recommendations are based on a previous report: Understanding California’s Early Care and Education System.
The premise is that for California to provide all children with access to high quality ECE, the state needs to turn their “current uncoordinated set of underfunded programs into a true system of supports for children, families, and providers.” For this to happen, four proposed action goals need to be met:
While all four goals are critical to the long-term success of positive ECE policy change, we were especially excited that quality improvement was identified as a leading factor. We are even more thrilled that the brief specifically recommended that California expand CLASS® use in their QRIS system. Additionally, the issue brief specifically highlights the importance of supporting high quality adult-child interactions through CLASS implementation. Although CLASS use in California’s QRIS is mandatory, participation in the QRIS itself is voluntary (currently only about 14% of Californian providers participate).
To improve the quality of all ECE programs, the brief recommends that California grow their QRIS by increasing provider access to state quality improvement funds, centralizing training for QRIS assessors, and investing in research to continuously improve the effectiveness of the QRIS. Long-term these changes would raise the quality requirements for lower-achieving programs, ensure all state-supported programs participate in quality-improvement, and promote access to professional development for all ECE providers.
We are honored that the CLASS continues to be recognized by leading ECE researchers as both an effective measure, and a critical pathway to positive change in ECE policy. Although this brief was developed specifically for California, it draws upon previously successful interventions and policy change from states across the nation. It offers the opportunity for states to learn from one another and explore solutions to nationwide problems together. We look forward to seeing the hard work of our state partners and CLASS providers come to fruition!
For those interested in learning more, the full report can be found online.
Building an Early Learning System that Works: Next Steps for California (policy brief) by Hanna Melnick, Beth Meloy, Madelyn Gardner, Marjorie Wechsler, and Anna Maier is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Emma Granowsky is a research and public policy intern at Teachstone this summer. She is a rising senior at Davidson College and is majoring in public health. She is interested in social disparities and the use of education policy as a form of primary health prevention. Last summer she taught reading to 3rd-5th graders through the Freedom School program sponsored by the Children’s Defence Fund.
Greetings! One of my New Year’s resolutions is to blog more than last year. While I’m not the most prolific, when I do post, please know it comes from the heart. And, there’s nothing I’m more passionate about than Head Start and its mission to support young children and families through a program of comprehensive services that can move mountains for our most vulnerable young children.
Is this your program’s first year conducting CLASS observations? Do you have new teachers who have never been observed? Implementing any kind of change in an organization can be challenging, so it’s important to provide many opportunities to discuss the factors behind the change and allow your staff to engage in open-ended discussions.
Here are some conversation points to help your team feel at ease before CLASS observations begin.
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
For our first post in this series, we’re looking at exclusionary disciplinary practices with new eyes as states are submitting their ESSA plans. The Every Student Succeeds Act requires states to discuss how they will help local education agencies reduce their overuse of exclusionary discipline practices. These are actions like suspensions or expulsions that send students out of classrooms. Not only do exclusionary discipline practices negatively affect school climate (something we care a lot about here at Teachstone!), evidence shows that students of color, particularly Black students, are disproportionately on the receiving end.
This post was originally published by the McCormick Center for Early Childhood Leadership.
I often think about my time working as a director in a child care program and wonder how different things would have been if I had known then, what I know now. As time passes and I gain new experiences and insights on leadership in early childhood education, I frequently ask myself what I would do differently if I could relive that period of time. In my reflection, I have realized that my conclusions are from my point of view. Recognizing that the experience I had as a program administrator affected so many, I thought it would be interesting to learn what my team would like for me to have known.