Incremental growth matters!
As anyone who has been to a CLASS training can attest, we are all about incremental growth, resisting the urge to promise a “quick-fix.” But, it can be hard to resist the urge to promise overnight changes, even though many indications point to slow, steady improvement being more likely to lead to lasting change.
The growth of state adoption of Quality Rating Improvement Systems (QRIS) has been slowly increasing, as seen in the above map above showing the vast majority of states now having a statewide QRIS, and the remaining ones having QRIS based in their counties, localities, or regions, or are in the planning phase of QRIS adoption. Additionally, the territories Puerto Rico, Guam, and American Samoa are in the process of planning their QRIS, while the Virgin Islands’ QRIS is in the pilot phase.
Likewise, inclusion of the CLASS for either evaluation and/or professional development in QRIS is growing, too, with our new QRIS map (below):
You can see that this maps shows that:
Here are highlights of the changes since we created our first map in 2014:
In 2013, the state of Alaska allocated funds to manage the development and implementation of their QRIS, revising the original Alaska 2008 QRIS plan. Recently, as part of their three-year renewal grant requirements, teachers who are Alaska pre-elementary program grantees must participate in the MyTeachingPartner (MTP) Coaching Project. This is part of an overall effort to improve interactions between teachers and students. The CLASS is being used for both observation and professional development, specifically, MTP Coaching.
Lastly, and importantly, the new Head Start Program Performance Standards include in Sec. 1302.53 a requirement, with the exception of American Indian and Alaska Native programs, that a Head Start grantee must participate in its state or local QRIS, if
Please let us know how your state is implementing its QRIS and what support you need to ensure that effective interactions are recognized as a key characteristic of quality in all early childhood programs serving children from birth to grade 3 or beyond. Here’s a link to our map. We hope we can add your state in the growth pathway of CLASS adoption.
Nicole Hsu, research and pulbic policy intern at Teachstone, is a Bay Area native in her third year at UC Berkeley. She studies Cognitive Science and Disability Studies, and is passionate about supporting youth and improving the state of education through policy, research, and community engagement. Aside from her love for kids and education, Nicole enjoys eating ice cream, traveling, and learning French.
We’ve been talking about the achievement gap for an awfully long time. We’re all familiar with the term; it’s the disparity in academic achievement between different groups of students. We tend to hear about in relation to white students and students of color, but it can also be used to describe the difference between low-income students and their more advantaged peers.
Since I joined Teachstone as Chief Impact Officer a few months ago, I’ve been thinking and reading a lot about opportunity gaps in education. In a great op-ed from 2013, Prudence Carter and Kevin Welner, co-editors of Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance, wrote:
The violence of the past days has reminded us all that we must be vigilant in denouncing hate and speaking out against it. I encourage everyone who cares about our courageous country and experiment in democracy to get out and vote on November 6th! Paraphrasing from an editorial in the Hartford Courant today, the strength of our united character is being put to the test. We must speak up, and no better way to do so than voting or encouraging others to do so. Truly great educators are those who never give up. I am not ready to give up on our country as a land that holds such great promise of freedom and justice for all, beginning with our youngest ones who cannot vote but will live in the world we are creating with every action or inaction.
Take heart! For too long, one of the least heartening perspectives on the federal government budget came from early childhood education advocates, who, year in and year out, felt left out of the political dialogue during budget talks. They were either ignored or, worse, the recipients of unwanted attention as federal spending on education was slashed or level-funded as costs increased. However, during a time when we see much division in our country, especially coming out of Washington, D.C., it actually is a bit –just a bit – encouraging to look at early childhood education programs which are garnering more and more bipartisan support.