At the end of February, I had the great privilege of attending the annual National Association for the Education of Young Children (NAEYC) Public Policy Forum as part of my state team, the Connecticut Association for the Education of Young Children (CTAEYC). The field was well-represented: teaching staff and administrators, as well as professional development providers and advocates from a non-profit campus-based child care center, a family child care, a non-profit hospital-based child care center, a for-profit child care center, and two training, support, and research centers for early childhood programs in Connecticut.
We spent a day in intensive public policy/advocacy training and then went onto the Hill in force, state teams from nearly every state in the country, visiting members of our congressional delegations. We met with staff from nearly all the congressional offices, focusing on three primary public policy initiatives to help improve access and quality for all children and families. We used talking points carefully drafted by NAEYC, asking for:
The evening of February 28, as we all left our nation’s capital energized and ready to head home to our states, we were heartened to hear President Trump, in his Joint Address to Congress include statements about education, and early childhood education, specifically, saying, “My administration wants to work with members of both parties to make child care accessible and affordable… .”
Now, a couple of weeks later, President Trump released his budget blueprint to outline the Administration’s priorities and guide budget discussions. It includes reductions in the funding of the two federal departments housing most of the early childhood education/child care programs, the Department of Education (by about 13%) and the Department of Health and Human Services (by about 18%).
How will this affect the programs we support and, most importantly, the children and families who depend on high-quality care and education? We welcome your thoughts on the federal budget and your individual states’ efforts to preserve and even grow funding to support the clear benefits of investing in education for both individual children and their families and society as a whole.
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.
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.