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.
Many of our Teachstone staff members are parents, or enjoy nieces, nephews, godchildren, and “little friends.” It’s wonderful to welcome new additions to our staff family (the latest arrived just last week!) and to connect with the youngest children. Many others are former teachers and educators, who still keep track of their students’ accomplishments.
Whether you are writing your transition plan, preparing to return, or have already returned to in-person learning, you, like many other educational leaders, are likely facing many challenges and unknowns.
As you continue to craft and refine your plans, reflecting on the considerations below can help you more effectively build a blueprint for a successful reopening.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
I recognize and admit to having a chip on my shoulder about the field of early childhood education - and, at times, disbelief that others may not see that period of time as the power-packed years in our developmental timeline which can lay the groundwork and set the course for much of the rest of our lives.