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ERIC Number: ED556338
Record Type: Non-Journal
Publication Date: 2014
Pages: 24
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Beyond Subprime Learning: Accelerating Progress in Early Education. Policy Brief
Bornfreund, Laura; McCann, Clare; Williams, Conor; Guernsey, Lisa
New America Foundation
Earlier this year, in "Subprime Learning: Early Education in America since the Great Recession," the current state of early education in the U.S. was surveyed by examining progress over the last five years . It was found that while the public, political, and research consensus is stronger than ever, the field remains in dire need of streamlined operations, financial sustainability, and more focus on teaching and learning. We all want America's children to become life-long learners who are able to think critically and inventively, regulate their emotions and impulses, and make smart decisions by drawing upon a rich knowledge base about how the world works. Realizing this goal begins with ensuring a seamless continuum of high-quality, easily accessible early education for all families. Each year of their lives, children and their families should have the benefit of ascending a sturdy, well-lit staircase of development and learning rather than navigating disconnected and uneven platforms where they can easily fall through the cracks. This policy brief reveals what the authors' vision looks like in practice, from the years of infancy and toddlerhood through pre-K and each of the K-3 grades. Eight Actions are outlined for accelerating progress: (1) Bridge the Continuum; (2) Upgrade Educators; (3) Emphasize Families; (4) Intentionally Support Dual Language Learners; (5) Rethink Standards & Assessment; (6) Strengthen and Improve Accountability Systems; (7) Collect and Use Data Responsibly; and (8) Bring Research Closer to Policy and Practice. In order to realize the vision outlined in this paper, policymakers must be open to adopting both bold ideas and sensible plans. To do otherwise is to continue duplicating efforts while never creating a complete learning staircase for children to ascend. Gaps in opportunities and achievement will continue to widen for far too many American children. Early education policies must evolve to help young children and their families reach the top of the staircase, enabling success later in school and in their lives as America's next generation of adults.
New America Foundation. 1899 L Street NW Suite 400, Washington, DC 20036. Tel: 202-986-2700; Fax: 202-986-3696; Web site: http://www.newamerica.net
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education
Audience: Policymakers
Language: English
Sponsor: Alliance for Early Success; Annie E. Casey Foundation; Bill and Melinda Gates Foundation; Grable Foundation; Foundation for Child Development; Joyce Foundation; Kresge Foundation; Lumina Foundation; William and Flora Hewlett Foundation; W. Clement and Jessie V. Stone Foundation; Pritzker Children's Initiative; Evelyn and Walter Haas, Jr. Fund
Authoring Institution: New America Foundation