In this Issue:
Source: U.S. Department of Education - May 3, 2012
The U.S. Department of Education has launched an Office of Early Learning (OEL) Web site. The OEL is the new office charged with supporting the Department's Early Learning Initiative and works collaboratively with other Department offices to help coordinate and align early learning programs and initiatives. Additionally, OEL works across Federal Agencies, including co-administering the Race to the Top - Early Learning Challenge grants with the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services.
Source: U.S. Department of Education - May 4, 2012
Today the U.S. Department of Education posted a notice inviting comments on the following: Proposed Priority; Technical Assistance on State Data Collection, Analysis, and Reporting-National IDEA Technical Assistance Center on Early Childhood Longitudinal Data Systems (CFDA Number 84.373Z). The purpose of new TA center would be to build States' capacity to report high-quality data to meet IDEA reporting requirements. The TA center would assist States in developing statewide longitudinal data systems that include child-level data for infants, toddlers, and young children with disabilities served under IDEA Part C and Part B preschool programs. These data systems would be part of a coordinated early learning data system that vertically and horizontally links child, program, and workforce data elements. Comments must be submitted by July 18, 2012.
Source: ZERO TO THREE Policy Center - May 1, 2012
An estimated 9.5-14.2% of children age birth to 5 experience emotional or behavioral disturbance, including depression, anxiety, post-traumatic stress disorder and other mental health issues; yet states and communities don't have adequate Infant-Early Childhood Mental Health (I-ECMH) services, people to provide I-ECMH services, or a system to pay for them. The ZERO TO THREE Policy Center has released a new paper, Making It Happen: Overcoming Barriers to Providing Infant-Early Childhood Mental Health (2012), which highlights the scientific evidence for I-ECMH policy; examines the barriers states face in providing I-ECMH services; and proposes recommendations for policy improvements at the federal level. The paper was made possible by a grant from the A.L. Mailman Family Foundation.
On a related note, on May 9th the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA) will be sponsoring National Children's Mental Health Awareness Day. Information is available on SAMHSA's Caring for Every Child's Mental Health Web site.
Source: The Future of Children - May 4, 2012
The newest issue of The Future of Children (Spring 2012) explores the topic of childhood disability, reviewing research on the definition of disability, its prevalence and trends over time, and the costs that disability imposes both on individual children and on their families. Contributors to the issue consider disability within the context of the nation's educational, health insurance, and medical systems and examine the impact of emerging technologies on children's experience of disability.
Source: What Works Clearinghouse, Institute of Education Sciences - May 1, 2012
The What Works Clearinghouse (WWC) has released an updated report on Peer-Assisted Learning/Literacy Strategies (PALS). Children in PALS classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension. The WWC reviewed a total of 45 studies. Two of these met WWC evidence standards and one met WWC evidence standards with reservations. Based on these three studies, which included 3,130 beginning readers in kindergarten and first grade in four states, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers. See the full report.
Source: CLASP - May 3, 2012
CLASP has published the following three new factsheets to provide a snapshot of the 1.7 million children who received child care assistance through the Child Care and Development Block Grant (CCDBG) in 2010.
Nationally, 30% of children served by CCDBG in 2010 were under age 3, 37% were ages 3 to 5, and 33% were ages 6 to 13. State-specific information on CCDBG participation is also available via CLASP's State Child Care Assistance Factsheets or by creating custom tables using CLASP's DataFinder tool.