In this Issue:
Source: Annie E. Casey Foundation - November 12, 2014
A new KIDS COUNT policy report from the Annie E. Casey Foundation, Creating Opportunity for Families: A Two-Generation Approach (November 2014), discusses the challenges faced by low-income families and recommends simultaneously providing parents and children with the tools they need to thrive while removing the obstacles in their way. The authors recommend connecting low-income families with early childhood education programs, job training, and other tools to help them achieve financial stability and break the cycle of poverty.
Source: Council of Professional Recognition - November 10, 2014
The Council of Professional Recognition has released a new White Paper, Diversity and Inclusion in Early Care and Education (November 2014). The paper examines how the changing demographics in the United States calls for greater tolerance and understanding of varying cultural and ethnic backgrounds, discusses how the Council's Child Development Associate National Credential provides tools for early educators to gain skills in promoting diversity and inclusion, and highlights practices currently in place across the country.
Source: National Bureau of Economic Research - November 10, 2014
A new paper from the National Bureau of Economic Research (NBER), One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers (November 2014 - NBER Working Paper No. 20659), discusses an evaluation of READY4K!, a text messaging program designed to help parents of preschoolers support their children's literacy development. The program breaks down the complexity of parenting into small steps and provides continuous support throughout the school year. The authors found that READY4K! positively affected both parental engagement in home literacy activities with their children and parental involvement at school. These increases translated into children's learning gains in some areas of early literacy. The authors discuss text messaging as a promising approach to supporting parenting practices.
Source: National Bureau of Economic Research - Retrieved November 14, 2014
A new report from the National Bureau of Economic Research examines the variation in effectiveness across Head Start childcare centers and finds that offering full-day services and frequent home visiting are the two factors that contribute the most to highly effective Head Start centers. Other key inputs, such as curriculum, teacher education, and class size, were not associated with increased effectiveness. The study used data from the Head Start Impact Study. To learn more, see Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start (October 2014 - NBER Working Paper 20639).
Source: Center on Technology and Disability - November 14, 2014
The Center on Technology and Disability (CTD) recently announced the launch of its new website - http://www.CTDinstitute.org. CTD is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology practices, devices, and services. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and administered by FHI 360, American Institutes for Research (AIR), PACER Center, and Adirondack Accessibility.