In this Issue:
Source: U.S. Department of Education - October 20, 2016
The Every Student Succeeds Act (ESSA) includes provisions to: promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders and others serving young children to provide high-quality early learning opportunities. The ESSA also authorizes Preschool Development Grants to ensure that more children have access to high-quality preschool. New Non-Regulatory Guidance from the U.S. Department of Education has been released to:
This and additional guidance related to the ESSA can be found at http://www2.ed.gov/policy/elsec/leg/essa/index.html
Source: U.S. Government Accountability Office - October 14, 2016
On October 14, 2016, the Government Accountability Office (GAO) released a new report, Child Care: Information on Integrating Early Care and Education Funding (GAO-16-775R, September 14, 2016). The report looks at how state and local providers of early care and education programs are managing multiple funding sources and partnering with other providers to provide quality early care. It describes what selected state officials and local child care providers identified as:
Source: Robert Wood Johnson Foundation and Child Care Aware - October 14, 2016
Two recently published briefs examine issues related to early childhood expulsion and suspension, as well as barriers to accessing quality early childhood education for young boys of color in the U.S.
These two briefs are part of a series of issue briefs commissioned by the Robert Wood Johnson Foundation's Forward Promise Initiative.
Source: Education Commission of the States - October 18, 2016
The ability to examine data that connects students' early education years to their postsecondary education and the workforce can help support successful outcomes. A new report, 50-State Comparison: Statewide Longitudinal Data Systems (October 2016), provides a national comparison of how all 50 states plus Washington, D.C. approach policies related to Statewide Longitudinal Data Systems (SLDS). Some key takeaways from the report include:
Source: Office of Planning, Research and Evaluation - October 3, 2016
The Home Visiting Evidence of Effectiveness (HomVEE) project was launched in Fall 2009 to conduct a thorough and transparent review of the home visiting research literature and to provide an assessment of the evidence of effectiveness for home visiting program models that serve families with pregnant women and children from birth to age 5. Its latest brief describes the HomVEE review process, review results, and the 19 program models determined to meet the Department of Health and Human Services' criteria for an "evidence-based early childhood home visiting service delivery model."
Source: Regional Educational Laboratory Northeast and Islands - October 20, 2016
A new report, How Kindergarten Entry Assessments are Used in Public Schools and How They Correlate with Spring Assessments (October 2016), discusses findings from a study that examined: how many public schools used kindergarten entry assessments (KEAs) and for what purposes; what types of public schools used KEAs; and whether the use of KEAs was correlated with children's early learning assessment scores in reading and math in spring of the kindergarten year.
Source: New America, Better Life Lab, and Care.com - September 28, 2016
The Care Report (2016) examines the cost, quality, and availability of child care in all 50 states and the District of Columbia, finding that no state does well in all three categories. Some of the results show that:
The report provides recommendations for systemic change to the early care and learning infrastructure in the U.S.