NIEER recommends early childhood stimulus proposals

NIEER Recommends Early Childhood Stimulus Proposals for Obama Administration

At the request of President-elect Obama's transition team, NIEER Co-Directors Steve Barnett and Ellen Frede have developed recommendations on federal investments in preschool education and child care. They made the following four recommendations for the President-elect to consider implementing in the first 100 days of his administration.

• Stop thinking small when it comes to young children. Pass a stimulus package
  that includes $15 billion in construction over two years for early care and
  education for 1 million children under age 5.
• Offer states up to $3 billion over two years in matching grants to maintain and increase their early care and education spending. • Increase funding for Head Start and the Child Care and Development Block Grant.

• • Create the presidential Early Learning Council alluded to during the campaign to coordinate federal early care and education programs and facilitate federal-state cooperation. Read all of their recommendations in this brief.

Economic Stimulus Proposal Includes $4.7 Billion for Early Ed

House Democrats on Thursday unveiled an $825 billion economic recovery plan, the American Recovery and Reinvestment bill, designed to stimulate the economy. The House Appropriations Committee released a summary of the bill, providing details on the bill's nine major components, one of which is titled "Education for the 21st Century." Specifically, the bill calls for these investments in early education:

• $2 billion invested in the Child Care Development Block Grant to provide child care services for an additional 300,000 children in low-income, working families.

• $2.1 billion invested in Head Start to provide comprehensive services for an additional 110,000 infants, toddlers and preschoolers from low-income families.

• $600 million invested in IDEA Infants and Families to provide grants to states serving children with special needs from birth to age 2. In addition, the bill proposes more than $140 billion to improve the quality of K-12 education and to support higher education. Some of the K-12 investments include improving teacher quality, providing comprehensive services to homeless children, and increasing the federal share of special education costs.

National Early Literacy Panel Identifies Early Skills That Predict Later Literacy

A much-anticipated report from the National Early Literacy Panel draws on a large body of research to illuminate early skills that best predict later success in decoding, reading comprehension, and spelling achievement. Developing Early Literacy also identifies interventions and instructional approaches that improve children's early literacy skills as well as areas where further research is needed.

"This report provides important clues about early skills that are associated with later learning, but the results need to be viewed with caution as they are mostly corelational. For example, the report finds that a young child who can rapidly identify letters or remember a string of letters will likely be a better reader. However, it does not follow that if we drill 4-year-olds in rapid letter naming or memorizing strings of letters, this will result in better reading. These types of discrete skills are indicative of cognitive processing speed, which is likely the underlying ability that affects both rapid letter naming and later reading skill. The one is unlikely to cause the other," says NIEER Co-Director Ellen Frede.

Serving on the National Early Literacy Panel was NIEER Senior Research Fellow and Rutgers Professor Dorothy Strickland. She and NIEER Assistant Research Professor Shannon Riley-Ayers co-authored Early Literacy: Policy and Practice in the Preschool Years.

What Should Be Learned in a Preschool Curriculum?

The Albert Shanker Institute answers that question in their new report Preschool Curriculum: What's In It for Children and Teachers?. Drawing on the research, Tanya S. Wright and Susan B. Neuman offer guidance to practitioners and policymakers, covering key content areas such as oral language, pre-literacy, mathematics and science. The Institute is endowed by the American Federation of Teachers.

Minnesota Study: Lack of School Readiness Costs K-12 System $113 Million

Findings from a Bush Foundation cost-benefit study in Minnesota peg the costs incurred by the state's K-12 system due to children who are unprepared for kindergarten at $113 million. That's a big piece of the $377 million the study estimates it would cost to provide two years of high-quality pre-K to all low-income 3-year-olds not currently getting early education.

Vermont Governor Recommends Budget Cuts and Hike for Pre-K

Like many governors these days, Vermont Governor James H. Douglas is talking about painful cuts that must be made in the state budget. When it comes to early education, his tone changes, however. In his inaugural address, Douglas said spending for public education reveals a "startling imbalance" in spending for early education, K-12, and higher education. He is recommending a 20 percent increase in funding for early education and higher education as a first step toward correcting that imbalance.

Top Brass Push for Early Ed Investments to Improve Recruitment Pool

Writing in Politico, former Joint Chiefs of Staff Chair General Hugh Shelton and former Navy Secretary John H. Dalton paint a stark picture of the pool of candidates from which the military draws recruits: more than 72 percent of 17- to 24-year-olds do not meet the basic educational, physical and moral standards required for service. They call for providing at-risk children with high-quality early education as the most reliable way to improve the pool. Not providing it could pose a threat to our national security, they say. Shelton and Dalton have joined with other retired military leaders to form a nonprofit organization aptly named "Mission: Readiness" that will advocate for this and other remedies.

High School scheduling decision likely tonight

In all likelihood, the South Bend Community School Corporation Board of Trustees will vote to change the school year and class length at their business meeting tonight. The change will be to a trimester program (rather than the current quarter/semester format). Classes will be organized into seventy-five minute blocks, five per day. I'm not clear how lunch fits into this scheme - is it also an hour and fifteen minutes? A split period?

I think everyone agrees that students would be able to take more classes (throughout their matriculation) than under the current arrangement and that total instruction time in each class would be reduced. This is a summary prepared by Toni Fein of the Adams High parent group:

Trimesters –At Elkhart Central it means students take 5 x 75 minute classes in each of three trimesters. Each trimester students finish one semester of 5 classes. Teachers teach 4 of 5 classes /day and have one 75 minute plan. Ideally, students will have finished 15 semesters of classes in one year. All trimesters accelerate/condense classes at least some classes into shorter time frames with longer class periods.

Students have a trimester (and summer) off from band, language and math classes each year. Music, Language and Math profs. believe that many students have difficulty retaining information/playing ability when they have long breaks from studying a subject. This break could be as long as 6 months, 1 trimester plus, summer.

Some schools have students take Band, World Languages, and Math on regular semesters and use trimesters for electives. This “fix” results in few if any added electives relative to a six period day.

Per Elkhart's guidance counselor, it is extremely difficult for students to move between schools with trimesters and semesters because students lose credits that are not complete. This is a serious problem for the SBCSC where we have significant mobility among our at-risk students between South Bend and neighboring districts on semester calendars.

It is rarely used in I.B. programs in the U.S. because finishing required classes in February is not compatible with the IB program which tests all students worldwide only in May. Students who struggle to learn may find it difficult to learn more material each day and they may also have difficulty retaining information during breaks in learning that are part of the trimester system. It is more expensive than our current schedule, but less expensive than block 8 to implement because fewer teachers are needed than in block 8.

At least some of the impetus for a scheduling redo came from the situation that it was not possible to satisfy the requirements of Adams' International Baccalaureate Program and the State of Indiana graduation requirements. But as Ms. Fein points out, there are still challenges for IB students under this setup. And a bigger question is, what does this do to improve prospects for enhanced graduation rates? At best, it seems to allow for more class failures without jeopardizing (completely) prospects of graduating (for a given student).

I'll be interested to hear what new trustee Roger Parent thinks of this. I take him at his word that he wants policy to create world class schools and this action seems to set the bar a bit low. The Board (with the exception of Ralph Pieniazkewicz (opposed) and Bill Sniadecki (favoring) seemed pretty noncommittal so far, but I have to wonder if the administration would steam forward in the face of strong opposition from the incoming newbies Mr. Parent and Ms. Spivey.

I don't have strong views of my own about all this, and Lord knows the SBCSC will radically change High School scheduling at least twice before our daughter gets that far, but a lot of this just doesn't make sense to me.

For one thing, why did Elkhart Central decide this concept didn't work? This question is typically brushed off as not applicable, for some reason.

As mentioned earlier, this concept will cause problems for any student leaving the district - since few others use it.

This format is inconsistent with that of the Primary and Intermediate Centers. That could make personnel transfers more challenging mid-year.

An hour and fifteen minutes for every class a High School Freshman takes is a very long time. Unless the teacher is awfully good, a great deal of the time will be filled with daydreaming (oops, visualization). And the format assumes that every class requires the same amount of time to successfully master. That's very unlikely to be true.

Sadly, the most persuasive argument I've heard is that this will be easy and relatively cheap for the implementers.

I'll end this by making the same entreaty I seem to have to make over and over again to this group: Give us reason to support your decision.

That's all most of us want.

A tip of my cap to Ann Rosen

My decision to run for school board significantly predated the dismissal of Robert Zimmerman as Superintendent of Schools. That decision; however, certainly broadened the field of candidates. It also stirred a hornet's nest of public indignation.

I've looked into this matter about as deeply as one can - who wasn't directly involved - and I can't say with any certainty whether that decision was proper. I will once again say, though, that the School Board gave the community little cause to have confidence in their decision.

That result caused a level of outrage which seemed to overwhelm sober reflection for a lot of people. This "throw the bums out" mentality made campaigns seriously challenging for two incumbents - Kim Barnbrook and Ann Rosen, and they each reacted in very different ways.

Ms. Barnbrook maintained a low profile and didn't appear at any of the sponsored events I attended. Ms. Rosen, on the other hand, was at most of them, sought endorsements and ran a very active campaign. Picture someone power walking upstream, making steady progress.

On top of that, Ms. Rosen's presence at these events was quite valuable in and of itself. Several times she gently reminded everyone of the boring, mechanical, yet critical aspects which burn up time and resources for the school corporation and its leadership. She didn't try to discourage anyone from vision strategy, but I think she knew from her own experience that it could be quite discouraging for someone unfamiliar with the day to day drudgery involved in just making the machine run.

In fact, Ms. Rosen had and has a vision of her own. And thanks to Joe Dits and the South Bend Tribune more people know about it:

SOUTH BEND -- As the minutes closed on her last school board meeting last week, Ann Rosen spoke of "the elephant in the room that we don't talk about."

Over several years, she said, the students of the South Bend Community School Corp. have changed. More of them are poorer and are minorities. As a result, the needs of students have changed. The schools must do a good job of educating both the kids with these needs and the kids who excel, said Rosen, whose term on the board is ending.

Rosen pointed to research from 1998 that found that children in welfare families heard one-half to one-third as many spoken words as children in more affluent households. And the kids' vocabulary reflected that.

"This language gap deeply affects children's ability to read," said Rosen, a consultant with a local group called the Family Connection.

Indeed, numbers from the Indiana Department of Education show that minorities have grown steadily in the school corporation since 1990, from 35 percent of the student body to 59 percent. During the same time, minorities grew from almost 14 percent of students across Indiana to 24 percent.

Hispanic youth grew from 7 percent of the school corporation's student body to 15.5 percent.

And the percent of South Bend students on free lunch programs has grown from 42 percent in 1996 to a high of 58 percent this year -- while students with reduced-price lunches have gone from 6.5 percent to a high of 10 percent in that time, according to the DOE.

"If I had one wish for the community," Rosen said, "it's that it would invest in quality early childhood education." She said James Heckman, a Nobel Laureate economist at the University of Chicago, argues that it's wise for communities to invest in good early childhood education to ward off social problems.

I think somebody else has been talking about sort of thing. Hmm...

The editors of the South Bend Tribune put it very nicely:

Outgoing South Bend Community School Corp. Trustee Ann Rosen called the growing privilege gap among students "the elephant in the room that we don't talk about."

It should be a subject South Bend trustees talk about again and again. Nothing is more important. That is because the number of schoolchildren living in impoverished households is growing steadily. So is the number of minority children and the number of children whose first language isn't English.

Rosen's point, that it is important for school systems to invest in quality early childhood education in order to close the education gap, has not gotten nearly enough of the current school board's attention. Much of the board's time has been spent debating the merits of contracts — for buildings, buses or superintendents — instead of talking about kids' educational needs.

We hope that will change, and that those with knowledge of this serious issue — including Rosen — will make themselves heard. As Rosen noted before leaving the trustee stage for the last time, minorities in the South Bend schools have grown from 35 percent to 59 percent since 1990. And just since 1996, the proportion of students receiving free lunches has grown from 42 percent to 58 percent. Poverty is by far the biggest factor in students' failure to learn.

A Dec. 21 interview with Superintendent James Kapsa by Tribune staff writer Alicia Gallegos also touched on the impact that poverty has on achievement. That, in Kapsa's words, is something "we need to keep in mind on a daily basis."

Whether this will be a successful community — with crime under control, a pool of skilled workers able to meet the needs of professional and industrial employers, and a generally high quality of life — will depend
very much on how well public education meets the challenges facing it. We are glad Rosen mentioned that fact and hope it will get much more than a mention in the months and years ahead.

Had I known of Ms. Rosen's quality earlier (and thought it would do her any good), I may well have decided to leave the race and publicly endorse her. That ship has sailed.

I salute her hard work, her gentle, determined nature - and hope to be able to work with her in the future on these issues we both feel so strongly about.

Crossposted from Progressives, South Bend

We should teach both English and multiculturalism

VIEWPOINT (South Bend Tribune 1/2/09)

By MELISSA BEBOUT

Last month, I asked my French class a basic question: "What did you eat for Thanksgiving dinner?" Many ate turkey, but not all. Some gathered with their families for ham or tacos. One had rice with shawa. I didn't even know what shawa, a traditional African steak dish, was.

Here, in this perfectly normal Midwestern public school, we get students from every corner of the globe, and we teach them all — whether or not they actually eat turkey on "Turkey Day" or use another language to give thanks. In fact, for the majority of students in my class, French is now their third language.

Despite these multilingual honors students who swarm my classroom, according to the state we are failing because our students fail the state-mandated tests. These are tests they must pass whether they have been here for 10 years or two weeks. The tests are in English.


It's a familiar plight for schools across the United States. According to the Census Bureau, 20 percent of the population speaks a language other than English at home, while public high schools struggle to provide a quality education to everyone. We teach the new arrivals English as quickly as possible to "catch them up" to their English-speaking peers so they can perform better on tests, succeed academically and go on to college.

Other languages are discouraged so students can focus on learning English, the language of American education, business and law.

Even bilingual education programs, which provide content in the first language while students develop English skills, have been eliminated from many American schools because, as the author of California's Proposal 227 that banned it points out, most bilingual education is provided in Spanish, and Californians speak more than 140 languages.

Meanwhile, Hispanic students are one of the lowest-performing student populations. He says "the reason they're doing so badly is they don't learn how to read or write English properly in the schools."

Supposedly, English- only policies treat students equally since they emphasize English and do not support one language more than others. This policy seems directly related to the "colorblind" attitude that we teachers are encouraged to take: Ignore racial and cultural differences, otherwise you could be perceived as racist. Treat everyone the same.

But not everyone is the same. Being "colorblind" does not recognize the differences in experiences students bring that affect their education. This is not to say we should support stereotypes by expecting certain student groups to perform in certain ways — all students are individuals that have the ability to succeed.

There is another way.

Experts say the key to making minority students successful is to value their differences and treat their cultural heritages and bilingualism as assets to academia and society, rather than deficits. Our students are not a problem to be fixed.

"Multicultural education takes into account the culture, language, and experiences of all people and promotes those attitudes and critical skills that empower all learners to lead productive and meaningful lives in an increasingly interdependent society," says Dr. Gina P. Cantoni, director of International Programs at Northern Arizona University.

The Young Interpreters Program, implemented in a San Francisco Bay school where 65 percent of students learn English as a second language, is one program that uses a multicultural approach that has been very successful. Noah Borrero says this elective class works because students are "identified as important members of the school community, they (are) taught important literacy skills (such as paraphrasing), and they (are) put in authentic learning experiences where their bilingualism (is) utilized and valued." In addition, students have improved significantly on testing and in overall academic achievement as a result of their participation in this program.

But the beauty of a program like Young Interpreters is not just that it raises test scores and helps immigrants integrate successfully into American schools. Multiculturalism teaches students about understanding and respecting the fundamental differences in values between cultures, which fosters understanding between peoples and leads to peace between nations.

Cantoni explains, "In the microcosm of the multicultural classroom, students can learn to reject racism and prejudice and begin to respect and appreciate one another as contributors to a common pool of knowledge. ... It is a small beginning, but it may lead to a willingness to suspend judgment against a group ... and to a reluctance to engage in warfare against them."

Multicultural education offers students a way to communicate with people from other cultures, a skill essential in this global economy.

So, should we insist students learn English? Of course, because the system isn't going to change, and the tests aren't going away. But, I take heart in knowing that when we also teach children how to respect others and use their talents and experiences to contribute to society and resolve problems peacefully, we cannot fail.

Melissa Bebout teaches at Goshen High School. She lives in Goshen.