Beyond Subprime Learning: Accelerating Progress in Early Education. Policy Brief

Autor/inn/en	Bornfreund, Laura; McCann, Clare; Williams, Conor; Guernsey, Lisa
Institution	New America
Titel	Beyond Subprime Learning: Accelerating Progress in Early Education. Policy Brief
Quelle	(2014), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Educational Policy; Educational Assessment; Educational Indicators; Faculty Development; Family Involvement; Bilingual Students; Academic Standards; Student Evaluation; Accountability; Evaluation Utilization; Theory Practice Relationship; Educational Planning; Educational Change; Change Strategies; Alignment (Education); Articulation (Education); Teacher Improvement; Child Development; Lifelong Learning + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Schulnote; Studentische Bewertung; Verantwortung; Theorie-Praxis-Beziehung; Bildungsplanung; Bildungsreform; Lösungsstrategie; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kindesentwicklung; Life-long learning; Lebenslanges Lernen
Abstract	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. (ERIC).
Anmerkungen	New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: http://www.newamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01