Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Minnesota

Institution	Department of Education (ED); US Department of Health and Human Services; State of Minnesota, Office of the Governor
Titel	Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Minnesota
Quelle	(2017), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; State Programs; Educational Quality; Accountability; Program Evaluation; Program Effectiveness; Access to Education; Program Validation; Child Development; Academic Standards; Educational Assessment; Health Promotion; Family School Relationship; Preschool Children; Preschool Teachers; Teacher Competencies; Credentials; Teacher Characteristics; School Readiness; Outcome Measures; Tables (Data); Educational Legislation; Federal Aid; Federal Legislation; Federal Programs; Minnesota + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Regierungsprogramm; Quality of education; Bildungsqualität; Verantwortung; Programme evaluation; Programmevaluation; Access; Bildung; Zugang; Bildungszugang; Kindesentwicklung; assessment; Bewertungssystem; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrkunst; Studienbuch; Readiness for school; School ability; Schulreife; Tabelle; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Minnesota's vision for its Race to the Top -- Early Learning Challenge (RTT-ELC) work was based in years of research showing the impact of high quality early childhood programs on children's school readiness and success in life. Minnesota's State plan was to increase access to high quality early learning development programs for children across the state and in four specific high needs areas of the state. The first strategy was to improve the quality of programs through a tiered quality improvement rating system, revision of early learning standards, and supports for the workforce. The second strategy was to increase children's access to high quality early childhood programs through early learning scholarships to families and grants to incentivize the expansion of high quality programs. The final strategy sought to enhance assessment and data systems in order to improve the ability to measure progress and support children's learning and development throughout all early childhood experiences. The state plan focused on statewide improvement of quality, access to quality and the ability to make evidence-based policy decisions. Strategies included investing in communities where children with high needs live, improving the quality of where they learn, empowering their families to make choices, focusing on evidence-based professional development for the adults who care for them and providing meaningful data to inform decision-making for local programs and state policymakers. (ERIC).
Anmerkungen	AEM Corporation. Tel: 703-464-7030; e-mail: support@grads360.org; Web site: https://pdg.grads360.org/#program
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01