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

Institution	Department of Education (ED); US Department of Health and Human Services; State of Rhode Island, Office of the Governor
Titel	Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Rhode Island
Quelle	(2017), (108 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; Rhode Island + 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	This Race to the Top - Early Learning Challenge (RTT-ELC) final performance report for the year 2016 describes Rhode Island's vision for RTT-ELC, what has changed in Rhode Island and in early learning programs as a result of RTT-ELC, and the lessons learned in implementing a comprehensive reform agenda. The RTT-ELC grant offered Rhode Island the opportunity to formalize a cohesive, coordinated vision among five state agencies and accelerate Rhode Island's progress toward operationalizing this vision by providing significant resources and supports to early learning programs and families. Specifically, during the five years of RTT-ELC, the following key aspects of the state's vision were realized: (1) A governance system among state agencies was formed to support collective, data-driven decision-making and to monitor project implementation; (2) Aligned sets of standards for programs, workforce, and children were created that resulted in a common, cohesive focus on children's learning and development; (3) Increased numbers of early learning programs engaged in the state's program quality continuum; (4) The early learning workforce was increasingly engaged in high-quality professional development and college courses aligned with workforce competencies for teachers; and (5) More Rhode Island children received comprehensive developmental screening and referral for indicated services or supports prior to kindergarten entry. Key lessons learned include: (1) Agency coordination with strong community engagement is critical; (2) The set-up and administration of grant tasks take time; (3) Evaluation and evidence are needed for sustainability; (4) Building data systems requires specialized skills and a nimble structure; (5) Data governance should be prioritized; (6) Alignment is important for education, programs, and students; (7) A Tiered Quality Rating and Improvement System (TQRIS) can support a mixed delivery system; (8) Policy and supports are critical levers to incentivize program improvements; (9) Remediating teaching and learning is challenging; (10) Standards help make the case for public investment; (11) Clear education pathways help develop the workforce; and (12) Low wages undermine workforce development efforts. (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