In times of crisis it is more important than ever to understand the experience of the most vulnerable. But in-person research has been suspended due to COVID-19 and online surveys leave out 3.5 billion people who do not have access to internet. Global funders and sector leaders, spanning multiple sectors and countries, pivoted quickly to […]
A child’s brain is 80% of the size of an adult’s brain at age three and 90% at age five. The learning and development that occur during these first years life are critical to later educational, personal, and professional success:
Research shows that providing high-quality educational experiences for children before they turn five yields significant long-term benefits – they are more likely to do better in reading and math, graduate high school and attend college, own homes, and have longer marriages; they are less likely to repeat grades, need special education, or get into future trouble with the law. However, evidence from the National Institute of Child Health and Human Development’s Study of Early Child Care suggests that children in disadvantaged and race/ethnic minority families disproportionately experience poor quality child care.
These findings underscore the importance of quality early care and education (ECE) programs, the need to reduce racial disparities in this space, and how early education is a critical component of ‘Education for All.’
In California, the California Department of Education and First 5 California have partnered to invest over $277 million for an initiative called Quality Counts California. This initiative promotes early care quality improvement for millions of children ages 0-5 with the aim of education equity.
In this interactive session, we will highlight a case study of how data was collected, analyzed and used to guide decision making regarding ECE investments in one California region. We will also discuss how this case study can be a model for approaches to future early childhood investment. Key areas of insight include the impact of funding to increase teacher credentials and the differences in quality education for children for whom English is a second language.
As COVID raises new questions about what education will look like moving forward, considering investments in approaches that drive meaningful differences in outcomes will be critical.
Please reach out to Christine Tringale, firstname.lastname@example.org, if you’re interested in learning more about data related to the ECE landscape.
Program Manager, First 5 County Commission
Director, Select CA County Office of Education
Coordinator, County Child Care Planning Council Coordinator