- Ohio report ties poverty, race and geography to lifelong success, By Laura Hancock, July 25, 2018, Cleveland Plain Dealer: “Ohio children who are not ready for kindergarten have a hard time catching up over the years, with their scores in third grade reading and eighth grade math continuing to lag, according to a study released Wednesday. The report, by the education advocacy organization Groundwork Ohio, found poverty is often tied to insufficient kindergarten readiness. It also found children who are black or who live in the 32-county Appalachian region tend to more often be poor…”
- Report: Minority, Appalachia kids at greater risk of remaining poor for life, By Catherine Candisky and Mary Beth Lane, July 26, 2018, Canton Repository: “Young children of color or who live in rural Appalachia are more at risk of starting behind — and staying behind, well into adulthood — than their more-affluent peers elsewhere in Ohio, a new report shows. Groundwork Ohio released the Ohio Early Childhood Race & Rural Equity Report 2018 on Wednesday. Shannon Jones, executive director of the nonpartisan child-advocacy organization, said it was the most-comprehensive early childhood report in the state’s history…”
Tag: School readiness
Academic Gaps in Early Childhood
Study: Academic gaps persist — but haven’t widened — between high- and low-income kindergartners, By Neal Morton, November 6, 2017, Seattle Times: “When education economist Emma García started researching the academic gaps that show up in kindergarten between low-income students and their high-income peers, she had reason to suspect the gaps had widened in recent years…”
Parent-Child Home Program – Seattle, WA
Teaching parents how to teach their toddlers: Seattle-area program yields lasting benefits, By Neal Morton, December 21, 2016, Seattle Times: “Nearly a decade before Seattle voters agreed in 2014 to subsidize a preschool program for the city’s families, a small, pilot effort for even younger children debuted in 106 living rooms across King County. Organizers approached parents with a simple sales pitch: Did they want help preparing their children for school? If so, the Parent-Child Home Program would send trained visitors to spend 30 minutes with them twice a week, demonstrating how to get the most educational value out of playing and reading with their 2- and 3-year-olds. The visitors brought a book and a toy to use in each visit, which the families kept for free. The hope was that these short, frequent sessions, spread over two years, would keep many poor children from falling far behind richer peers before they even started kindergarten…”