Knowledge Universe EducationKnowledge Universe Education

Returns on investing in early childhood education

“R t f t t d ll“Rate of return to a dollarinvestment made while a person isyoung is higher than the rate ofreturn to the same dollar made at alater age.”

-James HeckmanNobel Prize Economist

Sources: James Heckman, Investing in Disadvantaged Young Children is Good Economics and Good Public Policy, NAEYC: 2007 Annual Conference & Expo.

Our family continuum

3

KUE U.S. early childhood education programs

• The largest private provider of early childhood education in the United States.M th 500 ti ll dit d l hildh d• More than 500 nationally accredited early childhood centers, more than any other private provider

• More than 1,700 centers in 39 states, plus D.C., serving 150,000 children daily

• More than 30,000 educators• Comprehensive proprietary curriculum for children

from 6 weeks – 12 years• A leading provider of early care and education for

universities, corporations, hospitals, and government agencies through CCLC

4

Outreach to vulnerable children• Approximately 50,000 children receive third-party tuition

assistance in partnership with 700 federal, state, county, and local agencies and their fiscal intermediaries

• Nutritious, balanced meals provided for approximately 75,000 children under the Child and Adult Care Food Program

• More than 4,000 identified special-needs children served, p

• 43 centers in MI, OH, KY and OR operate in partnership with Head Start or Early Head Start

5

KU program influences

Early Learning Standards

Operational Considerations

Program

Developmental Psychology

Accreditation Standards

Philosophical Beliefs

Regulatory RequirementsRegulatory

Requirements

Child OutcomesMarket Demands

6

Learning Adventures™ enrichment programs

• Proprietary enrichment programs complement core programs• Implemented outside of the traditional classroom; most

programs are offered three times per week in twenty minute sessions for an additional fee

• Programs feature small group sizes and focal learning approach• Current programs in Phonics, Reading, Mathematics, Spanish,

Music, Active Adventures, Science and Cooking • Programs serve children ages two years and older• Programs serve children ages two years and older• Research-based programs feature hands-on approach, custom-

designed manipulative materials and parent communication tools• High level of parent satisfaction

Learning Adventures™ program descriptions

• Phonics & Reading Adventures– Phonological awareness, phonics, reading, and early writing– Instructional framework aligns to developmental continuum of

di d iti tli d i th j i t iti t t t b threading and writing as outlined in the joint position statement by the International Reading Association and National Association for the Education of Young Children (1998)

– Child assessment tool used to support placement within programs and measure child’s progress

• Math Adventures– Early numeracy skills supporting geometry, number and operations, measurement, and algebra– Instructional framework aligns to national standards for mathematics as identified by the

National Council of Teachers of Mathematics (NCTM)

• Active Adventures– Developmentally appropriate experiences that help children gain confidence in their movement

and develop healthy lifestyles including exercise and nutrition– Instructional framework aligns to the standards and guidelines of the American Association for Health

Education (AAHE) and the National Association for Sport and Physical Education (NASPE)

8

Learning Adventures™ program descriptions(cont’d)

• Spanish Adventures– Capitalizes on the early years as a critical time in children’s language development. – Fosters curiosity about languages and the use of words and word combinations

to convey meaning

• Music Adventures– Developed in partnership with Kindermusik® International for children ages 2-5 years

old– Music Adventures provides developmentally appropriate curricula, CDs, books,

instruments, and activities

• Cooking AdventuresCooking Adventures– Instructional framework covers 30 learning objectives that map to five learning

domains and content areas including science & inquiry, mathematics, social & emotional development, language & communication skills, and physical & motor-skill development

– Children learn nutrition awareness, healthy food-related behaviors and attitudes, and food safety

Philanthropy in Early Childhood Education

April 28, 2010

Daniel PedersenPresident, 

Buffett Early Childhood Fund

A staggering challenge

•Opportunity gapOpportunity gap

•Achievement gap

•Productivity gap

National Scientific Council on the developing childDisparities in early vocabulary growth

rds)

1200

um

ula

tive

Vo

cab

ula

ry (

Wo College Educated

Parents

Working Class Parents

Welfare Parents

200

600

Source: Hart & Risley (1995).

16 mos. 24 mos. 36 mos.

Cu

Child’s Age (Months)

Rates of return on human capital investment

n capital

Programs targeted towards the earliest years

rn to

 investmen

t in hu

man

Preschool programs

Schooling

Job training

Source: Dr. James Heckman, University of Chicago.

0

Rate of retu

0-3 4-5Preschool School Post-school

A bold visionStart early to change a child’s life trajectory.

Close the productivity gap and erase the p y g pachievement gap by narrowing the opportunity gap.

Ensure that disadvantaged young children –instead of starting school already behind – arrive at kindergarten on par with average students across the country.

Redefine “education” in America to encompass the first five years of life, which are the first five years of learning.

Early childhood Stonehenge

Our approach

Invest in practice

Invest in knowledgeInvest in policy

Our investment strategyPractice:

Educare Centerseducarecenters.orgg

Policy:First FiveYears Fundffyf.org

Policy:Birth to FivePolicy Alliance

birthtofivepolicy.org

Knowledge:Center on the Developing Child & Heckman

developingchild.harvard.eduHeckmanequation.org

Ready for school: Children who spend more years in Educare emerge better prepared for kindergarten

National mean =100

Sources: Yazejian, N. & Bryant D.M. (2009). Promising early returns: Educare implementation study data, March 2009. Chapel Hill: FPG Child Development Institute, Ounce of Prevention Fund.

Number of years in Educare

All Childrenn=87 n=50 n=112 n=83 n=332

3‐5 yrs. in Educare  2‐3 yrs. in Educare 1‐2 yrs. in Educare < 1 yr in Educare

Note: This sample includes English-speaking children only.6-Site 2009 Data – Adjusted Means.

Birth to Five Policy AllianceNational GranteesBUILD InitiativeCenter for Law and Social PolicyCenter for the Study of Child Care EmploymentChild TrendsCommittee for Economic DevelopmentCommittee for Economic DevelopmentCouncil of Chief State School OfficersCouncil for a Strong AmericaNational Association of Child Care Resource & Referral AgenciesNAEYCNational Center for Children in PovertyNational Conference of State LegislaturesNational Council of LaRazaNational Governors AssociationNational Scientific Council on the Developing ChildNational Women’s Law CenterOunce of Prevention FundRhode Island Kids CountSmart Start National Technical Assistance CenterUnited Way of AmericaUrban InstituteVoices for America’s ChildrenZero to Three

Birth to Five Policy AllianceState GranteesThe Advancement ProjectCelebrate Children FoundationChildren NowChildren NowChildren’s Alliance (Washington)Children’s Institute (California)First 5 CaliforniaKansas Action for ChildrenKansas Head Start AssociationKansas Association of Child Care andResource & Referral AgenciesMaine Children’s AllianceMaine Department of Health and Human ServicesMaine Department of Health and Human ServicesPreschool CaliforniaSchuyler Center for Analysis and AdvocacyChild Care, Inc.New York Early Care and Learning CouncilNew York State Association for the Education of Young ChildrenWisconsin Council on Children and Families

First Five Years Fund

0-8 is a Critical

0-8 is a critical developmental Period

0 8 is a Critical Developmental Period

Public Expenditures Miss the Peak Period of Brain Development (0-5)

Brain Growth Compared to Public

Expenditures on Young Children

Percent of total

brain growth

100

40

50

60

70

80

90

Cumulative percent of public dollars spent

on children

Age of child (years)

0

10

20

30

40

151 3 19171311975

A Nation still at risk?

“75% of our nation’s young people fail to meet the minimum requirements for military service because they are obese, did not graduate from high school, or have a criminal record.”

-- A 2009 study by the Rand Corporationcommissioned by the Joint Chiefs

A new roadmap for building essential skills Early in life

P i tt tiPaying attention

Self-control

Memory

Spatial reasoning

Critical thinking

The Kellogg Foundation strategy: 0-8

Racial Equity

Civic Engagement

Closing the achievement gap begins at birth

Connecting the early years and the early grades Lessons from SPARK

Diverse locales and geographiesDiverse locales and geographies8,109 ChildrenProven Strategies SPARK States and D.C.

SPARK evaluation results positive

SPARK children outperform a comparison group of children

Charter school Ka ‘Umeke Ka E’o

240

260

280

300

320

340

2405th Grade Reading 5th Grade Math

DOE Public Charter Ka 'Umeke

Avance centers benefit parents also

30%

40%

50%

60%

70%

80%

AVANCE Parents

0%

10%

20%

annual income increase HS graduation attending college or technical program

employment increase full‐time employment increase

Kellogg mission investing for 0-8

• Debt Financing and Equity

$3M in charter school facilities financing$1M in working capital$500K, Series B Round

Knowledge Universe – a P-16 system?

Childcare Operators ProfessionalD l t

Data‐driven Decision‐making &  K‐12 Services & 

C t tVirtual Schools & 

Alternate GraduationChildcare Operators Development Assessment Content Alternate Graduation

nalUnited States

Internation

Thank you.