Early Education Early Education

in a in a

Global CommunityGlobal Community

Who Are We Talking About?

1.5 Million Children Under Age 6 in NYS 8.1% of Total Population

Fairly Stable Number Same Percentage of Boys & Girls

21% Living in Households Below Poverty Level

76% in Two Parent Household

5% Living with Grandparents

56% Live in Families Where Both Parents Work Outside Home

Source: 2005 American Community Survey, 2007

Chart 1. ELLs as Share of 2005-06 NYC Student PopulationSource: BESIS (ATS) and Official Audited October 31st Register (DIIT), 2005-2006.

There are more than 141,173 current ELLs in New York City schools, or 13.4% of the total student population. N=1,055,986

13.4%

86.6%

GeneralPopulation

ELLs

n=141,173

n=914,813

General Population

ELLs

A regional breakdown of predominate languages among ELLs shows where home languages other than English are geographically concentrated.

Chart 9. Predominate Five Languages Among ELLs in Each Region

Source: BESIS (ATS), 2005-06

Region 1 Spanish (90.9%), Bengali (1.2%), French (1.0%), Albanian (1.0%), Niger-Congo (0.6%)

Region 2 Spanish (84.7%), Albanian (2.5%), Bengali (2.4%), Arabic (1.7%), French (1.7%)

Region 3 Spanish (36.7%), Chinese (22.5%), Korean (8.4%), Bengali (4.3%), Haitian Creole (4.1%)

Region 4 Spanish (73.6%), Chinese (7.9%), Bengali (4.6%), Polish (1.9%), Urdu (1.6%)

Region 5 Spanish (79.2%), Bengali (6.0%), Punjabi (3.2%), Arabic (1.6%), Chinese (1.6%)

Region 6 Spanish (30.9%), Haitian Creole (27.7%), Russian (8.5%), Chinese (7.8%), Urdu (7.1%)

Region 7 Spanish (33.0%), Chinese (29.8%), Russian (9.2%), Urdu (6.5%), Arabic (6.0%)

Region 8 Spanish (73.9%), Chinese (8.5%), Arabic (4.2%), Bengali (3.8%), Polish (3.1%)

Region 9 Spanish (67.5%), Chinese (22.4%), French (1.7%), Bengali (1.4%), Arabic (1.1%)

Region 10 Spanish (93.9%), French (1.4%), Arabic (0.6%), Haitian Creole (0.5%), Chinese (0.5%)

District 75 Spanish (62.6%), Chinese (5.3%), Haitian Creole (2.3%), Russian (2.1%), Arabic (1.3%)

District 79 Spanish (55.5%), Chinese (26.6%), French (4.4%), Haitian Creole (3.4%), Polish (2.5%)

What Does The Research Tell Us? Excellent Early Starts Are Crucial for Childhood Development

Language (Hart and Risley)

Social/Emotional – Self Regulation/Institute of Medicine

Literacy – Shaywitz

Parental Involvement – Henderson and Knapp

Achievement Gap

How children read by end of 1st grade predicts how they will read at 3rd grade

If intervention is not provided until age 9 – 75% of children will continue to have difficulty in high school

Phonemic Awareness – Fluency – Comprehension

In Middle School:

• Low level motivation to read – 100,000/year

• Average levels of motivation – 1,000,000/year

• High level of motivation – 50,000,000/year

What Does The Research Tell Us? Longitudinal

Employment

Juvenile Delinquency

Cost Effectiveness

PreKindergarten is Highly Effective

Able to close the GAP - Rochester

Statewide 3rd, 4th Grade ELA Tests

Full Day Kindergarten Impacts:

Academic Skills (Dr. DeSiato)

Attendance (NIEER)

Instructional Program (Hough & Bryde)

646/677 Districts Have Full Day Kindergarten

7

Very Diverse

Regulated by Many Agencies

Diverse Funding

– Private Pay

– Child Care Subsidy

– Federal Program

– Preschool Special Education

– Public Pay

What is New York State’s System of Early Childhood in NYS

Child Care SubsidiesWhat the Data

Show In New York State in 2004, the primary setting in which chil- dren birth to 2 years received subsidized care was family home care (46 percent); 28 percent of children 2 and under received subsidized care in day care cen- ters, 20 percent in relative care, and just 6 percent in the child’s home (Figure 52).

In New York State in 2004, the primary setting in which children 3 to 5 years received subsidized care was day care centers (53 percent) followed by family home care (28 percent), relative care (14 percent), and 5 percent of children received subsidized care within their own home (Figure 52).

Figure 52. Children Under 6 Years in Subsidized Child Care by Setting: NYS, 2004.

(Source: National Center for Children in Poverty, 2007)

28%

53%

46%

28%

20%14%

6% 5%

Child's Home

Relative Care

Family Home

Center

Birth to

2 Years

Ages 3

To 5 Years

Universal Prekindergarten ProgramCollaboration with Early Childhood Agencies-Statewide

Distribution of Students

PS46%

NPR3%

OTHER1%

DCC19%

BOCES1%

NPS3%

F/GFDC1%

HS9%

NS12%

44105%

DCC=Day Care CenterBOCES=Boards of Cooperative Educational ServicesNPS=Non-Public SchoolsF/GFDC=Family or Group Family Day CareHS=Head StartNS=Nursery School4410=Approved Special Education ProviderPS=Public SchoolNPR=No Permit Required (NYC only)

Starts at Prekindergarten

Highly Qualified Teachers

Curriculum Aligned with Standards

Curriculum Aligned Vertically/Horizontally

Consistent Use of Curriculum

Instructional Materials are High Quality and Consistently Used

What Does an Excellent Early Childhood Program Look Like?

Intentional Instruction

– 90 minute reading block

– Supplemental material

– Intervention – 30 minutes plus

– Dosage

Classroom Environment

Learning Centers Used Well

Assessments – Ongoing Progress Monitoring

Data Driven

Family Involvement

What Does an Excellent Early Childhood Program Look Like?

Knows the Feeder / Supply System

Uses Current Research

Establishes Professional Development

Uses Excellent Materials

Integrates Family Partnerships

Provides Support Services

How Does an LEA Create an Infrastructure to Support Early

Childhood?

Insists on Intentional Instruction

Is Data Driven

Pays Attention to Dosage / Implementation

Uses Excellent Materials

Sustains Professional Development / Highly Qualified Staff

Builds Administrative Leadership

Insists on Family Partnerships

Checklist