OKFutures Needs Assessment: Oklahoma’s Preschool Development Grant Birth through Five

OKFutures Needs Assessment: Oklahoma’s Preschool Development Grant Birth through Five. Urban Institute. Erica Greenberg et al. January 27, 2020.

The importance of quality early childhood care and education (ECCE) is increasingly visible across the country. ECCE affects children’s growth and development, families’ ability to work, and the future health of society. This has inspired federal support for states to create extensive, multi-year plans to serve children and families more effectively. Though the quality and availability of ECCE have become priorities for many states, there are still gaps in how children and families access programs and the resources they provide.
Oklahoma is a national leader in ECCE and is working to illuminate and address unmet need through OKFutures. This paper provides a comprehensive assessment of need across the ECCE mixed delivery system with a focus on programs that directly provide ECCE: universal prekindergarten, Head Start and Early Head Start, American Indian and Alaska Native (AIAN) Head Start and Early Head Start, Early Head Start–Child Care Partnerships, Educare, Oklahoma child care, and tribal child care. [Note: contains copyrighted material].

[PDF format, 117 pages].

Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution

Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution. World Economic Forum. January 14, 2020.

As globalization and rapid advancements in technology continue to transform civic space and the world of work, education systems have grown increasingly disconnected from the realities and needs of global economies and societies. Education models must adapt to equip children with the skills to create a more inclusive, cohesive and productive world.
“Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution” outlines a new framework for defining quality education in the new economic and social context and shares key features of 16 schools, systems and programmes pioneering the future of education. These examples may serve as inspiration for driving holistic and transformative action on this important agenda. This paper is the result of a widely consultative process with educators, policy and business leaders, education technology developers and experts curated by the Platform for Shaping the Future of the New Economy and Society. [Note: contains copyrighted material].

[PDF format, 34 pages].

Incorporating Two-Generation Approaches in Community Change

Incorporating Two-Generation Approaches in Community Change. Urban Institute. Susan J. Popkin et al. December 16, 2019.

The Annie E. Casey Foundation launched Family-Centered Community Change (FCCC) in 2012 to support three local partnerships seeking to help parents and children in high-poverty neighborhoods succeed together. These partnerships, located in Buffalo, New York; Columbus, Ohio; and San Antonio, Texas, are each developing a more integrated set of services, including housing assistance, high-quality education, and job training.
Since 2013, the Urban Institute has been evaluating each initiative’s design, implementation, and outcomes for families. The theory behind the demonstration is that “two-generation approaches,” or coordinating high-quality programs and services for children and parents, can help break intergenerational poverty and move families with low incomes toward greater economic independence. This paper is one of a series of reports based on what we have learned from five years of observations from our research.
The three FCCC initiatives provide services including early childhood education and child care, partnerships with local elementary schools, after-school care, employment and training for adults, financial education, and coaching to help parents set goals and stay on target. All three initiatives operate within communities where families move frequently and have widely varying needs and within neighborhoods with long histories of racial segregation and systemic racism, changing job markets, demographic changes, and gentrification. [Note: contains copyrighted material].

[PDF format, 51 pages].

How Ed-Tech Can Help Leapfrog Progress In Education

How Ed-Tech Can Help Leapfrog Progress In Education.  Brookings Institution. Emiliana Vegas,  Lauren Ziegler, Nicolas Zerbino.  November 20, 2019.

This brief is the second in a series of Leapfrogging in Education snapshots that provide analyses of our global catalog of education innovations. (Our first snapshot focused on playful learning.) The catalog and our corresponding research on leapfrogging is explained in depth in CUE’s book, “Leapfrogging inequality: Remaking education to help young people thrive.” Of the nearly 3,000 global innovations CUE cataloged, more than one half involve the use of technology, which suggests strong interest in its use and application in aiding educators around the world. [Note: contains copyrighted material].

[PDF format, 18 pages].

Skilling Up: The Scope of Modern Apprenticeship

Skilling Up: The Scope of Modern Apprenticeship. Urban Institute. Ervin Dimeny et al. November 19, 2019

The apprenticeship movement is reshaping skills, policies, and programs in the United States at a critical moment in our country’s history. This reader offers a chorus of voices emanating from different countries and populations, echoing commitment to bright, sustainable workforce futures through a well-crafted approach to this talent development model. The collected chapters and vignettes address questions for businesses of all sizes, community-based organizations, and schools looking for a way to build strong pipelines of skilled labor, stimulate economies in struggling regions, provide options for adults seeking career changes, and stimulate engagement for students filled with curiosity about the promise of work-based learning. We endeavored to shatter myths, remove barriers, and erase fears of attempting apprenticeship, particularly for small and medium-size businesses and parents who are naturally concerned about meaningful and gainful career choices for their children. This reader intends to show the possibilities modern apprenticeship affords contemporary societies and to inspire many to reframe the boundaries of traditional thinking. [Note: contains copyrighted material].

[PDF format, 301 pages].

Philadelphia Playful Learning Landscapes: Scaling Strategies for A Playful Learning Movement

Philadelphia Playful Learning Landscapes: Scaling Strategies for A Playful Learning Movement.  Brookings Institution. Jenny Perlman Robinson. October 24, 2019

Playful Learning Landscapes seeks to transform everyday spaces into playful learning opportunities to maximize “the other 80 percent” of time that children spend outside school. It lies at the intersection of the growing Child Friendly City movement and a global development agenda that calls for access to high-quality early childhood education for all. A joint project of Temple University’s Infant and Child Laboratory and the Brookings Institution, Playful Learning Landscapes is a broad umbrella initiative that marries community involvement and learning sciences with placemaking in order to design carefully curated playful experiences in everyday spaces. As it focuses on learning outcomes, particularly for children and families from under-resourced communities, Playful Learning Landscapes offers a new way to involve families in the kinds of experiences that enrich relationships and enhance children’s development. [Note: contains copyrighted material].

[PDF format, 36 pages].

Dos Métodos: Two Classroom Language Models in Head Start

Dos Métodos: Two Classroom Language Models in Head Start. Urban Institute. Carola Oliva-Olson. October 21, 2019

Dual language learners make up an increasing share of preschool students, but they often perform worse than monolingual students on assessments measuring school achievement. This study compares Head Start classrooms implementing either the dual language model or the English with home language support model. The author examines how the models affect gains in English or Spanish oral proficiency over a school year and how classroom organization and quality affect potential proficiency gains. Students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. The difference was even more pronounced among classrooms with low organization. Findings highlight the need for professional development on language model use to ensure consistency in delivery. [Note: contains copyrighted material].

[PDF format, 39 pages].