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One year of high-quality early education improves outcomes for low-income infants, toddlers

Medical X-Press – Staff Writer

“Children from low-income families are at substantial risk in terms of their social-emotional and academic skills at school entry, with fewer than half considered ready for school at age 5. A new study has found that infants and toddlers from low-income families who attended a high-quality center-based early education program do better in language and social skills after only one year than children who do not attend the program. The study appears in the journal Child Development. It is based on research conducted at the University of North Carolina at Chapel Hill, the University of Chicago, the University of Oklahoma-Tulsa, the University of Nebraska Medical Center, and the University of Wisconsin-Milwaukee.”(more)

Personalized learning: How kids are getting into college by mastering their skills

The Hechinger Report – Brian Stack

“A student-centered personalized-learning model known as competency education has gained traction over the past five years as states have developed policies to promote its adoption in both elementary and secondary schools. Born from the notion that the old system has significant limitations and flaws in both its structure and its execution in the schools of today, competency education uses a student’s ability to transfer knowledge and apply skills to organize learning. Students refine these skills based on goal-setting, ungraded feedback known as the formative assessment. When they are ready, the students demonstrate their understanding by performing thoughtfully developed tasks that determine how much learning has taken place. This evaluation is called the summative assessment.”(more)

Experts aim to shift school policy to cover ‘invisible students’

The Gazette Extra – Jonah Beleckis

“New research from the Johns Hopkins Institute for Education Policy draws attention to the higher-achieving end of that classroom distribution. It’s coauthored by Scott Peters, a UW-Whitewater associate professor of educational foundations who specializes in “advanced learners.” The paper is titled “How can so many students be invisible? Large percentages of American students perform above grade level.” Peters’ research warns against a system of teaching rigidly to grade level, where the primary focus is getting students to meet benchmarks rather than focusing on the substantial student population that learns above the target. The current system drives the implicit idea that because a school knows a child’s age and grade level, it will know what to teach that child, Peters said.”(more)

Building a Foundation for Children Starts in Pre-K

Homeroom – Cody Summerville

“As a kindergarten teacher, I have seen that attending a high-quality pre-K program makes a significant difference in children’s kindergarten success—and later success as well. This is why I am passionate that access to high-quality pre-K should not be a luxury afforded to some, but an invaluable resource offered to all. From my experience, there are three major advantages students gain from high quality pre-K program:”(more)