Sentences with phrase «fund quality early childhood education programs»

Not exact matches

Proponents of greater public funding for early childhood education (ECE) argue that too many children, often those from challenged communities and homes, arrive for kindergarten with insurmountable development gaps and that low - income and disadvantaged children who are exposed to high - quality pre-K programs gain lifelong benefits.

Both perspectives make legitimate points: that a centralized universal system of pre-K would more likely guarantee high quality (e.g. David Kirp in The Sandbox Investment) and that a decentralized, patchwork of state funded pre-K programs would avoid the bureaucratization of early childhood education (e.g. Bruce Fuller in Standardized Chchildhood education (e.g. Bruce Fuller in Standardized ChildhoodChildhood).

With your support of publicly funded programs such as quality early childhood education, college and career prep, STEM initiatives, arts education, and extended - day learning, we will help existing schools work towards closing the achievement gap and help prepare our students for success in academics and in life.

The ERS are widely used for: State and District - wide QRIS, Continuous Quality Improvement, RTT - ELC Funded Programs, Universal Pre-K Systems, Culturally Diverse and Inclusive Programs, Teaching Staff Self - Evaluation, Professional Development and Coaching, Early Childhood Education Courses.

Educare schools blend federal, state and local funding for early childhood education to create high - quality programs.

Children's Bureau Discretionary ECCW Grant Program: The Early Childhood Collaborative, Connecticut Final Report The Early Childhood Collaborative & James Bell Associates, Inc. (2013) View Abstract Discusses the activities and accomplishments of a federally funded project designed to build upon and expand the partnership between the Connecticut Department of Children and Families and the Connecticut Office of Head Start with the goal of building local community partnerships that maximize enrollment and attendance of infants and young children ages birth to 5 years, especially foster children, into comprehensive, high - quality early care and education and mental health progEarly Childhood Collaborative, Connecticut Final Report The Early Childhood Collaborative & James Bell Associates, Inc. (2013) View Abstract Discusses the activities and accomplishments of a federally funded project designed to build upon and expand the partnership between the Connecticut Department of Children and Families and the Connecticut Office of Head Start with the goal of building local community partnerships that maximize enrollment and attendance of infants and young children ages birth to 5 years, especially foster children, into comprehensive, high - quality early care and education and mental health progEarly Childhood Collaborative & James Bell Associates, Inc. (2013) View Abstract Discusses the activities and accomplishments of a federally funded project designed to build upon and expand the partnership between the Connecticut Department of Children and Families and the Connecticut Office of Head Start with the goal of building local community partnerships that maximize enrollment and attendance of infants and young children ages birth to 5 years, especially foster children, into comprehensive, high - quality early care and education and mental health progearly care and education and mental health programs.

Purpose: To fund projects to build infrastructure capacity to support collaborative initiatives between child welfare and early childhood systems to maximize enrollment, attendance, and supports of infants and young children who are in foster care into comprehensive, high - quality early care and education programs.

Despite evidence of the positive impact of high - quality early childhood education for all children, it remains out of reach for most low - and moderate - income families.15 The average price of center - based care in the United States accounts for nearly 30 percent of the median family income, and only 10 percent of child care programs are considered high quality.16 Publicly funded programs — such as Head Start, Early Head Start, child care, and state pre-K programs — are primarily targeted at low - income families, but limited funding for these programs severely hinders access.17 This lack of access to high - quality early childhood education perpetuates the achievement gap, evidenced by the fact that only 48 percent of low - income children are ready for kindergarten, compared with 75 percent of moderate - or high - income childrearly childhood education for all children, it remains out of reach for most low - and moderate - income families.15 The average price of center - based care in the United States accounts for nearly 30 percent of the median family income, and only 10 percent of child care programs are considered high quality.16 Publicly funded programs — such as Head Start, Early Head Start, child care, and state pre-K programs — are primarily targeted at low - income families, but limited funding for these programs severely hinders access.17 This lack of access to high - quality early childhood education perpetuates the achievement gap, evidenced by the fact that only 48 percent of low - income children are ready for kindergarten, compared with 75 percent of moderate - or high - income childrEarly Head Start, child care, and state pre-K programs — are primarily targeted at low - income families, but limited funding for these programs severely hinders access.17 This lack of access to high - quality early childhood education perpetuates the achievement gap, evidenced by the fact that only 48 percent of low - income children are ready for kindergarten, compared with 75 percent of moderate - or high - income childrearly childhood education perpetuates the achievement gap, evidenced by the fact that only 48 percent of low - income children are ready for kindergarten, compared with 75 percent of moderate - or high - income children.18

Early childhood education programs are bifurcated and have different quality standards, eligibility rules, and funding and governance structures.

New Jersey The Schumann Fund for New Jersey Early Childhood Development: We support efforts to heighten the chances of academic and social success for young children, especially the urban poor, by supporting programs and policies that provide high quality early childhood education and care to children from birth to eight yearsEarly Childhood Development: We support efforts to heighten the chances of academic and social success for young children, especially the urban poor, by supporting programs and policies that provide high quality early childhood education and care to children from birth to eight yChildhood Development: We support efforts to heighten the chances of academic and social success for young children, especially the urban poor, by supporting programs and policies that provide high quality early childhood education and care to children from birth to eight yearsearly childhood education and care to children from birth to eight ychildhood education and care to children from birth to eight years old.

Through Congressional and grassroots advocacy, as well as our own professional development and training programs, Teaching Strategies supports policies and practices designed to create a well - funded, high - quality system of early childhood education.