Sentences with phrase «gap for low income children»

See how California is demonstrating how to address the summer learning gap for low income children.

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Additionally, the Department of Health and Human Services is holding the «Bridging the Word Gap Challenge» that will award $ 300,000 in prizes for innovative solutions that promote language development skills among children from low - income families, Doggett said.

«Gaps in health insurance coverage is a reality for many low - income children,» Dr. Myers said.

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.

As such, he argues that, if our results are correct and school spending really does improve student outcomes (with larger effects for low - income children), outcomes should have improved over time and achievement gaps by income should have been eliminated over this time period.

The Summer Nutrition Programs can fill the hunger gap that exists during summer break for millions of low - income children in rural communities.

Research shows quality preschool programs, like We Can Early Learning Curriculum, significantly reduce referrals to special education and virtually eliminate the learning gap for children from low - income families.

High - quality early education programs can improve outcomes and narrow achievement gaps for all kids, particularly children from low - income families.

Oklahoma's program has narrowed the achievement gap between lower - and higher - income children while elevating early math and literacy skills for all participants.

The academic achievement gap for poorer youth is particularly pronounced for low - income African American and Hispanic children compared with their more affluent White peers.

In many ways we were able to build on the foundation of No Child Left Behind, where we could see where the gaps were for low - income students, for students of color, for English learners, and for students with disabilities.

A key strategy to improving educational outcomes and closing achievement gaps for children from low - income families is improving state finance systems to ensure equitable funding and increased access to resources, according to a new study from Educational Testing Service (ETS).

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped since 1996.

By requiring the calculation of separate API numbers for student subgroups, it exposed gaps in achievement for low - income students, special education students and Hispanic and African - American children.

Horizons at SRES (St. Richard's Episcopal School) is a transformational, community - centered program proven to close the achievement and opportunity gaps for low - income children.

In fact, according to a study by Johns Hopkins University, summer learning loss during elementary school accounts for two - thirds of the achievement gap in reading between low - income children and their middle - income peers by ninth grade.

PCHP, an evidence - based early literacy, parenting, and school readiness model, is committed to closing the achievement gap by providing low - income families the skills and materials they need to prepare their children for school and life success.

The Pupil Premium has become a vital tool for narrowing the gap for children from families with lower incomes.

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

Funding inequities for vulnerable children remain, and we must close this gap because money matters, especially to students from low - income families.

Ticket sales will benefit Educare Arizona, a national network of early childhood centers dedicated to narrowing the achievement gap for low - income children.

Targeting and empowering communities is the most sustainable approach of improving learning outcomes and reducing the socioeconomic achievement gap for children in low income communities.

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 children.18

Early care and education (ECE) programs serve an important developmental support for children, helping to reduce gaps in school readiness and in later educational outcomes, particularly for low - income children.1, 2,3 ECE programs — and child care subsidies in particular — also represent an important employment support for parents.

By comparing outcomes for and experiences of children in households with higher and lower incomes it summarises what the study has revealed about inequalities up to age 8, explores whether there is any evidence that the socio - economic gap has narrowed or widened in recent years and highlights some key messages from the study about to improve outcomes for all children and to reduce inequalities.

This provides some evidence that higher quality relationships in childcare may be especially important in helping reduce developmental gaps for children from lower income families.

It has been proposed that increased access to high - quality Pre-Kindergarten programs for all low - income children would enhance achievement and narrow the achievement gap found between children from low - income families and their more affluent counterparts.

Further, participation in NC Pre-K reduced the gap in average 3rd grade test scores between low - income children and their peers who did not qualify for free or reduced - price meals.North Carolina Department of Public Instruction, Office of Early Learning.

As a company, we believe that our first duty is to close the achievement gap for low - income children and families served by the Head Start program — and that financial success will follow from breakthrough child outcome gains.»