• Get Ready! October is Pennsylvania’s Promise for Children Month
• Did you know that what children learn before kindergarten affects their success in school and in life? The first five years are absolutely essential to brain development and shaping literacy, their mathematical skills, and their social skills – we cannot recreate this opportunity later in life. When it comes to early learning, there are no “do-overs.”
• This October, help us celebrate Pennsylvania’s Promise for Children Month and raise awareness about why quality early education is so impo
rtant for children’s success and motivate Pennsylvanians to promote quality early learning for children in their lives.
Join members of your community to celebrate Pennsylvania's young children and the quality early learning programs and teachers that help them reach their promise every day. Take time during Pennsylvania's Promise for Children Month to show your support for quality early learning and supporting our young children.
• Stay tuned for the Pennsylvania’s Promise for Children month TV and radio public service announcements – our 30 and 60 second PSAs will be posted on the PA Promise YouTube channel to link to your websites and share with your Facebook friends
• Send a PA Promise Month e-card to your favorite teachers, colleagues, parents, friends and family.
• Sign the PA’s Promise for Children declaration
• Volunteer with uour local Community Engagement Group to help organize local events throughout the month.
To find out more, visit the Pennsylvania’s Promise for Children website at www.papromiseforchildren.com.
Pennsylvania’s Promise for Children is a campaign to raise awareness about the importance of providing Pennsylvania’s young children with access to quality early learning opportunities. Sponsored by the PA Build Initiative, Pennsylvania Early Learning Keys to Quality, The Grable Foundation, The Heinz Endowments, and William Penn Foundation, in partnership with the Pennsylvania Office of Child Development and Early Learning (OCDEL).
Tuesday, October 12, 2010
Thursday, June 17, 2010
Pa Pre K Counts, Keystone STARS , Early Intervention
Programs such as PA Pre-K Counts, Keystone STARS, Early Intervention, Nurse-Family Partnership, Parent-Child Home Program, Keystone Babies and Head Start Supplemental are preparing children for kindergarten so they can enter school ready to learn and to succeed.
2009-2010 child outcomes for Pennsylvania Pre-K Counts, Keystone STARS 3&4, and Head Start Supplemental Assistance Program show children are progressing throughout the program year and are coming to school ready to learn:
• Each program is showing a significant increase in the percentage of preschoolers with proficiency in language, numeracy, and social skills from the beginning to end of the program year.
• Each program is meeting the needs of its populations with a variety of services to prepare children for kindergarten, with 65% - 78% of children showing proficiency in language, numeracy and social skills by the end of the 2009-2010 program year:
• PA Pre-K Counts, providing high quality pre-k kindergarten to at-risk three and four year olds: Nearly every child (over 98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending PA Pre-K Counts in 2009-2010.*
o More than 70 percent of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.*
• Keystone STARS 3&4, providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: More than 97% of preschoolers in STAR 3 & 4 program showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills at the end of the 2009-2010 program year#.
o More than 65 percent finished the program year with age-appropriate proficiency in literacy, numeracy and social skills.#
• Head Start Supplemental, providing comprehensive early education and family support services to high-risk three and four year olds: Nearly every child (98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending Head Start Supplemental Assistance Program in 2009-2010.
o More than 65 percent of preschoolers who attended Head Start Supplemental finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.
These results show that Pennsylvania’s early education programs are working. The investments Pennsylvania makes today in early education will produce excellent returns in student achievement, workforce development, and reduction in public costs for special education, public assistance, and corrections.
2009-2010 child outcomes for Pennsylvania Pre-K Counts, Keystone STARS 3&4, and Head Start Supplemental Assistance Program show children are progressing throughout the program year and are coming to school ready to learn:
• Each program is showing a significant increase in the percentage of preschoolers with proficiency in language, numeracy, and social skills from the beginning to end of the program year.
• Each program is meeting the needs of its populations with a variety of services to prepare children for kindergarten, with 65% - 78% of children showing proficiency in language, numeracy and social skills by the end of the 2009-2010 program year:
• PA Pre-K Counts, providing high quality pre-k kindergarten to at-risk three and four year olds: Nearly every child (over 98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending PA Pre-K Counts in 2009-2010.*
o More than 70 percent of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.*
• Keystone STARS 3&4, providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: More than 97% of preschoolers in STAR 3 & 4 program showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills at the end of the 2009-2010 program year#.
o More than 65 percent finished the program year with age-appropriate proficiency in literacy, numeracy and social skills.#
• Head Start Supplemental, providing comprehensive early education and family support services to high-risk three and four year olds: Nearly every child (98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending Head Start Supplemental Assistance Program in 2009-2010.
o More than 65 percent of preschoolers who attended Head Start Supplemental finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.
These results show that Pennsylvania’s early education programs are working. The investments Pennsylvania makes today in early education will produce excellent returns in student achievement, workforce development, and reduction in public costs for special education, public assistance, and corrections.
Tuesday alert 6/15/10
Building block #7: Pennsylvania's early education programs promoting school readiness and school achievement
Please share with your networks. Thanks.
Budget update:
TODAY the House is scheduled to vote on a revised version of HB 325, which would authorize additional revenue streams for the commonwealth that could equal up to $300 million additional revenue for next year's budget. HB 325, as amended would:
• Reduce the sales tax vendor discount to a maximum of $300.
• Impose a tax on smokeless tobacco and cigars
• Impose a severance tax on natural gas produced in Pennsylvania.
With a $1.3 deficit for next year, without additional sources of revenue, there will be deep programs cuts, and early education could be part of those cuts. If you support these additional revenues, please contact your House member today.
Negotiations continue between the Governor and legislative leaders. Senator Corman, Chair of the Senate Appropriations Committee, said that they are positioning for a speedy approval once budget negotiators reach an agreement. Now is the time to blitz your legislators and the Governor before an agreement is reached.
Today's building block: Pennsylvania's early education programs promoting school readiness, school achievement
• Programs such as PA Pre-K Counts, Keystone STARS, Early Intervention, Nurse-Family Partnership, Parent-Child Home Program, Keystone Babies and Head Start Supplemental are preparing children for kindergarten so they can enter school ready to learn and to succeed.
• 2009-2010 child outcomes for Pennsylvania Pre-K Counts, Keystone STARS 3&4, and Head Start Supplemental Assistance Program show children are progressing throughout the program year and are coming to school ready to learn:
o Each program is showing a significant increase in the percentage of preschoolers with proficiency in language, numeracy, and social skills from the beginning to end of the program year.
o Each program is meeting the needs of its populations with a variety of services to prepare children for kindergarten, with 65% - 78% of children showing proficiency in language, numeracy and social skills by the end of the 2009-2010 program year:
o PA Pre-K Counts, providing high quality pre-k kindergarten to at-risk three and four year olds: Nearly every child (over 98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending PA Pre-K Counts in 2009-2010.*
More than 70 percent of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.*
o Keystone STARS 3&4, providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: More than 97% of preschoolers in STAR 3 & 4 program showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills at the end of the 2009-2010 program year#.
More than 65 percent finished the program year with age-appropriate proficiency in literacy, numeracy and social skills.#
o Head Start Supplemental, providing comprehensive early education and family support services to high-risk three and four year olds: Nearly every child (98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending Head Start Supplemental Assistance Program in 2009-2010.
More than 65 percent of preschoolers who attended Head Start Supplemental finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.
• These results show that Pennsylvania's early education programs are working. The investments Pennsylvania makes today in early education will produce excellent returns in student achievement, workforce development, and reduction in public costs for special education, public assistance, and corrections.
You can share:
• Examples of child outcomes in your individual programs - children who were delayed when entering the program who are now at age-appropriate development.
• Performance of children who participated in your program who are now in kindergarten, first grade or higher.
Ask parents to share:
• How has your child progressed in an early education program this year? What skills did he/she learn with words/letters, numbers, and getting along with others?
Please take a few minutes to share these fast facts with the Governor, your legislators, and a friend!
• Find contact information for your legislators at http://paprom.convio.net/find
• Email the Governor and your legislators at http://paprom.convio.net/6-15-10
* Based on PA PKC grantee reports for 9,439 children in Work Sampling Online reporting tool
# Based on STARS program reports for 9,804 children in Work Sampling Online reporting tool
Please share with your networks. Thanks.
Budget update:
TODAY the House is scheduled to vote on a revised version of HB 325, which would authorize additional revenue streams for the commonwealth that could equal up to $300 million additional revenue for next year's budget. HB 325, as amended would:
• Reduce the sales tax vendor discount to a maximum of $300.
• Impose a tax on smokeless tobacco and cigars
• Impose a severance tax on natural gas produced in Pennsylvania.
With a $1.3 deficit for next year, without additional sources of revenue, there will be deep programs cuts, and early education could be part of those cuts. If you support these additional revenues, please contact your House member today.
Negotiations continue between the Governor and legislative leaders. Senator Corman, Chair of the Senate Appropriations Committee, said that they are positioning for a speedy approval once budget negotiators reach an agreement. Now is the time to blitz your legislators and the Governor before an agreement is reached.
Today's building block: Pennsylvania's early education programs promoting school readiness, school achievement
• Programs such as PA Pre-K Counts, Keystone STARS, Early Intervention, Nurse-Family Partnership, Parent-Child Home Program, Keystone Babies and Head Start Supplemental are preparing children for kindergarten so they can enter school ready to learn and to succeed.
• 2009-2010 child outcomes for Pennsylvania Pre-K Counts, Keystone STARS 3&4, and Head Start Supplemental Assistance Program show children are progressing throughout the program year and are coming to school ready to learn:
o Each program is showing a significant increase in the percentage of preschoolers with proficiency in language, numeracy, and social skills from the beginning to end of the program year.
o Each program is meeting the needs of its populations with a variety of services to prepare children for kindergarten, with 65% - 78% of children showing proficiency in language, numeracy and social skills by the end of the 2009-2010 program year:
o PA Pre-K Counts, providing high quality pre-k kindergarten to at-risk three and four year olds: Nearly every child (over 98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending PA Pre-K Counts in 2009-2010.*
More than 70 percent of children who attended Pennsylvania Pre-K Counts finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.*
o Keystone STARS 3&4, providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: More than 97% of preschoolers in STAR 3 & 4 program showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills at the end of the 2009-2010 program year#.
More than 65 percent finished the program year with age-appropriate proficiency in literacy, numeracy and social skills.#
o Head Start Supplemental, providing comprehensive early education and family support services to high-risk three and four year olds: Nearly every child (98 percent) showed age-appropriate or emerging age-appropriate proficiency in literacy, numeracy, and social skills after attending Head Start Supplemental Assistance Program in 2009-2010.
More than 65 percent of preschoolers who attended Head Start Supplemental finished the school year with age-appropriate proficiency in literacy, numeracy and social skills.
• These results show that Pennsylvania's early education programs are working. The investments Pennsylvania makes today in early education will produce excellent returns in student achievement, workforce development, and reduction in public costs for special education, public assistance, and corrections.
You can share:
• Examples of child outcomes in your individual programs - children who were delayed when entering the program who are now at age-appropriate development.
• Performance of children who participated in your program who are now in kindergarten, first grade or higher.
Ask parents to share:
• How has your child progressed in an early education program this year? What skills did he/she learn with words/letters, numbers, and getting along with others?
Please take a few minutes to share these fast facts with the Governor, your legislators, and a friend!
• Find contact information for your legislators at http://paprom.convio.net/find
• Email the Governor and your legislators at http://paprom.convio.net/6-15-10
* Based on PA PKC grantee reports for 9,439 children in Work Sampling Online reporting tool
# Based on STARS program reports for 9,804 children in Work Sampling Online reporting tool
Tuesday, May 11, 2010
Tuesday alert 5/11/10
Budget update: No new developments. Both House and Senate are in recess until May 24.
Today's building block: Early childhood education essential to keeping our economy going today
• Parents who have access to reliable and affordable child care are 15% more likely to be employed1
• Because parents can remain in the workforce when their children are young and continue to gain job skills, they can experience a long-term earnings increase up to 30% over their lifetimes.2
• For every dollar Pennsylvania invests in early childhood education, more than two dollars is circulated in the regional economy through employment and purchasing goods and services. In 2008-2009, Pennsylvania's investment facilitated more than $1.9 billion to be circulated in the regional economy.3
You can share:
• The "economic multiplier" from your county - you can find that statistic on our fact sheet at http://paprom.convio.net/multiplier. How much your program contributes to the local economy monthly or annual with salaries and purchases of goods and services.
• Examples of families that have been able to continue to work because of early education
Ask parents to share:
• How access to early education programs (list by name) have helped them continue to work or get additional schooling/training to get a better job.
Please take a few minutes to share these fast facts with the Governor, your legislators, and a friend!
• Find contact information for your legislators at http://paprom.convio.net/find
• Email the Governor and your legislators at http://paprom.convio.net/5-11-10
Sources:
1 U.S. Government Accountability Office (1994)
2 Timothy J. Bartik, Ph.D., Senior Economist at the W.E. Upjohn Institute for Employment Research, at the Early Learning Investment Commission Economic Summit, April 19, 2010
3 Zhilin Liu, Rosaria Ribeiro & Mildred Warner. "Comparing Child Care Multipliers in the Regional Economy: Analysis from 50 States," 2004 http://government.cce.cornell.edu/doc/reports/childcare/reports.asp
Today's building block: Early childhood education essential to keeping our economy going today
• Parents who have access to reliable and affordable child care are 15% more likely to be employed1
• Because parents can remain in the workforce when their children are young and continue to gain job skills, they can experience a long-term earnings increase up to 30% over their lifetimes.2
• For every dollar Pennsylvania invests in early childhood education, more than two dollars is circulated in the regional economy through employment and purchasing goods and services. In 2008-2009, Pennsylvania's investment facilitated more than $1.9 billion to be circulated in the regional economy.3
You can share:
• The "economic multiplier" from your county - you can find that statistic on our fact sheet at http://paprom.convio.net/multiplier. How much your program contributes to the local economy monthly or annual with salaries and purchases of goods and services.
• Examples of families that have been able to continue to work because of early education
Ask parents to share:
• How access to early education programs (list by name) have helped them continue to work or get additional schooling/training to get a better job.
Please take a few minutes to share these fast facts with the Governor, your legislators, and a friend!
• Find contact information for your legislators at http://paprom.convio.net/find
• Email the Governor and your legislators at http://paprom.convio.net/5-11-10
Sources:
1 U.S. Government Accountability Office (1994)
2 Timothy J. Bartik, Ph.D., Senior Economist at the W.E. Upjohn Institute for Employment Research, at the Early Learning Investment Commission Economic Summit, April 19, 2010
3 Zhilin Liu, Rosaria Ribeiro & Mildred Warner. "Comparing Child Care Multipliers in the Regional Economy: Analysis from 50 States," 2004 http://government.cce.cornell.edu/doc/reports/childcare/reports.asp
Friday, May 7, 2010
Updated Risk and Reach Report
PA Department of Public Welfare: New report: Early childhood education opportunities still lag in many Pennsylvania counties.
Text of May 3 press release.
HARRISBURG -- Children in three-quarters of Pennsylvania's counties face a moderate to high risk of failing in school, in part because they lack access to high-quality education resources in their earliest years, according to a new state report.
The 2008-2009 Reach and Risk Assessment Report, released today by Pennsylvania's Office of Child Development and Early Learning, finds that while the commonwealth continues to make progress serving young children, gaps remain in serving those children who could benefit the most from a quality early education experience.
"We are seeing amazing results from our early education initiatives, and we know these programs are preparing our children for success in school," said Secretary of Education Gerald L. Zahorchak. "This report highlights the advancements we've made in reaching more children, but also makes clear that there are thousands of at-risk children that could benefit."
Secretary of Public Welfare Harriet Dichter said the report is a valuable tool to identify regions and cities most likely to benefit from expanded programs designed to offset risk factors for young children.
"In this economy, we need to work harder than ever to be strategic and resourceful in our public investments," Dichter said. "This report gives us a targeted snapshot of both the places our early education programs are reaching as well as the regions where more efforts and investments need to be made."
The Reach and Risk report compiles information by county on the number of children affected by seven risk factors for school failure, as well as the number of children served by early childhood programs. The findings are intended to help better target funding for early childhood programs such as Pennsylvania Pre-K Counts, Keystone STARS, Early Intervention and Head Start.
Among the findings of the Reach and Risk report:
• Children in 51 of Pennsylvania's 67 counties and 24 of the state's 27 largest cities are at moderate-to-high risk or high risk of school failure.
• More than one-third of children under age 5 are living in low-income families, which the report identifies as one of the seven major risk factors for school failure.
• In every Pennsylvania county, at least 15 percent of children under age 5 live in low-income households.
• In 20 of the 27 largest cities, more than half of children under 5 live in low-income households.
The report finds only about one-third of Pennsylvania children under age 5 currently participate in state or federally funded early education programs. The majority of these children are served through the Keystone STARS program, which ensures technical assistance and high voluntary standards for child care providers in the community. However, only three percent of children under age 5 in Pennsylvania were served in high quality STAR 3 and 4 programs.
Evidence-based research shows children who have access to quality early childhood education show measurable gains in early learning skills – gains that can translate into long-term savings in special education and remediation costs.
These children also are more likely to graduate from high school, attend college or quality job training programs and become valuable members of the workforce. Evidence also suggests that quality early education programs for children and families translate into a more competitive workforce and greater tax base, while reducing expenses related to public assistance and crime control.
The full Reach and Risk report is available at www.pakeys.org. More information on Pennsylvania's Office of Child Development and Early Learning can be found at www.education.state.pa.us or www.dpw.state.pa.us.
Editor's Note: Risk level scores for each county are listed below. Risk level was determined based on seven family and educational risk indicators. A rating of one (low risk) to four (high risk) was given for each risk factor, based on the percentage of children affected.
Low risk
Bucks 1.0
Montgomery 1.0
Moderate-low risk
Butler 1.14
Centre 1.14
Chester 1.14
Pike 1.14
Westmoreland 1.14
Cumberland 1.29
Elk 1.29
Union 1.57
Washington 1.71
Monroe 1.86
Snyder 1.86
Wayne 1.86
Moderate-high risk
Beaver 2
Cameron 2
Carbon 2.14
Columbia 2.14
Delaware 2.14
Fulton 2.14
Montour 2.14
Northampton 2.14
Sullivan 2.14
Susquehanna 2.14
York 2.14
Armstrong 2.29
Bedford 2.29
Forest 2.29
Juniata 2.29
Perry 2.29
Warren 2.29
Wyoming 2.29
Franklin 2.43
Lackawanna 2.43
Adams 2.57
Allegheny 2.57
Clarion 2.57
Lancaster 2.57
Potter 2.57
Schuylkill 2.57
Huntingdon 2.71
Indiana 2.71
Lebanon 2.71
Tioga 2.71
Somerset 2.86
Blair 3.0
Bradford 3.0
Cambria 3.0
Jefferson 3.0
Lehigh 3.0
Luzerne 3.0
Lycoming 3.0
Northumberland 3.0
High risk
Lawrence 3.14
Mifflin 3.14
Berks 3.29
Clearfield 3.43
Dauphin 3.43
Erie 3.43
Mercer 3.43
Venango 3.57
Clinton 3.71
Crawford 3.71
McKean 3.71
Greene 3.86
Fayette 4.0
Philadelphia 4.0
Media contacts: Beth Myers (DPW), 717-787-4592; Leah Harris (PDE), 717-783-9802
-30-
Text of May 3 press release.
HARRISBURG -- Children in three-quarters of Pennsylvania's counties face a moderate to high risk of failing in school, in part because they lack access to high-quality education resources in their earliest years, according to a new state report.
The 2008-2009 Reach and Risk Assessment Report, released today by Pennsylvania's Office of Child Development and Early Learning, finds that while the commonwealth continues to make progress serving young children, gaps remain in serving those children who could benefit the most from a quality early education experience.
"We are seeing amazing results from our early education initiatives, and we know these programs are preparing our children for success in school," said Secretary of Education Gerald L. Zahorchak. "This report highlights the advancements we've made in reaching more children, but also makes clear that there are thousands of at-risk children that could benefit."
Secretary of Public Welfare Harriet Dichter said the report is a valuable tool to identify regions and cities most likely to benefit from expanded programs designed to offset risk factors for young children.
"In this economy, we need to work harder than ever to be strategic and resourceful in our public investments," Dichter said. "This report gives us a targeted snapshot of both the places our early education programs are reaching as well as the regions where more efforts and investments need to be made."
The Reach and Risk report compiles information by county on the number of children affected by seven risk factors for school failure, as well as the number of children served by early childhood programs. The findings are intended to help better target funding for early childhood programs such as Pennsylvania Pre-K Counts, Keystone STARS, Early Intervention and Head Start.
Among the findings of the Reach and Risk report:
• Children in 51 of Pennsylvania's 67 counties and 24 of the state's 27 largest cities are at moderate-to-high risk or high risk of school failure.
• More than one-third of children under age 5 are living in low-income families, which the report identifies as one of the seven major risk factors for school failure.
• In every Pennsylvania county, at least 15 percent of children under age 5 live in low-income households.
• In 20 of the 27 largest cities, more than half of children under 5 live in low-income households.
The report finds only about one-third of Pennsylvania children under age 5 currently participate in state or federally funded early education programs. The majority of these children are served through the Keystone STARS program, which ensures technical assistance and high voluntary standards for child care providers in the community. However, only three percent of children under age 5 in Pennsylvania were served in high quality STAR 3 and 4 programs.
Evidence-based research shows children who have access to quality early childhood education show measurable gains in early learning skills – gains that can translate into long-term savings in special education and remediation costs.
These children also are more likely to graduate from high school, attend college or quality job training programs and become valuable members of the workforce. Evidence also suggests that quality early education programs for children and families translate into a more competitive workforce and greater tax base, while reducing expenses related to public assistance and crime control.
The full Reach and Risk report is available at www.pakeys.org. More information on Pennsylvania's Office of Child Development and Early Learning can be found at www.education.state.pa.us or www.dpw.state.pa.us.
Editor's Note: Risk level scores for each county are listed below. Risk level was determined based on seven family and educational risk indicators. A rating of one (low risk) to four (high risk) was given for each risk factor, based on the percentage of children affected.
Low risk
Bucks 1.0
Montgomery 1.0
Moderate-low risk
Butler 1.14
Centre 1.14
Chester 1.14
Pike 1.14
Westmoreland 1.14
Cumberland 1.29
Elk 1.29
Union 1.57
Washington 1.71
Monroe 1.86
Snyder 1.86
Wayne 1.86
Moderate-high risk
Beaver 2
Cameron 2
Carbon 2.14
Columbia 2.14
Delaware 2.14
Fulton 2.14
Montour 2.14
Northampton 2.14
Sullivan 2.14
Susquehanna 2.14
York 2.14
Armstrong 2.29
Bedford 2.29
Forest 2.29
Juniata 2.29
Perry 2.29
Warren 2.29
Wyoming 2.29
Franklin 2.43
Lackawanna 2.43
Adams 2.57
Allegheny 2.57
Clarion 2.57
Lancaster 2.57
Potter 2.57
Schuylkill 2.57
Huntingdon 2.71
Indiana 2.71
Lebanon 2.71
Tioga 2.71
Somerset 2.86
Blair 3.0
Bradford 3.0
Cambria 3.0
Jefferson 3.0
Lehigh 3.0
Luzerne 3.0
Lycoming 3.0
Northumberland 3.0
High risk
Lawrence 3.14
Mifflin 3.14
Berks 3.29
Clearfield 3.43
Dauphin 3.43
Erie 3.43
Mercer 3.43
Venango 3.57
Clinton 3.71
Crawford 3.71
McKean 3.71
Greene 3.86
Fayette 4.0
Philadelphia 4.0
Media contacts: Beth Myers (DPW), 717-787-4592; Leah Harris (PDE), 717-783-9802
-30-
Tuesday, April 20, 2010
Risk and Reach Report for Clinton County
Early Education in Clinton County
Clinton is a rural county located in central Pennsylvania. According to the US Census Bureau, the 2006 population was 37,232, an estimated -1.8% decrease from 2000. Approximately 80.4% of the adult population graduated high school, and nearly 13.4% have a bachelor's degree or higher education. The main industry in the county is Manufacturing. The median household income in 2004 was $34,162.
--------------------------------------------------------------------------------
In Clinton County:
There are 2,055 children from birth to age five living in the county.
Risk Factors affecting children's success in school. Risk factors like those listed below can hurt a child's chances of doing well in school.
52.0% of children under age five live in low-income families
21.3% of births to mothers with less than a high school education
35.5% of third graders scored below proficient on the 2008 PSSA reading test
Quality early education. Quality early education like the programs listed below helps children overcome risk factors and succeed in school!
Of children from birth to age five:
3.4% participate in Pennsylvania Pre-K Counts
13.4% participate in Keystone STARS
9.8% participate in Child Care Works
9.2% participate in Early Intervention
0.0% participate in Nurse-Family Partnership
1.0% participate in Head Start Supplemental Assistance
2.3% participate in federal Head Start
Learn more about this county by viewing the Pennsylvania Office of Child Development and Early Learning 2007-2008 Reach and Risk Report.
Clinton is a rural county located in central Pennsylvania. According to the US Census Bureau, the 2006 population was 37,232, an estimated -1.8% decrease from 2000. Approximately 80.4% of the adult population graduated high school, and nearly 13.4% have a bachelor's degree or higher education. The main industry in the county is Manufacturing. The median household income in 2004 was $34,162.
--------------------------------------------------------------------------------
In Clinton County:
There are 2,055 children from birth to age five living in the county.
Risk Factors affecting children's success in school. Risk factors like those listed below can hurt a child's chances of doing well in school.
52.0% of children under age five live in low-income families
21.3% of births to mothers with less than a high school education
35.5% of third graders scored below proficient on the 2008 PSSA reading test
Quality early education. Quality early education like the programs listed below helps children overcome risk factors and succeed in school!
Of children from birth to age five:
3.4% participate in Pennsylvania Pre-K Counts
13.4% participate in Keystone STARS
9.8% participate in Child Care Works
9.2% participate in Early Intervention
0.0% participate in Nurse-Family Partnership
1.0% participate in Head Start Supplemental Assistance
2.3% participate in federal Head Start
Learn more about this county by viewing the Pennsylvania Office of Child Development and Early Learning 2007-2008 Reach and Risk Report.
Childcare Budget Update as of April 15, 2010
April 15, 2010
DPW Improves the Lives of Pennsylvania’s Children:
The DPW budget invests in proven programs for children with accountable results.
Reducing Child Abuse
By supporting families with programs that prevent abuse, Pennsylvania has achieved a 10% reduction in substantiated child abuse cases since 2003.
Providing At-Risk Children with Safe, Permanent Homes
Our focus on creating safe, permanent homes for all Pennsylvania’s children has resulted in an almost 60% decrease in the number of children entering foster care since 2003.
Improving Children’s Early Learning, School and Life Success
Our continuum of early learning programs, including Keystone STARS, Nurse Family Partnership, Child Care Works, and PA Pre-K Counts, is producing gains. In 2002-2003, fewer than one in five Pennsylvania children had access to a quality early education; now, one in three children access quality early education.
Assuring Children Receive Financial Support from Non-Custodial Parents
Our child support program leads the country in assuring that children receive financial support from their non-custodial parent. In 2009, Pennsylvania was the nation’s best in the collection of support orders at 81.3%, which is higher than the national average of 61.9%.
Improving Children’s Health
The Pennsylvania Medical Assistance program covers over 1.1 million children, with a focus on preventative health care. 94% of children in the first 15 months of life see a doctor as often as recommended. Children three to six years of age are 3 to 4% above the national average in terms of seeing their primary care provider when they should.
The mission of the Department of Public Welfare (DPW) is to protect and serve Pennsylvania’s most vulnerable citizens, to promote, improve and sustain the quality of family life, and to break the cycle of dependency, while managing our resources effectively and promoting respect for employees.
The focus for the DPW FY10-11 Budget is sustainability—preserving services for those who need them, quality and results—ensuring services improve the lives of those who receive them, and accountability— ensuring efficient use of tax dollars.
For more information about the DPW budget visit www.dpw.state.pa.us. For information on how to support funding for this critical program visit the non-partisan Pennsylvania Budget and Policy Center at www.pennbpc.org
DPW Improves the Lives of Pennsylvania’s Children:
The DPW budget invests in proven programs for children with accountable results.
Reducing Child Abuse
By supporting families with programs that prevent abuse, Pennsylvania has achieved a 10% reduction in substantiated child abuse cases since 2003.
Providing At-Risk Children with Safe, Permanent Homes
Our focus on creating safe, permanent homes for all Pennsylvania’s children has resulted in an almost 60% decrease in the number of children entering foster care since 2003.
Improving Children’s Early Learning, School and Life Success
Our continuum of early learning programs, including Keystone STARS, Nurse Family Partnership, Child Care Works, and PA Pre-K Counts, is producing gains. In 2002-2003, fewer than one in five Pennsylvania children had access to a quality early education; now, one in three children access quality early education.
Assuring Children Receive Financial Support from Non-Custodial Parents
Our child support program leads the country in assuring that children receive financial support from their non-custodial parent. In 2009, Pennsylvania was the nation’s best in the collection of support orders at 81.3%, which is higher than the national average of 61.9%.
Improving Children’s Health
The Pennsylvania Medical Assistance program covers over 1.1 million children, with a focus on preventative health care. 94% of children in the first 15 months of life see a doctor as often as recommended. Children three to six years of age are 3 to 4% above the national average in terms of seeing their primary care provider when they should.
The mission of the Department of Public Welfare (DPW) is to protect and serve Pennsylvania’s most vulnerable citizens, to promote, improve and sustain the quality of family life, and to break the cycle of dependency, while managing our resources effectively and promoting respect for employees.
The focus for the DPW FY10-11 Budget is sustainability—preserving services for those who need them, quality and results—ensuring services improve the lives of those who receive them, and accountability— ensuring efficient use of tax dollars.
For more information about the DPW budget visit www.dpw.state.pa.us. For information on how to support funding for this critical program visit the non-partisan Pennsylvania Budget and Policy Center at www.pennbpc.org
Thursday, March 18, 2010
Governor to Vote On Budget
House to vote on Governor’s budget proposal as early as Monday
• Contact your state representative today - ask for continued investment in early education
Last week, the House Appropriations committee brought the House floor HB 2279, which is the Governor’s budget proposal, which would provide funding to serve additional families in Early Intervention, sustain progress in Child Care Works, Keystone STARS, Nurse-Family Partnership and Parent-Child Home Program, but REDUCE services to children in PA Pre-K Counts and Head Start Supplemental (see details below). The House may vote on this bill as early as Monday (March 22).
Please contact your state representative and ask them to support continued investment in early education programs.
If you would like our legislators to provide funding to continue services for all of PA's early education programs, ask your representative to vote no to HB 2279, as this bill would cut services for PA Pre-K Counts and Head Start Supplemental.
Begin the conversation with your representative now to show that early education is a priority for you and should be a priority for them!
Tips on making your voice heard: Legislators get hundreds of emails, letters and phone calls a day. Make your message stand out:
• Write your message in your own words. Talk about your personal experiences and views.
• Share specific examples in your community of children and families who benefit from early education.
• Invite them to learn more. You may invite them to a program, or to meet your family. This helps them make a personal connection.
• Thank them for anything they’ve done that you appreciate. Legislators like to hear thank you, it helps motivate them to continue to do the right thing.
If you'd rather send a letter over your own email, click here to find contact information for your legislators and download a sample letter to customize
We will keep you posted on developments. If you received this email from a friend, sign up for PA Promise alerts to receive real-time updates.
Thanks.
Details on HB 2279 – proposes early education funding to:
Serve additional families in:
• Early Intervention – Expanding to reach 81,696 children (34,384 infants and toddlers and 47,312 preschoolers) by adding 1,172 infants and toddlers and 1,229 preschoolers.
Sustain progress in:
• Child Care Works Subsidized Child Care Program – Sustaining to reach approximately 134,400 children (monthly average).
• Keystone STARS – Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership –Sustaining to reach more than 4,200 children and families.
• Parent-Child Home Program – Sustaining to reach approximately 1,500 children and families.
Reduce services to children in:
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626 children.
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732 children.
• Contact your state representative today - ask for continued investment in early education
Last week, the House Appropriations committee brought the House floor HB 2279, which is the Governor’s budget proposal, which would provide funding to serve additional families in Early Intervention, sustain progress in Child Care Works, Keystone STARS, Nurse-Family Partnership and Parent-Child Home Program, but REDUCE services to children in PA Pre-K Counts and Head Start Supplemental (see details below). The House may vote on this bill as early as Monday (March 22).
Please contact your state representative and ask them to support continued investment in early education programs.
If you would like our legislators to provide funding to continue services for all of PA's early education programs, ask your representative to vote no to HB 2279, as this bill would cut services for PA Pre-K Counts and Head Start Supplemental.
Begin the conversation with your representative now to show that early education is a priority for you and should be a priority for them!
Tips on making your voice heard: Legislators get hundreds of emails, letters and phone calls a day. Make your message stand out:
• Write your message in your own words. Talk about your personal experiences and views.
• Share specific examples in your community of children and families who benefit from early education.
• Invite them to learn more. You may invite them to a program, or to meet your family. This helps them make a personal connection.
• Thank them for anything they’ve done that you appreciate. Legislators like to hear thank you, it helps motivate them to continue to do the right thing.
If you'd rather send a letter over your own email, click here to find contact information for your legislators and download a sample letter to customize
We will keep you posted on developments. If you received this email from a friend, sign up for PA Promise alerts to receive real-time updates.
Thanks.
Details on HB 2279 – proposes early education funding to:
Serve additional families in:
• Early Intervention – Expanding to reach 81,696 children (34,384 infants and toddlers and 47,312 preschoolers) by adding 1,172 infants and toddlers and 1,229 preschoolers.
Sustain progress in:
• Child Care Works Subsidized Child Care Program – Sustaining to reach approximately 134,400 children (monthly average).
• Keystone STARS – Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership –Sustaining to reach more than 4,200 children and families.
• Parent-Child Home Program – Sustaining to reach approximately 1,500 children and families.
Reduce services to children in:
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626 children.
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732 children.
Monday, February 22, 2010
2010-2011 child care budget
Investing in a brighter future for Pennsylvania
through quality early education
Whether you define success for Pennsylvania as a strong economy, effective schools, reduced crime, or thriving communities, early education is key. Research shows that early education:
• Provides more regional economic stimulus than any other sector ;
• Is important to community growth, sustainability and diversity as working families need access to quality, reliable education ;
• Promotes healthy brain development in the critical first five years;
• Helps children, especially those at risk for school failure, build early language, math and social skills to enter school ready to learn; and
• Provides long-term benefits that a child carries throughout his/her life, making them more likely to graduate high school, attend college, have higher earnings and own a home.
Pennsylvania’s early education continuum is:
Providing quality early learning opportunities for children throughout Pennsylvania that work well together
Pennsylvania’s early education programs are based on quality standards that align with each other, through kindergarten and beyond.
• All programs use the Pennsylvania Early Learning Standards to guide curriculum, child observation and assessment.
• Teachers and directors can follow the Early Childhood Career Lattice and get help to earn professional credentials and college degrees to increase their skills and remain in the field for a lifetime.
Establishing strong accountability across the system
Pennsylvania has a comprehensive accountability system to ensure that quality expectations are met and public funds are used appropriately.
• Regular reporting on teacher qualifications, classroom demographics, and financial expenditures required; onsite review of policies and practices for most programs.
• Independent assessors use the nationally-recognized Environment Rating Scales to assess classroom quality and teacher interaction.
• Pennsylvania’s Early Learning Network collects information of children’s participation in early childhood programs and their developmental progress to help teachers better guide children’s growth and help the state evaluate program effectiveness.
Supporting leadership in local communities
As parents demand more quality early learning opportunities, local communities need to share information on why quality early education is important and what opportunities are available.
• Pennsylvania’s Early Learning Council and advisory committees provide feedback and guidance on Pennsylvania’s policies and share information through their leadership networks.
• Early Childhood Community Engagement Groups bring together early education programs, schools, and other organizations serving children to educate their communities on early learning opportunities
In 2010-2011, Pennsylvania will:
1. Strive for higher quality and increased access by implementing Keystone Babies, a quality initiative for at-risk infants and toddlers; and develop a Director’s Toolkit for Continuous Quality Improvement.
2. Refine accountability and document positive outcomes for children by incorporating additional programs into the Early Learning Network.
3. Support local leadership by implementing the National Institute for School Leadership (NISL) Early Childhood Leadership Program.
The Governor’s proposed budget for early education for 2010-2011 will:
Serve additional families in:
• Early Intervention – Expanding to reach 81,696 children (34,384 infants and toddlers and 47,312 preschoolers) by adding 1,172 infants and toddlers and 1,229 preschoolers.
Sustain progress in:
• Child Care Works Subsidized Child Care Program – Sustaining to reach approximately 134,400 children (monthly average).
• Keystone STARS – Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership –Sustaining to reach more than 4,200 children and families.
• Parent-Child Home Program – Sustaining to reach approximately 1,500 children and families.
Reduce services to children in:
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626 children.
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732 children.
through quality early education
Whether you define success for Pennsylvania as a strong economy, effective schools, reduced crime, or thriving communities, early education is key. Research shows that early education:
• Provides more regional economic stimulus than any other sector ;
• Is important to community growth, sustainability and diversity as working families need access to quality, reliable education ;
• Promotes healthy brain development in the critical first five years;
• Helps children, especially those at risk for school failure, build early language, math and social skills to enter school ready to learn; and
• Provides long-term benefits that a child carries throughout his/her life, making them more likely to graduate high school, attend college, have higher earnings and own a home.
Pennsylvania’s early education continuum is:
Providing quality early learning opportunities for children throughout Pennsylvania that work well together
Pennsylvania’s early education programs are based on quality standards that align with each other, through kindergarten and beyond.
• All programs use the Pennsylvania Early Learning Standards to guide curriculum, child observation and assessment.
• Teachers and directors can follow the Early Childhood Career Lattice and get help to earn professional credentials and college degrees to increase their skills and remain in the field for a lifetime.
Establishing strong accountability across the system
Pennsylvania has a comprehensive accountability system to ensure that quality expectations are met and public funds are used appropriately.
• Regular reporting on teacher qualifications, classroom demographics, and financial expenditures required; onsite review of policies and practices for most programs.
• Independent assessors use the nationally-recognized Environment Rating Scales to assess classroom quality and teacher interaction.
• Pennsylvania’s Early Learning Network collects information of children’s participation in early childhood programs and their developmental progress to help teachers better guide children’s growth and help the state evaluate program effectiveness.
Supporting leadership in local communities
As parents demand more quality early learning opportunities, local communities need to share information on why quality early education is important and what opportunities are available.
• Pennsylvania’s Early Learning Council and advisory committees provide feedback and guidance on Pennsylvania’s policies and share information through their leadership networks.
• Early Childhood Community Engagement Groups bring together early education programs, schools, and other organizations serving children to educate their communities on early learning opportunities
In 2010-2011, Pennsylvania will:
1. Strive for higher quality and increased access by implementing Keystone Babies, a quality initiative for at-risk infants and toddlers; and develop a Director’s Toolkit for Continuous Quality Improvement.
2. Refine accountability and document positive outcomes for children by incorporating additional programs into the Early Learning Network.
3. Support local leadership by implementing the National Institute for School Leadership (NISL) Early Childhood Leadership Program.
The Governor’s proposed budget for early education for 2010-2011 will:
Serve additional families in:
• Early Intervention – Expanding to reach 81,696 children (34,384 infants and toddlers and 47,312 preschoolers) by adding 1,172 infants and toddlers and 1,229 preschoolers.
Sustain progress in:
• Child Care Works Subsidized Child Care Program – Sustaining to reach approximately 134,400 children (monthly average).
• Keystone STARS – Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership –Sustaining to reach more than 4,200 children and families.
• Parent-Child Home Program – Sustaining to reach approximately 1,500 children and families.
Reduce services to children in:
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626 children.
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732 children.
Friday, February 19, 2010
Pa Budget update from BUILD Listserve
UPDATED Child Counts for PA Pre-K Counts and Head Start Supplemental in Governor’s Proposed Budget
On February 9, OCDEL distributed information on estimated children that would be served in OCDEL programs in the Governor’s budget proposal for 2010-2011. At that time, OCDEL indicated that the numbers of children served for Pennsylvania Pre-K Counts and Head Start Supplemental may be subject to change due to the proposed reduction in funding carried forward from mid-year cuts in this fiscal year (2009-2010). After a more detailed review, OCDEL has determined that fewer children would be served in Pennsylvania Pre-K Counts and Head Start Supplemental in the Governor’s proposed budget:
Early Intervention (Infant, Toddler, and Preschool) will increase children to be served: An additional 1,100 infants and toddlers with developmental delays and disabilities will be added to bring the total number of children served to 34,384. An additional 1,200 preschoolers will be added to bring the total number of children served to 47,312.
PA Pre-K Counts and Head Start Supplemental will decrease children to be served:
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732.
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626.
Other programs will be sustained, preserving services, as follows:
• Child Care Works Subsidized Child Care Program – Sustained to reach approximately 134,400 children (monthly average).
• Keystone STARS - Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership - Sustained to reach more than 4,200 children and families.
• Parent-Child Home Program - Sustained to reach approximately 1,500 children and families.
OCDEL’s budget one-pager and powerpoint have been updated to reflect these reduced services and are available online at http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_OCDEL.
On February 9, OCDEL distributed information on estimated children that would be served in OCDEL programs in the Governor’s budget proposal for 2010-2011. At that time, OCDEL indicated that the numbers of children served for Pennsylvania Pre-K Counts and Head Start Supplemental may be subject to change due to the proposed reduction in funding carried forward from mid-year cuts in this fiscal year (2009-2010). After a more detailed review, OCDEL has determined that fewer children would be served in Pennsylvania Pre-K Counts and Head Start Supplemental in the Governor’s proposed budget:
Early Intervention (Infant, Toddler, and Preschool) will increase children to be served: An additional 1,100 infants and toddlers with developmental delays and disabilities will be added to bring the total number of children served to 34,384. An additional 1,200 preschoolers will be added to bring the total number of children served to 47,312.
PA Pre-K Counts and Head Start Supplemental will decrease children to be served:
• Pennsylvania Pre-K Counts – Services to 68 children will be removed, which would lower the children from 11,800 to approximately 11,732.
• Head Start Supplemental – Services to 117 children will be removed, which would lower the children served from 5,743 to approximately 5,626.
Other programs will be sustained, preserving services, as follows:
• Child Care Works Subsidized Child Care Program – Sustained to reach approximately 134,400 children (monthly average).
• Keystone STARS - Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
• Nurse-Family Partnership - Sustained to reach more than 4,200 children and families.
• Parent-Child Home Program - Sustained to reach approximately 1,500 children and families.
OCDEL’s budget one-pager and powerpoint have been updated to reflect these reduced services and are available online at http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_OCDEL.
Tuesday, February 16, 2010
Budget in PA
From: Ben Tulchin and Julie Lein, Tulchin Research
Re: Pennsylvania Statewide Survey Finds Strong Support for
Quality Early Childhood Education Summary
Even with severe budgetary constraints facing their state, Pennsylvania voters strongly believequality early childhood education should be a top priority for state lawmakers. An overwhelmingmajority of voters – across all regions of the state – support continued government investment inquality early childhood education. Voters also strongly oppose rolling back the progress thelegislature has made on the issue. A majority of voters say they are even more likely to supportinvestment when informed of the long-term economic benefits of quality early childhoodeducation: budgetary savings through reductions in criminal activity, remedial education, andhigh-school drop-out rates.
Strong Support for Quality Early Childhood Education Across Pennsylvania
A recent survey found overwhelming support for quality early childhood education throughout
the state. Specifically, over four in five voters (81%) support providing early childhood
education to all children in Pennsylvania. In contrast, only one out of six voters (16%) oppose itand even fewer (3%) do not have an opinion.
Statewide Support for Quality Early Childhood Education
Do you support or oppose providing quality early childhood education to all children
in Pennsylvania?
Support
Oppose
Don’t know
Pennsylvania Statewide Survey Finds Strong Support for Quality Early Childhood Education
From Erie to Philadelphia, support of quality early childhood education programs is consistent across the state.
In the T, the rural swath of the state outside of Pittsburgh and Philadelphia, voters indicate strong support for quality early childhood education, with 88 percent in the Scranton- Wilkes Barre media market, 81 percent in Johnstown-Altoona, and 69 percent in Harrisburg-Lancaster-York favoring the programs;
In Western Philadelphia, three in four voters (75%) in the Pittsburgh media market favor early childhood education;
In Southeastern Pennsylvania, over four in five voters (81%) favor early childhood education, including an overwhelming 96 percent in Philadelphia, 80 percent in the suburbs, and 87 percent in the Berks-Lehigh area.
Support for the programs also crosses ideological lines. Approximately seven in ten conservatives (70%) favor quality early childhood programs, while nine in ten self-described liberals (92%) and moderates (88%) also express support.
Voters Want Government to Help Provide this Service
Not only do voters strongly favor quality early childhood education, but they want the government to help fund this service. Specifically, by nearly a three-to-one margin, Pennsylvania voters believe that government should fund quality early childhood education to children in the state (71% in favor – 26% opposed).
Support for Investment in Quality Early Childhood Education Should the government help fund quality early childhood education to children in the state?
Yes
No
Don’t know 71% 26% 4%
Pennsylvania Statewide Survey Finds Strong Support for Quality Early Childhood Education
Voters express a commitment to continue the investment Pennsylvania has already made, with three in four voters (75%) favoring reliable and affordable education for children in quality early childhood education programs.
Voters also firmly oppose cutting funding for quality early childhood education programs for children 0 to 5 years of age in order to balance the state’s budget. Even in the context of addressing Pennsylvania’s budget deficit, three in five voters (62%) oppose slashing funds for early childhood education, with only one in three voters (33%) in support. The two-to-one margin is indicative of voter priorities toward maintaining funds for these programs.
The Positive Outcomes of Quality Early Childhood Education Increase Support
for the Cause
When informed of quality early childhood education’s long term economic benefits and future cost savings, an overwhelming majority of voters say they are more likely to support the cause. Voters reported they were more likely to favor quality early childhood education after learning that the programs have been shown to:
Reduce high school drop-out rates (69% more likely);
Save money through reduction in criminal activity and remedial education (68% more likely);
Reduce incarceration rates by 50 percent (67% more likely); and
Reap higher rates of return than other social investments (67% more likely).
Reasons for Supporting Quality Early Childhood Education Programs Reporting More Willingness to Support
High quality early childhood education programs can reduce high school drop-out rates.
69% According to the Federal Reserve Bank, for every dollar Pennsylvania spends on quality early childhood education, society reaps a return of up to 17 dollars through reduction in criminal activity, remedial education, and public assistance costs. 68%
High quality early childhood education reduces incarceration rates by 50 percent.
67% According to leading economists, investments in high quality early education programs have the highest rate of return of any social investment. 67%
Methodology
Delaware Valley Association for the Education of Young Children (DVAEYC), Pennsylvania Association for the Education of Young Children (PennAEYC) and the Pittsburgh Association for the Education of Young Children (PAEYC) hired Tulchin Research to conduct a poll measuring aspects of voter support for quality early childhood education across the state of Pennsylvania. From December 15 – December 20, Tulchin Research conducted a telephone survey of 650 likely voters in Pennsylvania, with 600 voters statewide and an oversample of 50 voters in the Southeastern PA. The margin of error is +/- 3.9 percentage points for the statewide sample.
Statistically valid results of this poll are available for most Pennsylvania media markets.
Re: Pennsylvania Statewide Survey Finds Strong Support for
Quality Early Childhood Education Summary
Even with severe budgetary constraints facing their state, Pennsylvania voters strongly believequality early childhood education should be a top priority for state lawmakers. An overwhelmingmajority of voters – across all regions of the state – support continued government investment inquality early childhood education. Voters also strongly oppose rolling back the progress thelegislature has made on the issue. A majority of voters say they are even more likely to supportinvestment when informed of the long-term economic benefits of quality early childhoodeducation: budgetary savings through reductions in criminal activity, remedial education, andhigh-school drop-out rates.
Strong Support for Quality Early Childhood Education Across Pennsylvania
A recent survey found overwhelming support for quality early childhood education throughout
the state. Specifically, over four in five voters (81%) support providing early childhood
education to all children in Pennsylvania. In contrast, only one out of six voters (16%) oppose itand even fewer (3%) do not have an opinion.
Statewide Support for Quality Early Childhood Education
Do you support or oppose providing quality early childhood education to all children
in Pennsylvania?
Support
Oppose
Don’t know
Pennsylvania Statewide Survey Finds Strong Support for Quality Early Childhood Education
From Erie to Philadelphia, support of quality early childhood education programs is consistent across the state.
In the T, the rural swath of the state outside of Pittsburgh and Philadelphia, voters indicate strong support for quality early childhood education, with 88 percent in the Scranton- Wilkes Barre media market, 81 percent in Johnstown-Altoona, and 69 percent in Harrisburg-Lancaster-York favoring the programs;
In Western Philadelphia, three in four voters (75%) in the Pittsburgh media market favor early childhood education;
In Southeastern Pennsylvania, over four in five voters (81%) favor early childhood education, including an overwhelming 96 percent in Philadelphia, 80 percent in the suburbs, and 87 percent in the Berks-Lehigh area.
Support for the programs also crosses ideological lines. Approximately seven in ten conservatives (70%) favor quality early childhood programs, while nine in ten self-described liberals (92%) and moderates (88%) also express support.
Voters Want Government to Help Provide this Service
Not only do voters strongly favor quality early childhood education, but they want the government to help fund this service. Specifically, by nearly a three-to-one margin, Pennsylvania voters believe that government should fund quality early childhood education to children in the state (71% in favor – 26% opposed).
Support for Investment in Quality Early Childhood Education Should the government help fund quality early childhood education to children in the state?
Yes
No
Don’t know 71% 26% 4%
Pennsylvania Statewide Survey Finds Strong Support for Quality Early Childhood Education
Voters express a commitment to continue the investment Pennsylvania has already made, with three in four voters (75%) favoring reliable and affordable education for children in quality early childhood education programs.
Voters also firmly oppose cutting funding for quality early childhood education programs for children 0 to 5 years of age in order to balance the state’s budget. Even in the context of addressing Pennsylvania’s budget deficit, three in five voters (62%) oppose slashing funds for early childhood education, with only one in three voters (33%) in support. The two-to-one margin is indicative of voter priorities toward maintaining funds for these programs.
The Positive Outcomes of Quality Early Childhood Education Increase Support
for the Cause
When informed of quality early childhood education’s long term economic benefits and future cost savings, an overwhelming majority of voters say they are more likely to support the cause. Voters reported they were more likely to favor quality early childhood education after learning that the programs have been shown to:
Reduce high school drop-out rates (69% more likely);
Save money through reduction in criminal activity and remedial education (68% more likely);
Reduce incarceration rates by 50 percent (67% more likely); and
Reap higher rates of return than other social investments (67% more likely).
Reasons for Supporting Quality Early Childhood Education Programs Reporting More Willingness to Support
High quality early childhood education programs can reduce high school drop-out rates.
69% According to the Federal Reserve Bank, for every dollar Pennsylvania spends on quality early childhood education, society reaps a return of up to 17 dollars through reduction in criminal activity, remedial education, and public assistance costs. 68%
High quality early childhood education reduces incarceration rates by 50 percent.
67% According to leading economists, investments in high quality early education programs have the highest rate of return of any social investment. 67%
Methodology
Delaware Valley Association for the Education of Young Children (DVAEYC), Pennsylvania Association for the Education of Young Children (PennAEYC) and the Pittsburgh Association for the Education of Young Children (PAEYC) hired Tulchin Research to conduct a poll measuring aspects of voter support for quality early childhood education across the state of Pennsylvania. From December 15 – December 20, Tulchin Research conducted a telephone survey of 650 likely voters in Pennsylvania, with 600 voters statewide and an oversample of 50 voters in the Southeastern PA. The margin of error is +/- 3.9 percentage points for the statewide sample.
Statistically valid results of this poll are available for most Pennsylvania media markets.
Thursday, January 21, 2010
New Research with Low income families
Falling through the Cracks:
Children in families earning 235%- 300% of federal poverty level at risk of school failure yet families cannot afford quality early learning opportunities for them
Research has shown that quality early education can prepare at-risk children for school so they can close the achievement gap before it begins. Pennsylvania’s early education system has identified one risk factor as children living in families earning up to 300% of the federal poverty level.
One segment of this population– children in families earning between 235% - 300% of the federal poverty level – is at risk for falling through the cracks. Although research shows these children are at risk for school failure, they are not eligible to participate in programs like Head Start or Child Care Works subsidy. They are eligible for Pennsylvania Pre-K Counts, but only four percent of preschoolers currently have access to this program. These families cannot afford to enroll their children in quality early education.
This background document provides specific information about the risk status of these children as well as the family economic conditions.
I. Children Living in Families between 235% and 300% of FPL Are at Risk for School Failure
The National Institute for Early Education Research (NIEER) analyzed economic and child performance data from the Early Childhood Longitudinal Study (ECLS-K) and found a marked performance gap between kindergarten children whose family federal poverty level falls between 235%-300%, and children above the 300% income level.
• Children in this income group are underperforming, compared to their peers from lower income families, in the area of math.
• They are also significantly underperforming compared to their peers with family incomes above 300% of the federal poverty line.
This indicates that this group of children is as much at risk as the children who qualify for programs targeting children below the poverty line.
NIEER found that kindergarten children in the 235-300% poverty band perform significantly lower than children whose family income is above 300% in both math and reading. The size of the gap can be illustrated by expected differences in percentile rankings. For example, the expected change in performance when crossing this income threshold would be like moving a child from the 25th percentile to the 50th percentile in math and from the 25th percentile to the 32nd percentile in reading.
Children in this income band are also at risk for retention in grade during their K-12 school years. According to a NIEER policy brief, 12 percent of children in the middle 60 percent by income families repeat a grade. Although this is lower than the percentage of lower-income children who are retained in a grade (17 percent), the larger size of this population group overall means that the number of children who are retained is greater. “As a result, the success or failure of this group can have a significant impact on state and local education budgets.”
Participation in high quality preschool has been shown to reduce retention in grade; participation in low quality preschool, of the type that parents in this income band may have to use without assistance, has not been shown to reduce subsequent grade retention or need for special education and other services.
II. Families with Earnings Up to 300% of the Federal Poverty Line Do Not Have the Resources to Purchase High Quality Early Childhood Services for Their Children.
Families in This Group Do Not Have Equal Access, and Settle for Lower Quality That Does Not Help Their At-Risk Children
The ECLS-K data, analyzed by NIEER, shows that access to early childhood programs for families living below 300% of poverty is significantly lower than for families above 300% of poverty. In families below 235% of the poverty line, 70% were enrolled in center-based experiences in the year previous to kindergarten and among families in the 235-300% range, 72% were enrolled. There is no significantly statistical difference in access to early childhood programs between these groups. More than 82% of the children in families living above 300% accessed an early childhood program. This is statistically significant.
Children from 235-300% are likely to be attending lower quality programs than children from either less well off or middle-income families. These lower quality programs do not adequately address their children’s at-risk status. A Rand study of early childhood education in California found that children in families at 200-300% of FPL were less likely than children living below 200% of poverty, and less likely than those in families above 300%, to be in programs that had appropriate classroom quality scores (using the ECERS-R), or that had high CLASS scores reflecting teacher and program quality.
The families in the group from 200-300% of poverty do not have the resources to get these services their at-risk children need. Since their children are likely being served in the lowest quality programs, we can expect little positive impact on their outcomes, or reduction in need for expensive adjustments, such as Special Education and retention in grade, during their K-12 years.
Families up to 300% FPL Do Not Have Sufficient Income for Purchasing Quality Early Education
Families earning up to 300% of the federal poverty level are not making enough income to pay for quality early education that can help their children succeed.
The Pathways family income study measured the number of families in economic distress using a Self-Sufficiency Standard for Pennsylvania. The Standard calculates the wages 70 different family configurations must earn to pay for basic necessities such as child care, nutritious food, adequate housing and health care in each of the state's 67 counties. Based on real market costs, the Standard provides a more accurate portrait of economic distress than federal poverty guidelines, which are based only on food costs.
Based on the Self-Sufficiency Standard, in 66 of 67 counties the 300 % level of federal poverty level is actually lower than the sufficient income required to meet basic family needs for a family of one adult and one preschooler. In the only county where Standard is higher than 300% FPL (Montgomery) the income is only $178 above that level, not even enough to pay for a month of preschool.
Calculated for other typical family or household arrangements, similar outcomes apply. For a family including an adult, an infant, and a toddler, the Standard for 66 of 67 counties fall within the 300% FPL level, except in Montgomery County, where the difference is only $2,035 above 300%.
For families including two adults, an infant, and a preschooler, all 67 counties fall within the 300%.
Reducing the need for individual families to pay for high quality early childhood education can make a big difference in their ability to be self-sufficient and also enhances the children’s outcomes. "The Self Sufficiency standard indicates that housing and child care are two of the largest budget items, and, therefore, are often the primary sources of much of the economic stress faced by families with inadequate incomes."
The Self Sufficiency Standard shows that families earning up to 300% of the federal poverty level do not have adequate income to purchase their early childhood education services on their own, and therefore may make risky choices for their children: "One may assume that the great majority of households who lack sufficient income, but receive no public aid, are … resorting to private subsidy strategies such as . . . using informal/inexpensive child care.” This will fail to deliver the long-term benefits to children and to taxpayers, of high quality programs such as Keystone STARS 3 & 4, Pennsylvania Pre-K Counts, and Head Start.
The more children under school age in a family, the greater the income insufficiency of the family, especially in single-earner households. "The proportion of households with inadequate income is 15 percent for households with no children, but increases to 21 percent for households with one child. Of two child households, 26 percent have inadequate income and 43 percent for households with 3 children."
Taxes and daily living expenses have a strong impact on net income
The enclosed budget provides a depiction of typical monthly expenses for a family with two young children taxed in a typical central Pennsylvania county (York) whose gross earnings are 300% FPL. Expenses were calculated very conservatively (see car payments, food expenses and very low preschool and child care if both parents are working). Excluding entertainment and miscellaneous expenses, as well as any long term investments or future savings for college, this family is unable to meet all their financial obligations and pay for preschool tuition.
Children in families earning 235%- 300% of federal poverty level at risk of school failure yet families cannot afford quality early learning opportunities for them
Research has shown that quality early education can prepare at-risk children for school so they can close the achievement gap before it begins. Pennsylvania’s early education system has identified one risk factor as children living in families earning up to 300% of the federal poverty level.
One segment of this population– children in families earning between 235% - 300% of the federal poverty level – is at risk for falling through the cracks. Although research shows these children are at risk for school failure, they are not eligible to participate in programs like Head Start or Child Care Works subsidy. They are eligible for Pennsylvania Pre-K Counts, but only four percent of preschoolers currently have access to this program. These families cannot afford to enroll their children in quality early education.
This background document provides specific information about the risk status of these children as well as the family economic conditions.
I. Children Living in Families between 235% and 300% of FPL Are at Risk for School Failure
The National Institute for Early Education Research (NIEER) analyzed economic and child performance data from the Early Childhood Longitudinal Study (ECLS-K) and found a marked performance gap between kindergarten children whose family federal poverty level falls between 235%-300%, and children above the 300% income level.
• Children in this income group are underperforming, compared to their peers from lower income families, in the area of math.
• They are also significantly underperforming compared to their peers with family incomes above 300% of the federal poverty line.
This indicates that this group of children is as much at risk as the children who qualify for programs targeting children below the poverty line.
NIEER found that kindergarten children in the 235-300% poverty band perform significantly lower than children whose family income is above 300% in both math and reading. The size of the gap can be illustrated by expected differences in percentile rankings. For example, the expected change in performance when crossing this income threshold would be like moving a child from the 25th percentile to the 50th percentile in math and from the 25th percentile to the 32nd percentile in reading.
Children in this income band are also at risk for retention in grade during their K-12 school years. According to a NIEER policy brief, 12 percent of children in the middle 60 percent by income families repeat a grade. Although this is lower than the percentage of lower-income children who are retained in a grade (17 percent), the larger size of this population group overall means that the number of children who are retained is greater. “As a result, the success or failure of this group can have a significant impact on state and local education budgets.”
Participation in high quality preschool has been shown to reduce retention in grade; participation in low quality preschool, of the type that parents in this income band may have to use without assistance, has not been shown to reduce subsequent grade retention or need for special education and other services.
II. Families with Earnings Up to 300% of the Federal Poverty Line Do Not Have the Resources to Purchase High Quality Early Childhood Services for Their Children.
Families in This Group Do Not Have Equal Access, and Settle for Lower Quality That Does Not Help Their At-Risk Children
The ECLS-K data, analyzed by NIEER, shows that access to early childhood programs for families living below 300% of poverty is significantly lower than for families above 300% of poverty. In families below 235% of the poverty line, 70% were enrolled in center-based experiences in the year previous to kindergarten and among families in the 235-300% range, 72% were enrolled. There is no significantly statistical difference in access to early childhood programs between these groups. More than 82% of the children in families living above 300% accessed an early childhood program. This is statistically significant.
Children from 235-300% are likely to be attending lower quality programs than children from either less well off or middle-income families. These lower quality programs do not adequately address their children’s at-risk status. A Rand study of early childhood education in California found that children in families at 200-300% of FPL were less likely than children living below 200% of poverty, and less likely than those in families above 300%, to be in programs that had appropriate classroom quality scores (using the ECERS-R), or that had high CLASS scores reflecting teacher and program quality.
The families in the group from 200-300% of poverty do not have the resources to get these services their at-risk children need. Since their children are likely being served in the lowest quality programs, we can expect little positive impact on their outcomes, or reduction in need for expensive adjustments, such as Special Education and retention in grade, during their K-12 years.
Families up to 300% FPL Do Not Have Sufficient Income for Purchasing Quality Early Education
Families earning up to 300% of the federal poverty level are not making enough income to pay for quality early education that can help their children succeed.
The Pathways family income study measured the number of families in economic distress using a Self-Sufficiency Standard for Pennsylvania. The Standard calculates the wages 70 different family configurations must earn to pay for basic necessities such as child care, nutritious food, adequate housing and health care in each of the state's 67 counties. Based on real market costs, the Standard provides a more accurate portrait of economic distress than federal poverty guidelines, which are based only on food costs.
Based on the Self-Sufficiency Standard, in 66 of 67 counties the 300 % level of federal poverty level is actually lower than the sufficient income required to meet basic family needs for a family of one adult and one preschooler. In the only county where Standard is higher than 300% FPL (Montgomery) the income is only $178 above that level, not even enough to pay for a month of preschool.
Calculated for other typical family or household arrangements, similar outcomes apply. For a family including an adult, an infant, and a toddler, the Standard for 66 of 67 counties fall within the 300% FPL level, except in Montgomery County, where the difference is only $2,035 above 300%.
For families including two adults, an infant, and a preschooler, all 67 counties fall within the 300%.
Reducing the need for individual families to pay for high quality early childhood education can make a big difference in their ability to be self-sufficient and also enhances the children’s outcomes. "The Self Sufficiency standard indicates that housing and child care are two of the largest budget items, and, therefore, are often the primary sources of much of the economic stress faced by families with inadequate incomes."
The Self Sufficiency Standard shows that families earning up to 300% of the federal poverty level do not have adequate income to purchase their early childhood education services on their own, and therefore may make risky choices for their children: "One may assume that the great majority of households who lack sufficient income, but receive no public aid, are … resorting to private subsidy strategies such as . . . using informal/inexpensive child care.” This will fail to deliver the long-term benefits to children and to taxpayers, of high quality programs such as Keystone STARS 3 & 4, Pennsylvania Pre-K Counts, and Head Start.
The more children under school age in a family, the greater the income insufficiency of the family, especially in single-earner households. "The proportion of households with inadequate income is 15 percent for households with no children, but increases to 21 percent for households with one child. Of two child households, 26 percent have inadequate income and 43 percent for households with 3 children."
Taxes and daily living expenses have a strong impact on net income
The enclosed budget provides a depiction of typical monthly expenses for a family with two young children taxed in a typical central Pennsylvania county (York) whose gross earnings are 300% FPL. Expenses were calculated very conservatively (see car payments, food expenses and very low preschool and child care if both parents are working). Excluding entertainment and miscellaneous expenses, as well as any long term investments or future savings for college, this family is unable to meet all their financial obligations and pay for preschool tuition.
Subscribe to:
Posts (Atom)