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What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs.
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Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive.
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How are California school districts and counties impacted by the state’s persistent teacher shortages? An interactive map enables policymakers, advocates, parents, caregivers, and others to answer that question by exploring data in critical areas, such as the percentage of teachers on substandard credentials, the share of beginning teachers, and the rates of teacher turnover—a critical factor driving shortages.
Jacqueline AncessBethany L. RogersDeAnna Duncan GrandLinda Darling-Hammond
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Most students at New York’s Bronxdale High School enter 9th grade achieving well below proficiency levels on standardized tests, yet they end up outperforming their peers and city averages in credit accrual, graduation rates, and enrollment in postsecondary education. Educators at Bronxdale teach the way students learn best by tightly weaving social and emotional skills and academic mindsets with academic learning in a safe, caring and collaborative learning environment.
Dion BurnsLinda Darling-HammondCaitlin ScottTaylor AllbrightDesiree Carver-ThomasEupha Jeanne DaramolaJane L. DavidLaura E. HernándezKate E. KennedyJulie A. MarshCrystal A. MooreAnne PodolskyPatrick M. ShieldsJoan Talbert
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This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.
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Supporting the achievement of all students requires a strong commitment to equity, ensuring a stable high-quality educator workforce, providing access to professional development, and a focus on deeper learning and social and emotional learning. Seven California school districts provide examples of successful approaches to this work.