HomeMy WebLinkAbout03/18/2008 00 Agenda and Packet :4 �-, David Edler, Mayor
Micah Cawley, Assistant Mayor
_' • Yakima Kathy Coffey
G
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Rick Ensey
ti, , ;, ;' City Council Norm Johnson
11,1,
�P. ::: FV -w.= Agenda
Bill Lover
129 N. 2nd Street,Yakima,WA. 98901 Neil McClure
Phone: (509) 575 -6000 • Fax (509) 576 -6614 City Manager
Email: ccouncil @ci.yakima.wa.us • www.ci.yakima.wa.us Richard A. Zais, Jr.
Anyone wishing to address the Council, please fill out the form found on the tables and give it to the City Clerk
SPECIAL MEETING I STUDY SESSION
MARCH 18, 2008
8:00 - 9:30 A.M.
COUNCIL CHAMBERS - YAKIMA CITY HALL
1. Roll Call
2. Discussion with ESD #105 regarding East Yakima early learning
demonstration project
III 3. Audience comments (9:15 a.m. — 9:30 a.m.)
4. Adjournment
•
Yakima
The mission of the City ofYakima is to: focus on preserving and improving public safety, promote a regional 1
approach to services; act as a catalyst for economic development; and, build a positive image of the community. I I I I '
1994
• NOTICE OF SPECIAL MEETING
YAKIMA CITY COUNCIL
YAKIMA, WASHINGTON
NOTICE IS HEREBY GIVEN that a special meeting of the Yakima City Council
will be held at the time, date and place specified below, for the purpose of considering
the matters specified below.
Dated this 13 day of March, 2008.
Deborah Moore
City Clerk
Date and time of Special Meeting:
March 18, 2008 at 8:00 -- 9:30 A.M.
Place of Special Meeting:
Yakima City Hall — Council Chambers
129 North 2 " Street
Yakima, WA
Special Meeting called by:
• Dave Edler, Mayor
Agenda:
Study Session with ESD #105 regarding East Yakima early learning demonstration
project
i
r
Superintendent
Dr. Jane M. Gutting ?
r /-,, x
1
Directors
).rby.
Educational Service District `
Dick Wedin
1 Dr. Patsy Callaghan
Mary Harris February 22, 2008
Maggie Perez
Frank Rowley
Associate Counties
Yakima Mr. Richard Zais
Kittitas
Grant City Manager
Klickitat ( City Hall
129 N 2 " Street
Yakima, WA 98901
Dear Mr. Zais:
On behalf of the Ready by Five non - profit and Educational Service District 105, I
would like to request the opportunity to have a study session with the City Council
for the purpose of educating them on the East Yakima early learning demonstration
project funded by Thrive by Five and the Bill & Melinda Gates Foundation.
i
Mayor Dave Edler has been involved in the project from the beginning but with new
City Council members it is important that the entire City Council how learn this
project will affect the citizens of Yakima. Rick Linneweh, chair of the Ready by Five
Board, and I would work directly with you to put together an effective education
program. It is critical that the City of Yakima is a strong partner for the success of this
i project. We would like the study session to take place prior to receiving the grant
award from Thrive by Five, so ideally a date in March would ensure the Council is
prepared to participate in a grant award we expect in April.
We look forward to your response.
1 Sincerely,
1
p exifo ,
Dr. Jane M. Gutting
Superintendent
33 South Second Avenue '.
Yakima, WA 98902 CC Rick Linneweh, CEO Yakima Valley Memorial Hospital
509.575.2885
ax 509.575.2918
Helen Marieskind, Ready by Five Executive Director
411/ esd105.wednet.edu
E517 105 Ls an Equal FOR COUNCIL INFO ONLY
Opportunity Employer i CCC ES
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DATE 2 " 2-4' - 08
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Partnership for early learning
Alianza pars el desarrollo infantil
•
Investing in Yakima's
Children
Ready by Five
An Early Learning Strategy for School Readiness
in Yakima, Washington
We have prepared this study session to share this program with you, to answer anticipated
questions, and to seek your help. We will include PowerPoint slides in our presentation and we
will be pleased to answer any other questions you ask.
411 This morning we would like to talk with you about
• poverty
• partnerships
• programs
• plans
and how each impacts early learning opportunities for young children and their families in the City
of Yakima and more specifically, in East Yakima.
The Problem of Poverty
We want to begin with an overarching theme of poverty because it is impacting children and
families all across America and right here at home in Yakima, in very significant ways.
Many children begin life with measurable indicators of socio- economic disadvantage or "risk
factors" that make their chances of success very slim whether it is at school, in the job market, or
at life in general. These factors can be overwhelming.
•
The greatest of these risk factors is poverty, defined in 2007 as $20,650 for a family of four and •
$13,690 for a family of two. As a point of reference, the National Center for Children in Poverty
states that on average families need an income equal to about two times the federal poverty level
to meet their most basic needs and families that fall below this level are called low- income.
Please keep these figures in mind as we talk in a moment, about Yakima County.
In Washington State, 23 per cent of all children born (more than 109,000 statewide) begin life with
two or more risk factors. In addition to poverty, other risk factors are:
Single or no parent
No parent employed full -time or for a full year
Parents with disabilities
Mothers who do not have a high school degree
No parent fluent in English
Without successful intervention, these children are in danger of falling behind their peers in social,
emotional, physical and cognitive development.
School experience tells us that the further behind children are when they enter kindergarten, the
"catch -up" is increasingly difficult and the lower the likelihood is that the children will grow up to
be successful adults. Estimates are that if the "catch -up" is not achieved by Grade Three, it •
simply does not happen.
There is a wealth of research, however, that shows a direct correlation between a child's chances
for early success and whether or not they have these key "risk factors" in their lives. Research
tells us that children with only one of these risk factors typically have a resiliency and can
succeed, but when a child has two or more of these "risk factors," the child's odds for success are
markedly impeded and can lead to negative outcomes of generational poverty, homelessness,
drug addiction or incarceration later in life.
Many children in Yakima County have two or more risk factors.
Compared to Washington State, Yakima County has:
• More non -high school graduates giving birth
• More than twice as many working adults receive Temporary Assistance to Needy
Families (TANF)
Yakima County also has:
• Less than 13 per cent of the full -time workforce who are in occupations that pay MORE
than the minimum wage
• Almost 25 per cent of the homeless in 2007 were under 18 years old •
In our East Yakima survey done in late 2006, 57 per cent of the households reported a combined
income of $25,000 or less and this figure could be higher, as 31 per cent either didn't know or
declined to answer the question. Sixty per cent of the mothers and fathers were not high school
graduates and 75 per cent spoke Spanish at home.
Why are poverty and risk factors connected with school failure?
Children in poverty experience lives with parents who are typically poorly educated, potentially
without the resources to stimulate brain growth and development in their children and who are
frequently stressed. Parental stress leads to stress in children. Research presented as recently
as early February 2008 at the American Association for the Advancement of Science by
neuroscientists, reported that "many children growing up in very poor families with low social
status experience unhealthy levels of stress hormones, which impair their neural development."
The net result is impairment of language development and memory that has a lifelong effect with
a consequent inability to develop the cognitive and communication skills that give youngsters the
ability to do well in school and society and escape poverty.
Even before children learn to speak, the amount and quality of language they hear impacts their
brain growth and development. Children who hear fewer words from their caregivers because
• they are engaged in less conversation and have less mental stimulation, have dramatically
smaller vocabularies. Once in the kindergarten environment they are behind their peers and
again, if they do not catch up by Third Grade, studies show they will remain behind throughout
their school days. They frequently will not graduate from high school with all that that implies for
job market success. High school dropouts earn nearly 40 per cent less than high school
graduates and cost society dearly in higher rates of dependence, poor health, and involvement in
criminal activity. A high school drop out is eight times more likely to be in jail or prison as is
someone with a high school diploma.
Partnerships - The Solution
Research in economics, education, public health and neuroscience all clearly point to the need
for quality early learning for children as an effective approach to preventing negative outcomes.
The brain must be developed and used to ensure normal growth and development. It must be
prepared and stimulated to produce a child who is eager and ready to learn at school. Success at
school leads to success in the job market and success in life. Remediation of all types costs
society much more than does an investment in early learning.
•
•
Yakima has entered into a partnership with parents, stakeholders, and providers to support the
critical components of early learning, including:
• Establishing high standards
• Providing parent support services
• Demonstrating high quality childcare
• Providing pre - kindergarten and kindergarten transition programs
Providing such components offers the greatest potential to ensure that Yakima's children have
the opportunity to be successful throughout their school years and beyond.
Parents
We asked the parents in East Yakima if they would be interested in having help to get their
children ready for kindergarten. They overwhelmingly -83 per cent —said yes. We asked them
who cares for their children during the day and learned that 60 per cent of children are cared for
by a parent. We asked them their dreams for their children and 69 per cent of East Yakima
parents told of their dreams that their children would be highly educated, that they would "finish
high school, go to college, become a professional, be a leader in the community."
We worked with them to come up with a partnership strategy that would help get their children •
ready for kindergarten and on the path for success.
Organizations and Providers
We worked with the Bill and Melinda Gates Foundation and the public - private partnership, Thrive
by Five Washington to:
• Focus on children who have multiple "risk factors" that can jeopardize school readiness
• Reach these children where they spend the majority of their days— either at home with a
parent or guardian, in a licensed childcare facility, or in a friends and family childcare
setting.
• Act, over the next ten years, as a demonstration community for Gates and Thrive to help
the families of East Yakima gain access to quality, early learning environments for their
children.
We worked with stakeholders and providers in the community to design programs and to reach
agreements for provision of services.
Ready by Five is the new name of this program. (You may have heard of it formerly as the East
Yakima Early Learning Initiative.)
•
•
The Program - Impact
Early learning offers an opportunity to ensure success in school and life and to avoid the many
social ills that come when children drop out of school, cannot find work and become disengaged
from society. Early learning is an investment in human capital.
Ready by Five is an early learning program developed by a partnership of community providers
in Yakima and funded by the Bill & Melinda Gates Foundation and a public - private partnership,
Thrive by Five Washington. The program is designed to strengthen learning opportunities for
families and their children in East Yakima and to enhance existing early learning programs for
children from birth to age five. Ready by Five's goal is to surround children, wherever they spend
their days, with high quality early learning environments that will lead to their entering
kindergarten with developed brains, ready to learn at school. Ready by Five supports that goal
by creating sustainable, integrated and accessible model programs for early learning and family
support services. Ready by Five is based on research establishing that early learning pays
dividends with increases in high school graduation rates, successful employment histories and
improved life skills and with decreases in crime, violence and drug abuse. Ready by Five and
White Center in Seattle are two demonstration communities funded by the partnership.
Ready by Five will:
• Significantly increase the school readiness rate for each Yakima child entering
kindergarten
• Reduce the gap between low income and higher income children's rates of school
readiness
• Set Yakima on a course where the future will show outcomes other early learning
initiatives are showing
Success in school is critical to our nation's economy. Success in school by the children from East
Yakima is critical not only to the families of East Yakima, but also to Yakima's economic and
social future, both short and long term. Children in Ready by Five's program will be part of
building Yakima's workforce that can help with development of this area. They will, for example,
provide staff in the medical facilities that are increasing here in Yakima and care for the
increasing retiree population.
What has happened in other communities? Are there models?
The Federal Reserve Bank in Minnesota has studied the economics of early learning and
provides data on three programs.
• The lessons the Federal Reserve Bank shares are that the return on investment in early learning
pays handsome dividends, ranging from $4 to $17 for every $1 invested. The costs of
remediation of all types far outweigh the costs of investing in early learning.
4 V
•
Warren Buffett is convinced of the value and through his foundation interests, is supporting early
learning initiatives through childcare centers known as Educare Centers.
Ready by Five will build an Educare Center here in East Yakima and this center will be part of a
national network of Educare Centers.
The Plan — What's next
This unique opportunity for us to build up our community requires resources and a plan of action.
This project will bring national attention to Yakima.
• We have a governing Board of Directors.
• We will implement our community -based programs shortly.
• We need to identify a site for the Educare early learning center and for our vision of
the accompanying community plaza that will be a focal point for positive family
interaction in East Yakima.
• We need to fundraise for the facility. Gates is providing a very generous base gift, but a •
community effort and national fundraising are also part of their expectation.
• We need to design and build our Center.
We ask the Yakima City Council, as one of our original partners, to work with us now, through a
committee as we address these next steps. Please work with us in this very significant step in
Yakima's future.
•
•
R eady by F
An early learning program in Yakima, Washington
Ready by Five is an early learning program developed by a
µ.- partnership of community providers in Yakima to strengthen learning
14
opportunities in East Yakima for families and their children, from
--. • birth to five years. Ready by Five's goal is to surround children with
Vi
high quality early learning environments that develop
children's potential and creativity, leading them to t
enter kindergarten ready for success at school. Ready -" "
by Five is based on research that links early learning Thrive
to increases in high school graduation rates, successful byFive
employment and life skills and to decreases in crime, violence and drug WASHINGTON
abuse. Ready by Five is funded by the Bill & Melinda Gates Foundation
and a public - private partnership, Thrive by Five Washington.
• Ready by Five Program Goals
Yakima parents and providers worked together to develop program goals that will help
achieve academic success.
• Parents are valued and equipped as the first and most
important teachers of their children.h'` w.
• Children are healthy and developing age appropriately I
and well.t ' l
• Families provide safe, supportive homes, nurturing strong
relationships with their children from birth. `4 s►� ¢
• Neighborhoods and communities support children and r "►
families with a friendly, safe environment. •C
• High quality early learning environments are promoted —
in all a child's learning settings. <;,
• The demonstration project created can be reasonably
sustained and serves as a model of best practices for
use in other communities.
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Read b Five
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Partnership for early learning
Alianza para el desarrollo infantil
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Ready by Five — page 2 •
Ready by Five Program Services
s Ready by Five recognizes parents as their children's first and most important
techers. Therefore, our services will support parents and children through:
• Parent education and support — Promotores, Home -based Early Learning
Visitors, Parents as Teachers, Enhanced First Steps, Nurse Family Partnership,
x A Partners in Parenting Education, Parent Clubs
• Children's early learning — Creative Curriculum, a supplemental early
literacy curriculum, early literacy coaches, Kindergarten Transition Program
and an Educare early learning center for 184 children each year
X
• Quality improvement — Center and home -based quality improvement
a system, Spanish literacy early learning, I -BEST, scholarships for early
I'I learning teacher improvement opportunities
Ready by Five Plaza
A Ready by Five focal point and resource center for high quality early
IL childhood education will be built within the community and will offer
relationship -based programs and an architectural design that inspires and
creates comfortable environments where adults and children interact and learn
together. It will house multiple services and programs for families upon its
anticipated opening in mid 2010, during Year Three of the project.
Ready by Five Program Service Area
•
Approximately 1,000 parents and 3,700 children will be served.
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IIIIII) „_—_, , 7. _ • • Ready by Five Contact Information
• For more information, please contact Ready by Five Info at (509) 454 - 2492.
• By e write to: ReadybyFive @readybyfive.org.
• Learn more online about this project at www.readybyfive.org. •
3-2008
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Programa de aprendizaje preescolar en Yakima, Washington
Ready by Five es un programa de aprendizaje preescolar
desarrollado por una alianza de proveedores de Ia comunidad de
Air itr11014 Yakima para fortalecer las oportunidades de aprendizaje para las
:,� ' -,, familias y su hijos, desde el nacimiento hasta los cinco anos de
r - -' edad, en el Este de Yakima. La meta de Ready by Five es rodear
a los ninos con ambientes de aprendizaje preescolar de alta
calidad que los Ileve a su ingreso al kindergarten listos
para triunfar en Ia escuela. Ready by Five es un Ovid
programa basado en investigaciones que establecen 410 1
que el aprendizaje preescolar produce dividendos con incrementos en el Thrive
promedio de graduacion de la escuela preparatoria, en el empleo, en las byFive
destrezas de vida y con disminucion en el crimen, violencia y el abuso de WASHINGTON
!akima
drogas. Ready by Five esta financiado por Ia Fundacion de Bill &
Melinda Gates y una alianza publica y privada, Thrive by Five Washington.
• Listo para Cinco Metas del Programa
Los asociados y proveedores de Yakima trabajaron unidos para desarrollar las metas del
programa que ayudaran a lograr el exito academico.
• Los padres son valorados y estan preparados como los
primeros y mas importantes maestros de sus ninos.
• Los ninos son saludables y logran sus etapas de desarrollo.
• Las familias proveen hogares seguros y de apoyo,
cultivando buenas relaciones con sus ni "nos desde el r " •. .'
nacimiento. ` ? r „ -
• Los vecindarios y las comunidades apoyan a los niiios y "' `
familias en un ambiente agradable y seguro.
• En todos los medios de aprendizaje natural de los ninos se
promueve el ambiente de aprendizaje preescolar de alta
calidad. .i
• El proyecto de demostracion creado puede ser mantenido
sustancialmente y duplicado operacional y economicamente.
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14 Partnership for early learning
Alianza para el desarrollo infant!
Ready by Five — pagina 2 •
Servicios del Programa Ready by Five
Ready by Five reconoce a los padres como los primeros y mas importantes
maestros de sus ni "nos. Por lo tanto, la variedad de servicios estan diseriados
para apoyar a los padres y ninos por medio de:
• Educacion y apoyo para los padres — Promotores, Visitadores de Hogar de
I Educacion Preescolar, programa Padres como Maestros, Enhanced First Steps,
Nurse Family Partnership, Partners in Parenting Education, Clubs para Padres
• Aprendizaje preescolar infantil — Curriculo Creativo, un curriculo
suplementario para el aprendizaje preescolar, coordinadores de aprendizaje
preescolar, Programa de transicion al Kindergarten y cuidado infantil Educare
" para 184 ninos cada a "no
• Mejoramiento de la calidad — Sistema de mejoramiento de calidad del centro
7 y del hogar, alfabetizacion de educacion preescolar en espanol, I -BEST, becas
para maestros de educacion preescolar
a ..
Plaza Ready by Five
Un punto focal y central de los recursos Ready by Five para educacion
preescolar de alta calidad sera construido en la comunidad y ofrecera
programas basados en las relaciones y tendra un diseno arquitectonico que
inspire y promueva ambientes comodos donde los adultos y ninos interactuen y
aprendan juntos. Despues de su inauguracion, en el Ano Tres del proyecto,
proyectado para mediados del ano 2010, albergara multiples servicios y
programas para familial.
•
Area de Servicio del Programa Ready by Five
;.„f ; k' Se serviran aproximadamente a 1000 padres y 3,700 ninos.
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Land Use
Informacion de Contacto Ready by Five
• Para mas informacion, por favor comuniquese con Ready by Five Info, al
�.; telefono (509) 454 - 2492.
• Por e escriba a: ReadybyFive @readybyfive.org.
• Obtenga mas informacion sobre este proyecto en: www.readybyfive.org. •
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Your Hosts
Jane Gutting
Superintendent, Educational Service District 105
I t Thrive Yakima Executive Board At -Large Member ,
Rick Linneweh ` 4
. CEO, Yakima Valley Memorial Hospital t3
Thrive Yakima Executive Board President `
Rhonda Hauff
Primary Care Administrator; Yakima Neighborhood Health Services
Thrive Yakima Executive Board Treasurer
Vickie Ybarra
Director of Planning & Development, Yakima Valley Farm Workers Clinic
Chair, Yakima School District Board of Directors
EYELI Data Management & Needs Assessment Work Group Chair
Jack Irion
Deputy Superintendent, Yakima School District
Dave Edler
Senior Pastor, Yakima Foursquare Church
I Mayor of Yakima
I _
BillAlmon
Manager; Prudential Almon Realty .,; A�
i t Thrive Yakima Board of Directors Member `;u ,
Eve Valdivia
`� Thrive Yakima Parent Ombudsperson 1
fi rt-
'
The goal of our demonstrat commun
All children in the EYELI/Thrive by Five Washington Yakima target area will
be ready for school with ...
... parents who are the first and most important teacher of their child
... schools that are ready
... and a community that supports young children
and their families as their most important resource.
Publication produced by
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Ready by Five
Ready by Five Stakeholders Ready by Five Board Members Thrive by Five Board of Directors
Apple Valley Broadcasting Bill Almon Governor Christine Gregoire
Casey Family Programs Al DeAtley William H. Gates Sr.
Catholic Family & Child Services Sonja Dodge Kim Ackerly Cleworth
Central WA Comprehensive Mental Health Rhonda Dolsen Tony Benton
Children's Village Joe Farina Terry Bergeson
Circle of Success Jane Gutting Jackie Bezos
Citizens for a Safe Yakima Dave Hargreaves Jone Bosworth
City of Yakima Rhonda Hauff Ricardo Garcia
Diocese of Yakima Ester Huey Representative Larry Haler
Educational Service District 105 Josh Huizar Senator Mike Hewitt
Enterprise for Progress in the Community (EPIC) Curtis King Representative Ruth Kagi
For a Better Tomorrow Victor Lara Senator Claudia Kauffman
Heritage University Rick Linneweh Dan Kranzler
La Casa Hogar Paulette Lopez Mona Locke
Memorial Foundation Greg Luring Jolene McCaw
New Vision Cece Mahre Tricia McKay
Northwest Communities Education Center/Radio KDNA Steve Mitchell John Stanton
Opportunities Industrialization Center of WA Noel Moxley Greg Taylor
Parent Trust for Washington Children Linda Murray Kevin C. Washington
People for People Carlos Oliveras Bob Watt
Ready by Five Stakeholders Ready by Five Board Members Thrive by Five Advisory Committee
State Board of Education Argelia Perez Kim Ackerley Cleworth
Toppenish School District Velma Perez Jeanne Anderson
Triumph Treatment Center Doug Picatti Peter Berliner
United Way of Yakima County Kim Pualani Jane Broom
Washington State Department of Early Learning Bob Romero Theresa Fujiwara
Washington State Department of Social Kathleen Ross Leslie Goldstein
and Health Services Benjamin Soria Deborah Jacobs
Washington State Migrant Council Pat Temple Fred Kiga
Yakima County Community Services Janet Levinger
Yakima Downtown Rotary Yaffa Maritz
Yakima Family YMCA Terry Meersman
Yakima Health District Shyla Miller
Yakima Neighborhood Health David Okimoto
Yakima Police Department Dan Pedersen
Yakima School District Ron Rabin
Yakima Schools Foundation Chris Rogers
Yakima Southeast Community Center Mary Seaton
Yakima Southwest Rotary Joan Sharp
Yakima Sunrise Rotary Paul Shoemaker
Yakima Valley Community College Laura Smith
Yakima Valley Community Foundation Valisa Smith
Yakima Valley Farm Workers Clinic Craig Stewart
Yakima Valley Memorial Hospital Jennifer Teunon
Yakima Valley Regional Library
• . •
J
e BILL &MELINDA
GATES fou„t/ation
INVESTING IN CHILDREN
AN EARLY LEARNING STRATEGY
FOR WASHINGTON STATE
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ACKNOWLEDGMENTS
It is impossible to thank everyone who
contributed to our research and thinking
in early learning. We appreciate all the
great work by academics, researchers,
financial and policy analysts, early
learning service providers, nonprofit
organizations, parents, and others who
have contributed to our collective under-
standing of early learning. We have drawn
upon international, U.S., and Washington
state research findings from the public
and private sectors. In particular, we
want to acknowledge Garrison Kurtz of
the Foundation for Early Learning, John
Bancroft of the Puget Sound Educational
Service District, Rick Brandon of the
University of Washington Human Services
Policy Center, and Joan Lombardi. Their PACIFIC NORTHWEST PROGRAM TEAM
expertise and wisdom have helped us William H. Gates, Co Chair
shape this strategy. In addition, we would Greg Shaw, Director
like to thank Harriet Meyer of the Ounce Katie Hong, Deputy Director
of Prevention Fund and Geoff Canada Anne Xuan Clark, Associate Program Officer
of the Harlem Children's Zone for their
Paul Facchini, Grants Administrator
commitment to helping us learn from
Kara Palmer, Advocacy Officer
their experiences. Lastly, we are grateful Ken Thompson, Program Officer
to those who will continue to help us Jennifer Samnick, Administrative Assistant
learn as we move forward. Susan Schlatter, Senior Administrative Assistant
Valisa Smith, Program Officer
NOVEMBER 2005 Sarah Weber, Grants Administrator
2
•
INVESTING IN CHILDREN
AN EARLY LEARNING STRATEGY
FOR WASHINGTON STATE
• 4 Executive Summary
6 Part 1: The Problem
9 Part 2: The Solution
12 Part 3: Our Strategy
16 Part 4: The Impact:
Assessment and Improvement
17 Part 5: Implementing Our
Early Learning Strategy
18 Appendices
•
3
EXECUTIVE SUMMARY
•
"ONCE BILL AND I HAD OUR OWN
CHILDREN WE REALIZED THERE ARE
OPPORTUNITIES THAT ALL CHILDREN IN
THE NORTHWEST SHOULD HAVE -AND REALLY
THAT ALL CHILDREN ACROSS THE GLOBE
SHOULD HAVE. - MELINDA FRENCH GATES
In Washington state, the Bill & Melinda Through our Pacific Northwest program, the •
Gates Foundation has two primary grant- foundation works to improve the lives of
making priorities to help ensure that every at -risk families and children. In addition
young person in the state has the opportunity to investing in supportive housing to help
to be successful in school and life. homeless families become self - sufficient and
in community grants to augment human
Through our U.S. Education program, the services for low- income families, the founda-
foundation has invested in Washington state tion is embarking on a new early learning
to prepare all students for college, work, and strategy for the state of Washington. Our goal
citizenship through grants to individual high is to ensure that all children have the oppor-
schools, school districts, and intermediaries. tunity to become successful young adults.
This paper describes the foundation's new
early learning strategy, which was approved
in 2005. It begins with identifying the
problems faced by many youth in Washington
state and summarizes a strategy for public
and private fenders to make a significant,
measurable improvement in school - readiness
and long -term outcomes for all children.
•
4
III
The Problem Our Strategy The Impact
Research shows what concerned parents, Our mission is to work with others to ensure We have designed our early learning
educators, and social workers know from that every child in Washington state has the strategy to make a real difference in the
daily firsthand experience: Many children opportunity, from birth, to be successful in lives of children, their families, and
begin life with measurable indicators of school and in life. While high - quality early Washington communities over the next
socio- economic disadvantage, or "risk learning is critical to all children, our invest- decade. We will evaluate our effort by
factors;' that are often overwhelming. In ment strategy is to focus on children who measuring results on two fronts:
Washington state, 23 percent of all children have multiple risk factors that can jeopardize
age 0 -5 —more than 109,000 statewide —are school- readiness and to reach them where • Significantly increase the school - readiness
born with two or more of these risk factors, they spend the majority of their day— either rate among all children entering
poverty being the most prevalent. Without at home with a parent or guardian or in a kindergarten in the two demonstration
successful interventions involving parents licensed childcare facility. Using this existing communities.
and caregivers, many of these children, by infrastructure, we will help create a variety •Statewide, reduce the gap between low
kindergarten, are in danger of falling behind of high - quality early learning environments income and high income children's rate
other children in their social, emotional, by providing support to parents and by of school readiness.
physical, and cognitive development. The transforming childcare from the current
farther behind children are when entering average low- quality custodial care to effective
kindergarten, the more difficult it will be for centers that will help parents prepare children
them to catch up, and the lower the likelihood socially, emotionally, and cognitively by age
that they will grow up to be successful young 5 to succeed in school and life. Over the next
adults' The result is an enormous loss of 10 years, through our statewide grantmaking,
0 human potential and a high cost to taxpayers. demonstration communities, and promising
(See Appendix A for how we define risk models, we will work in partnership with
factors and successful young adulthood.) other public and private entities to help all
families in Washington state gain access to
The Solution affordable, quality early learning for their
children. We will begin by concentrating
Today we know more than ever about how investments and demonstrating the effec-
much the first five years shape a child's life. tiveness of quality early learning in two
Economic, education, public health, and geographically and demographically diverse
neuroscience research clearly point to the communities. We also will work to leverage
need for increased public investment in these investments statewide by working with
quality early learning for children as an public and private partners across Washington.
effective approach to prevent serious negative
outcomes such as homelessness, poverty, and
incarceration. Likewise early learning leads
to positive benefits earlier in life, including
higher education levels and academic achieve-
ment. As a state, however, Washington has
failed to invest adequately in our children's
earliest years. Supporting the critical compo-
nents of quality early learning, including
high standards and support for parents and
childcare and pre - kindergarten programs,
offers the greatest potential to ensure that
all Washington's children have the oppor-
tunity to be successful throughout their
school years and beyond.
•
5
other perennial bellwether states such as have high school degree; no parent fluent
Neither our present educational system nor Minnesota, with its similar population size, in English. There are certainly many other
our current public funding in Washington racial mix, and demographics. In Washington, factors, but these are the most widely cited
III state is designed to support the fact that the infant - mortality rate continues to rise. and statistically valid.
children's success in school and life is More than one in four children (28 percent)
live in families in which no parent has full- Research tells us that children with only
significantly determined before they ever one of these risk factors typically
enter kindergarten. By the time most time, year-round work More than one third h'P Y have the
g y of children from birth to age 5 live in or near resiliency to succeed. Two or more risk
funding and programs kick in to help poverty. The percentage of teens not attending factors, on the other hand, markedly impede
children, many children are already behind school or working is on the rise. The juvenile- a child's chances for success, and can lead
socially, emotionally, and cognitively, and arrest rate is more than 50 percent higher to negative outcomes such as homelessness,
likely will never catch up. than the national average. Just 72 percent poverty, and incarceration later in life.
of our children graduate from high school, According to researchers, children with
and only 35 percent are ready to succeed in two or more of these risk factors have a far
college? (See Appendix B for a demographic greater chance of failure throughout their
snapshot of Washington state's children and school years and beyond.'
youth population.)
PART 1: THE PROBLEM Prevalent conditions in families with
Who's at risk —and why. two or more risk factors.
Washington state has long been among the
nation's bellwether education states, often Although navigating a certain amount Children in families with two or more risk
leading the way on policies that advance all of adversity is part of growing up, many factors are more likely to experience the
of its citizens. However, Washington state is children live with serious multiple risk following problems:
not among the nation's leaders in providing factors, or measurable indicators of socio Family- related conditions, including:
early learning that prepares children for economic disadvantage, that affect their
successful young adulthood. ability to succeed in school. A wealth of - Abusive or neglectful (stressful) family
research shows a direct correlation between environment
In analyzing why Washington state has a child's odds for early success and whether - Poor or no parent -child bonding (from
fallen behind in outcomes for children, or not they have such risk factors in their 0 -5 years, a child's low attachment to the
we looked across a number of key factors lives. In our study of Washington state, we primary caregiver can be linked to later
that indicate how children are faring. Sadly, used the following risk factors: poverty (the problems, including teen pregnancy,
Washington children trail the nation in most prevalent); single or no parent; no criminal behavior, and drug abuse)
many critical factors. As the chart below parent employed full time /full year; all
shows, we have fallen even further behind parents with disability; mother does not
FIGURE 1
YOUTH PROBLEMS IN WASHINGTON STATE
How Washington Compares to Minnesota *, U.S.
WA MN US
Children in families with no parent with full -time, year -round work 28% 16% 23%
Children 0 -5 in poverty 16% 9% 19%
Families with children headed by a single parent 30% 21% 28%
Teens not working and not attending high school ( "disengaged ") 8% 4% 8%
High school graduation rate 72% 84% 71%
College readiness rate 35% 33% 34%
Juvenile arrest rate 1.9% 1.8% 1.2%
Teens (12 -17) who frequently binge drink 11% 13% 11%
Young adults who frequently binge drink 41% 50% 41%
Teens (12 -17) who've recently used illicit drugs 14% 12% 11%
Young adults suffering from serious mental illness 15% 13% 14%
Birth rate for 15 -17 year olds 1.9% 1.8% 2.3% •
• We chose Minnesota for comparison because it has a population size and racial and geographic demographics similar to Washington.
Source: Child Facts: Washington's Children; Greene, Public High School Graduations; Indicator Website; Kids Count; Minnesota Kids; SchoolMatters;
State of Washington's Children; US DHHS, State Estimates; Washington DSHS, Economic Costs.
6
- Low caregiver knowledge of child cogni- One survey shows that, across the state, all The ability of children to be successful at
tive, emotional, and social development classrooms are not created equal when it school and life begins early— before they ever
• - Poor mental health of parent or
caregiver comes to school- readiness: High- income enter the school system. Many enter school
classrooms are rated more than twice as with sizable delays in cognitive, social,
- Delayed language development school -ready as low-income classrooms. physical, or emotional development and
(Students were assessed by their own may be years behind their classmates when
• Societal conditions, including: teachers based on a composite measure they enter kindergarten. Even if they make
- Low - quality, out-of-home childcare of five school- readiness factors: cognitive; considerable gains throughout their school
language and vocabulary; social - emotional; years, some will remain well below grade
- Stressful neighborhood living conditions health and motor skills; and approach to level every step of the way. In this sense,
- Bad schools learning.) See Figure 3. these children are falling behind and failing
- Poverty and under- or unemployed before they ever enter school.
parents
- Socially isolated parents
• Health and nutritional deficits and
disabilities FIGURE 2
HOW MANY CHILDREN ARE "AT RISK" IN WASHINGTON STATE?
How many children are at risk in
Washington state? Children Age 0 -5 with 2+ Risk Factors
Overall, 23 percent of all children age 0 -5 Total number Children with 2+ Percentage of
have two or more risk factors —a total of in group risk factors group with
109,725 children statewide. The percentages 2+ risk factors
differ dramatically with race and ethnicity. All races /ethnicities 476,648 109,725 23%
While 16 percent of white children are at White 323,993 52,954 16%
risk, the percentages rise to 42 percent of Hispanic 70,205 31,593 45%
African - American children, 45 percent of
Native American 7,303 3,592 49%
Hispanic children, and 49 percent of Native
. 42% Americans. Obviously, this po p ulation is African- American 17,181 7,288
dynamic, as new children both enter and Asian 25,325 5,102 20%
move beyond this 0 -5 age group each year. Other /multiracial 32,641 9,196 28%
That is, as new children become part of this
"at risk" population each year, others enter Source. University of Washington Human Services Policy Center.
the school system without the preparation
they deserve. See Figure 2. FIGURE 3
How children fail before they start. CORRELATION BETWEEN HOUSEHOLD INCOME
AND SCHOOL - READINESS
It is troubling that nearly one in four children
begin life with these disadvantages. But even Kindergarten Readiness 2005
more disturbing is the long -term impact:
Children who are behind when they start
school will likely never catch up academically.'
i
Fully 75 percent of the children in b Ss%
o Washington's lowest- income classrooms 1° 36%
39% 45%
25%
are not school - ready, according to an
assessment of kindergarten- readiness rates w
conducted by the Washington State Office 80 -100% 60 -80% 40 -60% 20 -40% 0 -20%
of Superintendent of Public Instruction and
Percentage of students in classroom receiving free or reduced cost lunch"
Washington State University.
• 'Free and reduced lunch is a measurement of poverty equal to 185 percent of the federal poverty level.
A neighborhood where 80 to 100 percent of the children receive free or reduced lunches is an extremely
poor neighborhood.
Source: Washington State University, Washington State Office of Superintendent of Public Instruction.
7
What contributes to the lack of With more children in the care of others, the
school readiness? need for quality early learning environments At a time when growing numbers of young
is crucial. Research consistently shows that children are receiving little more than
Over the last few decades, a confluence of poor cognitive, social, and emotional develop- custodial care, neuroscience is shedding
socio- economic changes has dramatically ment in early childhood has a long -term new light on how critical the first three years
changed how we care for children and impact and is tied to problems later in life:
of life are to success in learning and life.
increased the need for quality early learning
in Washington state. Due to the changing • Brain development is most intense from
role of women, welfare reform, and increases birth to 3 years of age. The number of
in single - parent families, young children are synaptic connections in the brain peaks The consequences — and the costs.
increasingly cared for outside of the home. at age 3. Synapses that get used stay in the
brain; if synapses are unused, they begin As young adults, many at -risk youth experi-
• In 1975, 34 percent of mothers with to be eliminated by late childhood.10 ence one or more of the following problems:
children age 0 -3 were in the workforce. substance and alcohol abuse, criminal
In 1996, welfare reform began to bring • Poverty in early childhood is correlated activity, educational failure, no workforce
many mothers into the workforce and, by with lower cognitive scores and lower involvement, poor mental health, antisocial
2000, 61 percent of mothers with children school achievement." behavior, homelessness, and early pregnancy.
0 -3 were working.' young The cost —to these people, and to
• Children learn social and emotional skills Y g P eo P
• The number of low- income children in early in life. These skills dramatically society—is enormous:
subsidized childcare in Washington has influence academic achievement later
•
more than doubled from 15 percent in in life —more so than cognitive ability ?' 88,000 youth (age 18 -24) in Washington
1990 to 34 percent in 2002.8 state are not employed and not in school?'
• Children who grow up in abusive,
•
Working parents want the best environment neglectful, and dysfunctional families 12,000 young adults in Washington
for their children. Yet as the need for quality experience four to 10 times more (age 18-24) receive welfare, representing
early learning grows, the funding to pay for it alcoholism, substance abuse, depression, $60 million per year in support?'
is unavailable; parents can't afford it, and state and suicide as adults. There is a dose .Nationwide, multiproblem youth (those
subsidies don't cover the cost of quality. At a response relationship; that is, the more involved in more than one self-destructive
time when young children are increasingly adverse early experiences, the more behavior) represent less than 20 percent of
receiving little more than custodial care, neuro- negative later outcomes.13 the population, but they account for 88 per -
science is shedding new light on how critical
the first three years of life are to success in • Approximately one -third of abused cent of arrests associated with violence,
and neglected children will eventually 72 percent of total arrests, 87 percent of
learning. While 85 percent of a child's core g
victimize their own children"
brain is formed by age 3, less than 4 percent health problems associated with drug use,
and 79 percent of problems associated
of public investments in education have with alcohol?'
occurred by that time. See Figure 4 below.'
• Nationwide, multiproblem youth cost
FIGURE 4 society an estimated $335 billion to
$350 billion annually, and 63,000 to 65,000
lives are lost each year as a result of multi -
HIGHEST POTENTIAL FOR IMPACT problem behaviors.
Washington Brain Growth and Public Investments by Child Age Leveraging what we've learned from
100 10 years of Pacific Northwest giving.
1 80 As we have studied these problems and
examined solutions and strategies for
a 60
addressing them, the foundation has drawn
40 on our decade of working with public and
c
private partners to help families and children
2 20 _ succeed in the Pacific Northwest. We have
ci documented the approaches that have made
0 the most measurable difference. Going
0 2 4 6 8 10 12 14 16 18 20 22 24 forward, our early learning strategy will be
informed by what we've learned.
Child age
Brain growth Cumulative public investment
•
Source: Bruner et al., Early Learning Left Out.
8
• One of the most frequently needed PART 2: THE SOLUTION be prevented or significantly reduced by
services for families transitioning out providing high - quality early learning from
of homelessness is quality childcare During the foundation's study of at -risk birth to the start of kindergarten"
• (Sound Families evaluation). children, we did not immediately arrive at
quality early learning as a long -term giving Numerous landmark research efforts
• Children from low- income families strategy. We began by examining a wide demonstrate the longitudinal impact of
may benefit more from high - quality range of approaches to improving outcomes high - quality early learning, including three
care and be more negatively affected by for Washington youth. of the most important and long -term studies:
poor- quality care than are higher- income 1) High Scope /Perry Preschool in Michigan;
children (UW Human Services Policy We considered a number of major preventive 2) Abecedarian Project in North Carolina;
I Center, Martin Luther King Jr. Day approaches: quality early learning; out -of- and 3) Chicago Parent -Child Centers in
Home Center). school activities for adolescents; quality Illinois. (Our statistics are based on the
health care; economic development; and longitudinal studies in early learning from
• Children who are exposed at a young family support services. We also assessed Perry Preschool and Abecedarian.) Proven
age to reading and language development ways to intervene later in life to solve prob- home - based, parent- support models such as
vastly increase their social and mental lems that often result from lack of school- the David Olds' Nurse - Family Partnership
development, have higher self- esteem, readiness. These intervention approaches and other models rooted in attachment
perform better in schools, have decreased included workforce training; foster care; theory demonstrate that working directly
incidence of early pregnancy, and use and interventions to reduce juvenile crime, with parents can dramatically improve out -
less alcohol and fewer drugs (Page Ahead homelessness, and substance abuse. comes for children. Together, these and other
Children's Literacy Program, Hearing studies have helped mobilize a nationwide
Speech and Deafness Center). We then assessed how well each approach movement in early learning. See Figure 5 on
measured in light of several foundation and next page 2°
• Many low- income children enter ado- Pacific Northwest program criteria.
lescence with few developmental assets. The results: clear, consistent, and long -term
The programs that are most successful benefits. The High/Scope Perr Preschool is
Criteria that helped guide our decision fi Perry
at helping adolescents to recover assets are to invest in early learning. a 40 -year study of 123 low- income African -
much more intensive and expensive than American children who were assessed to be
prevention programs (YMCA of Greater On five critical tests, quality early learning at high risk of school failure. Fifty -eight of
Seattle, Campfire USA of Portland, Boys & was the right fit for us. the children were assigned to a group that
• Girls Clubs, Catholic Community Services, received a high quality preschool program at
Friends of Youth, Friends of the Children). 1. Alignment with foundation principles. The ages 3 and 4; the other 65 children received
foundation believes that philanthropy plays no preschool program. Forty years later, the
• Family support centers can be very an important but limited role. We are funders differences in education, crime, and income
effective in preventing child abuse and and shapers; we rely on others to act and levels clearly demonstrate the positive impact
fostering positive parent -child rela- implement. Our focus clearly prioritizes
of early intervention. (See Appendix C.)
tionships by offering parenting classes some of the most neglected issues, where The group that received high - quality early
and respite care (Children's Services of programmatic focus and vigorous advocacy learning had higher IQs at age 5, higher
So- Valley, Safe Harbor Crisis Nursery). can promote greater equity. We identify a high - school graduation rates, fewer arrests,
specific point of intervention and apply and higher median annual incomes than
• Physical space for social services is often g
our efforts against a theory of change. In those who received no preschool.
poor, which affects both the program addition, we believe in preventing problems, P
quality and the clients' self - esteem. rather than intervening later when they've In the 40 -year Abecedarian study, 57 infants
Providing appropriate space can greatly become more difficult and expensive to solve. from low- income families received high-
improve outcomes (Martin Luther King quality childcare from birth to age 5. These
Jr. Day Home Center, First Place, and Quality early learning works early in the prob- participants were twice as likely to still be in
Hopelink). lem cycle to deter the need for later, more school at age 21 as the control group. They
intensive intervention. It uses a targeted were also, on average, two ears older when
• A well- trained and highly committed g > Y
staff that is adequately compensated and approach, focusing on a single solution with their first child was born, and nearly three
retained over time is integral to program the greatest potential to benefit the greatest times as likely to attend a four -year college.
number of children. Quality early learning
success across a wide variety of youth also supports and builds the base for the A significant return on each dollar invested.
and family service providers (Community foundation's existing investments in K -12 The economic benefits of early learning are
Access to Technology program evaluation). education by preparing children before they clear and compelling. Cost - benefit analyses
enter the system for success in school and life. performed on the long -term returns of
quality early childhood programs show
2. Successful research - based models exist. returns of $4 to $8 for every $1 invested.
O A growing body of evidence demonstrates The return on investment is significant for
that the cumulative developmental toll the individual (in increased earnings), the
experienced by high -risk children can government (in decreased special education,
remediation, and welfare costs), and society
9
(in decreased crime and its related costs). • In North Carolina, Smart Start is a public to the Barcelona Target, which states that
Most of the costs are incurred by age 5; the initiative that provides early education 90 percent of all children ages 4 and 5 should
majority of the benefits occur between the funding to all the state's 100 counties. have access to early childhood development, •
ages of 18 and 27. Cost benefits are calculated State funding for Smart Start is currently and that 33 percent of children from birth -
by adding all of the proven cost savings gen- $192 million. The funds are used to improve to -3 should have access to early learning.
erated from such programs (plus the other the quality of childcare, make it more Europe has led the way with promising
related costs incurred, such as increased public affordable and accessible, provide access to models, including Reggio Emilia in Italy,
expenditures as more youth attend public health services, and offer family support. Les Ecoles Maternelles in France, and Sure
colleges), and then subtracting the cost of Start in the United Kingdom.
the original implementation. • New Jersey provides the highest level of
funding for pre- kindergarten programs of
A number of states across the country have any state in the country. The New Jersey The economic benefits of early learning are
leveraged this body of research and used it Supreme Court has mandated that all significant. Cost - benefit analyses performed
as a model for bringing quality early learning children in districts where at least 40 on the long returns of quality early
to scale. percent of children qualify for free or
reduced cost school lunches have access childhood programs show returns of $4 to
• Over the past 20 years, Illinois has made to quality pre kindergarten programs. $8 for every $1 invested.
quality early learning a priority. The state Currently, the Abbott Preschool Programs
has been an innovator in expanding early receive $365 million annually from the
learning to include home -based and birth- state, and "non- Abbott" children benefit 3. Highest potential for impact. The foundation
to -3 programs. It has done so through a from a separate preschool program that aims to fund efforts that will bring the
state - funded early childhood block grant receives $30 million annually. greatest benefit to the greatest number of
with a set -aside for birth -to -3 programs. children in Washington state. Significant
The early learning movement is also global. research, including that of Nobel Prize-
• In Oklahoma, free, high - quality pre kinder At the 1990 World Conferences on Education winning economist James Heckman, shows
garten is available to all 4 Districts for All in Thailand, 155 countries including that the greatest return on investment is
that choose to provide pre - kindergarten are the United States signed a declaration that achieved by investing in children at the
reimbursed for each child enrolled. In 2004, "Learning begins at birth :' In 2000, the World earliest age possible. See Figure 6.
the program was funded at $72 million Education Forum in Dakar established
and served more than 30,000 children "expand and improve comprehensive early Heckman's research is based on evidence of
•
65 percent of the children eligible. childhood care and education, especially the way skills are formed, and it expresses his
for the most vulnerable and disadvantaged fundamental belief that investments made
children" as one of six international goals. early in childhood create a "skill multiplier"
In the European Union, 25 states have agreed effect. That is, "skill begets skill, and learning
begets more learning. Early advantages
accumulate, just as early disadvantages do :'
FIGURE 5
Much of the cost - effectiveness of early learning
SUCCESSFUL RESEARCH -BASED MODELS EXIST has been demonstrated repeatedly across a wide
range of positive outcomes: reduced crime
Benefit Costs Table for Three Early Childhood Programs and delinquency; increased educational
dollars returned for each dollar invested achievement; reduced grade repetition and
special education; increased employment,
productivity, and earnings; and less welfare
$2.51 dependency.
$2.91 The real internal rate of return for high -
quality early learning programs is estimated
$0.92 $4.66 $157 at 16 percent, with 80 percent of those returns
benefiting the general public, primarily in
$3.27 $2 the form of crime reduction. (The internal
$1.58 $0.16 rate of return is an alternate measure for deter -
Chicago Parent-Child Centers Perry Preschool Abecedarian Project mining the benefits of early learning. It
$7.10 total $8.74 total $4.01 total calculates the "interest rate" received for an
investment that consists of payments and
Returns to participants: such as increased earnings. revenue occurring at regular annual periods,
• Returns to government: such as decreased special education /remediation costs, much in the way one would assess the rate
decreases in welfare payments. of return on an investment such as stocks
• Saving to society: for decreases in crime - related costs for crimes not committed. or bonds.)23 •
Source: Bruner et al., Early Learning Left Out.
10
Early learning results in significant social and In the business sector, the City of Seattle Together, Head Start and the Early Childhood
emotional gains: Chamber of Commerce has launched the Education and Assistance Program (state-
• Business Partnership for Early Learning, funded preschool in Washington) reach only
• School - readiness. Research shows that
quality early learning can help nearly all aimed at closing the school - preparedness 51 percent of eligible low- income 4-year-
gap among 2- to 3- year -olds in King County olds ?e And Early Head Start reaches only
children enter kindergarten ready to learn. most likely to be left behind. Boeing and 3 percent of all eligible 0- to 3 -year-olds in
Children who enter kindergarten behind Safeco are substantial investors of the Washington state ?
their classmates are unlikely to ever catch initiative.
up. Over time, the gap often widens. While programs for young children do
Private /partner support. Service providers are exist, they are often of low or poor quality.
• Emotional and social benefits. Studies committed to expanding quality early learn- Washington has no statewide quality stan-
show that quality early learning increases ing in Washington, and major donors such dards for early learning. Nationally, the only
emotional, social, and behavioral skills. as the Apex Foundation, the Foundation for measurement of quality is accreditation,
These noncognitive skills lead to greater Early Learning, Social Venture Partners, and which reaches a shamefully low number of
motivation, self - discipline, and persistence ?5 the United Way are committed to them. children —only 6 percent of total centers in
• Abuse and neglect reduction. Research There are a growing number of organizations Washington. As Figure 7 shows, there is a
shows that strong early care programs can advocating for early learning, such as the dramatic shortage of affordable, high - quality
dramatically reduce the incidence of child Children's Alliance, the Early Care and early learning, especially for those families
abuse and neglect." Education Coalition, and the Collaborative. that would benefit most. This inequity in
access is dramatic; less than 12 percent of
National momentum for early learning the state's accredited childcare centers are
4. Opportunity for strong partnerships. includes artnershi s such as the Early Child- 30
Washington state has a growing community p P y located in the lowest income communities.
of champions for early learning. The public hood Funders Collaborative and a number of Ensuring that all children have access to
national models that are ready to be expanded appropriate, high - quality early learning is
and private sectors are coming together
around early learning, creating a climate
and replicated. at the heart of the foundation's mission.
of excitement and optimism about the 5. Critical need exists in Washington. Finally,
possibilities. early learning meets the foundation's criteria
Early Head Start reaches only 3 percent
for addressing critical needs in Washington
Strong public champions for early learning are state. The public subsidy rate for children of all eligible 0- to 3- year -olds in
• both legislative and gubernatorial. They also in Washington has fallen from covering the Washington state.
are bipartisan. cost of 75 percent of childcare center slots in
In May 2005, the Washington Legislature 2000 to only 24 percent in 2004. Washington
passed HR 1152, which established a public- ranks 23rd in the country for access to pre -
private early learning commission through kindergarten programs for 4-year-olds."
the governor's office to improve the quality
of early learning statewide. In June 2005, FIGURE 6
Gov. Christine Gregoire, who promoted early
learning during her campaign, launched HIGHEST POTENTIAL FOR IMPACT
Washington Learns, an 18 -month compre-
hensive study to examine our state's existing
education system from early learning through Rates of Return to Human Capital Investment
initially setting investment to be equal across all ages
K -12 to higher education, and recommend
ways to improve it now and in the future. The
governor's bipartisan Early Learning Council
includes Sen. Bill Finkbeiner, Rep. Ruth 3 Preschool programs
Kagi, Sen. Jeanne Kohl - Welles, and Rep. Jan
Shabro. In the Washington Legislature, other §
strong supporters include Majority Leader a Schooling Opportunity cost
Lisa Brown and House Speaker Frank Chopp. of funds
Mike McGavick, the outgoing CEO of Safeco v r
and presumed candidate for the U.S. Senate, 5 Jo training
2
was a founding member of the Business
Partnership for Early Learning.
0
O
4 V �
Preschool School Post - school
• 0 Age
Source: Heckman and Masterov, The ProductivityArgument.
11
PART 3: OUR STRATEGY Washington state quality early learning Our aim is to reach a majority of children
model in select communities as proof age 0 -5 in the demonstration communities,
The foundation is taking a strategic approach of a concept that can inform and create including at least 70 percent of children •
to early learning based on our theory of demand for expanding that model to every in poverty. We expect this comprehensive
change (how everyone working together can community in the state. (See Appendix E.) community approach to:
leverage significant change) and our theory • Reach children where they are spending
of action (the part we will play in making Approach #1: the majority of their day, whether in
it happen). Targeted Demonstration Communities childcare or with a parent or caregiver,
through a variety of interventions.
Our theory of change. If public and private Targeted demonstration communities are a
entities in our state join forces to create an • Demonstrate the value of a mixed - income
key component of our long -term investment model.
aligned network of prevention and treatment strategy. We will work with two communities
efforts for children and youth— spanning to develop a comprehensive initiative to • Demonstrate the effectiveness of strength -
from prenatal to 18 —we can create oppor- ensure that all children and families within ening the existing infrastructure.
tunities for all Washington's children these selected communities have access to • Involve school districts in early learning.
to become successful young adults. (See high - quality early learning. These two corn- • Involve other public and private partners.
Appendix D.) munities will exemplify the effectiveness of
• Provide a platform to educate statewide
early learning in improving outcomes for
Our theory of action. If our foundation makes constituents on the effectiveness of high -
young children, and will inform our statewide
a focused, 10 -year investment in early learning grants. (See Appendix E) These demon- quality early learning.
in Washington state, we can help create the
stration communities will have:
public and political will to develop a sustain- What are we trying to impact?
able system of affordable, high - quality early • High concentrations of children with
learning across the state. Ultimately, our two or more risk factors. Parent support and education. Through a
actions and those of our partners will lead • Strong local capacity. variety of programs inside and outside of
to higher levels of school- readiness, greater • Demonstrative evidence of broad support. the home, parents and caregivers will receive
success in school, fewer negative adolescent information, training, and support to be their
behaviors, and a greater likelihood of success- • Appropriate size (2,000 -3,000 children children's first and most important teachers.
ful young adulthood. See Figure 8.
age 0 -5).
• Demographic, political, and geographic Comprehensive early learning centers that
An overview of our investment strategy. diversity. serve the whole community. Our funding
•
approach is to create a coordinated network
Working closely with other public and private Using these criteria, we will select one of quality early learning in the demonstration
funders, we will take a threefold approach, demonstration community in Eastern communities, building new resources and
investing in 1) targeted demonstration corn Washington and one in Western Washington. strengthening existing efforts. This will
We will identify and invite a short list of include tailoring services to meet the unique
munities; 2) promising models; and 3) potential communities to submit a letter of g ue
q
statewide efforts to build and support the P needs of each family. Central to this approach
inquiry, and we anticipate making the final is building one model childcare center, or
y by infrastructure for early learning. Our theory community selections b summer of 2006. g
of action is based on first demonstrating a "hub," per community, that serves the entire
community.
FIGURE 7 Licensed childcare. Using a variety of
approaches, we will transform existing
CRITICAL NEED EXISTS IN WASHINGTON licensed childcare in the two demonstration
communities from today's low and moderate
Availability of Accredited Care in Washington quality to high - quality, affordable early
learning environments. These communities,
which will include new high - quality "hub"
centers, will demonstrate quality and act as a
catalyst in transforming the more than 2,100
2 ,107 existing centers and nearly 6,200 existing
home -based centers statewide.
iiiiiiiiiii i 144 26
I
I
Number of Number of Number of
childcare centers accredited centers accredited centers in
•
low- income communities
Source. Accreditation Search Results; Mapping Concentrations; Schrager
12
What are the critical actions that can Program guidelines: What we will fund Approach #2: Promising Models
affect this change? in demonstration communities.
Through promising model grants, the
• Quality improvements: In the two demonstration communities, the foundation will support innovative efforts
• Expand support and education for parents. foundation will support the development on a smaller scale to improve early learning
• Create and implement standards of quality of community plans to implement compre- for children throughout Washington state.
for early learning. hensive early learning strategies. After the Specifically, the foundation is interested in
approval of a communitywide business plan supporting community-based efforts that
• Create opportunities and incentives for early learning, our funding will support replicate proven effective models or hold the
for teachers to increase training and a wide range of programs, classes, and promise of adding to the knowledge base
professional development. development, including professional about what works well for young children.
• Create incentives for existing childcare development, curriculum development,
to improve. physical improvements, pre- and post -natal What are we trying to impact?
support programs, home -based literacy
Access: programs, parent support programs, child Build knowledge about what works. Although
• Make quality early learning affordable development classes, information and we know a lot about what high - quality early
and accessible to all children and families referral resources, case management, learning looks like, there is more to learn,
within the demonstration communities. and community education classes. particularly about how to effectively bring
proven practices to scale.
FIGURE 8
OUR TIIEORY OF ACTION
1 If we invest here... 2 ...and accomplish these S 4 ...and ultimately achieve
3 then we can establish...
near -term goals... measurable, long -term goals.
Demonstration
Communities
• Create high - quality,
• o comprehensive early
a learning opportunities School- Reduced Successful
d for all children in select readiness negative young
t high -risk communities and school adolescent adult
= • Prove effectiveness success behavior outcomes
c Promising Models . Replicate in new
V Promote innovative or communities
promising community- • Demonstrate v 7 r v l
based approaches near- and long -term
t outcomes
Public /Private • Informed market Every child
Partnership
• Enabling policies in Washington
A coordinated approach state is prepared,
between government, • Adequate funding from birth,
businesses, foundations, • Washington state for successful
and other stakeholders model young adulthood
• Mobilize support
4 • Increase demand for
access to high - quality
Support Systems early learning
H Encourage • Build political will
u improvements of key among voters and
g components of elected leaders
a early learning at a • Encourage
d statewide level
b participation in the
0 i Advocacy effort
ei
73 Promote outreach,
education, and advocacy
across the state
13
What are the critical actions that can In addition to being aligned with state The first three objectives provide a framework
affect this change? benchmarks, programs must be committed for three interrelated strategies targeted at
to meeting our five standards of quality: I) three primary audiences: government; the •
Program replication: highly trained and adequately compensated
public, including parents, guardians, and
• Fund collaborative efforts to coordinate teachers; 2) strong, research - driven curricu- communities; and partners such as providers,
community -based early learning efforts. lum emphasizing emotional, social, cognitive, businesses, foundations, and nonprofit
• Create replicable programs based on and physical development; 3) research -based organizations. See Figure 9.
proven research models. education and programs for parents, along
with parental involvement in care; 4) low What are the critical actions that can
New models: child:teacher ratios; and 5) appropriate affect this change?
• Demonstrate the effectiveness of physical space.
promising new approaches. Creating a system that rates and rewards
• Work in diverse communities to expand Approach #3: Statewide Efforts quality and informs parents. A system to
measure the quality of early learning must
approaches to providing families and In close partnership with other public and be developed in Washington that will inform
children with access to quality early private stakeholders, the foundation will parents and reward quality improvements.
learning. support, promote, and encourage statewide Such a system will include incentives for
efforts to improve early learning across the early learning programs to achieve levels of
Program guidelines: What we will fund state. These efforts include programmatic quality above basic licensing and accept more
in communities across the state. initiatives, education, and advocacy efforts children on state subsidy.
proactive in working as well as other strategic opportunities for
The foundation will be
P g statewide early learning improvements. Informing and educating on the importance of
with communities, institutions, public early learning. Along with our partners, we
agencies, and nonprofits that are focused In developing our statewide approach, we have a plan to inform, educate, and advocate
on the following: studied a number of other states that have for quality early learning statewide. We will
succeeded in elevating the importance of use the two demonstration communities and
• Community. Implement community-based quality early childhood learning and in our investments in promising models as plat -
collaborative efforts focused on creating galvanizing public and private support. In forms to advocate about the need for statewide
high - quality early learning. California, Illinois, and North Carolina, the policy change and increased public financing
• Replication. Expand, or take to scale, keys to success are remarkably similar. All for all Washington children. We also will work •
proven models that are known to improve three states have strong champions, effective to build and provide evidence, knowledge,
outcomes for families and young children. organizations, public education, political will and tools for those working in the field.
and capital, robust private support, demon-
• Innovative approaches. Design, test, or stration projects, and research and evaluation. Building a strong infrastructure to support
research early learning models that will (See Appendix G.) In Washington state, many access to quality early learning for all children.
inform and advance early learning in of these key elements are in their nascent Ensuring that all children have access to
Washington. stages —being discussed or proposed, with quality early learning requires strengthening,
an ongoing need to build political will expanding, and aligning many of our state
Recipients of our promising models grants and capital. systems for supporting children and families.
will be aligned with Washington state's As quality standards are created, additional
benchmarks for early learning and develop- What are we trying to impact? training and monitoring will be needed.
ment, which are being designed to ensure
that children are prepared for school. Our statewide early learning efforts are built Program guidelines: What we will fund
Currently under study by the Washington upon the following main objectives: at the statewide level.
Learns Early Learning Council, these
benchmarks include physical well- being, • Encourage appropriate public investment We will make grants in the areas of system
health, and motor development; social and and the creation of policies and infra- improvements, policy research, awareness
emotional development; approaches toward structure to support quality early learning. and education, and community outreach.
learning; cognition and general knowledge;
• Increase public understanding of, and System improvements. We will fund efforts
and language, communication, and literacy.
Eligible programs may be focused on support for, quality early learning. that have potential to improve, streamline, or
children in licensed care or children at coordinate the children and family support
• Broaden the participation of partners to systems in Washington state. Examples
home with a caregiver. invest, act as advocates for quality early include public - private, quality- improvement
learning, and bring new voices to the field. initiatives, the creation of needed infra-
structure, and other statewide approaches
• Promote necessary infrastructure improve to improve early learning across the state.
ments, such as quality standards, teacher
training, and birth -to -3 programs. 0
14
FIGURE 9
APPROACH #3: STATEWIDE ADVOCACY
• Three Interrelated Strategies Targeted at Three Primary Audiences
WHAT WHO HOW
Encourage increased Governments Engage government
public investment and State Public - private partnership
creation of enabling
policies for quality Local Advocacy organization capacity- building
early learning Federal Research and evaluation
Increase public Public Public education campaign
understanding of, and Advocacy organization capacity- building
support for, quality Parents /caregivers Research and evaluation
early learning Community
Media
Broaden participation of Partner Engage new partners
partners to invest, act as Businesses Public - private partnership
advocates for quality
early learning, and bring Foundations Advocacy organization capacity- building
new voices to the field Nonprofits Research and evaluation
Policy research. Our funding will support The cost of bringing Why are we optimistic about
efforts to build the evidence base for early learning to scale. such a big bet?
quality early learning and to inform policy
0 development, such as researching possible Over the next 10 years, the foundation will • A growing number of states have
finance models to increase the quality and invest up to $90 million in early learning, significantly increased investment in early
availability of early learning for all Washington which is dependent upon other public and learning. In addition to California, Illinois,
children, and modeling a statewide early private investment in the near term to match Georgia, and Oklahoma's significant
learning system. our contribution. Ultimately, the dollars we increases, other states have proposed
invest through this strategy are intended to major increases: Hawaii (162 percent);
Awareness and education. We will fund leverage significant new public investments Iowa (177 percent); New Mexico (462
activities to increase public understanding in early learning in order to sustain and percent); and Tennessee (250 percent)"
of the importance of quality early learning expand the demonstration communities
and school - readiness. These may include the and promising models statewide. Our strategy • Washington has the beginnings of
development of communication materials to is aimed at creating the public and political community and state -level bipartisan
promote quality early learning; education of will needed to achieve this goal within support. In its 2005 session, the Washington
policymakers, key leaders and constituencies, 10 years. With increased state commitment, state Legislature passed a $26 million
parents and caregivers, and the general public the improved quality of early learning in increase in subsidies for childcare, with
about the need for quality early learning and demonstration communities will become bipartisan support. In the summer of 2005,
core requirements; and the development of sustainable, and high - quality early learning Gov. Christine Gregoire launched the
media strategies to raise the visibility about will become a reality for all children in Washington Learns study, which includes
the need and promote positive examples. Washington state. a new public - private commission to make
recommendations for the future of the
Community outreach. We will fund efforts It won't be easy or inexpensive. We believe state's early learning system.
to mobilize support for quality early learning the cost of closing the school- readiness gap
and to increase collaboration among the by setting high standards for quality early • Washington has business and private
various groups involved. We need to cultivate learning may necessitate more than doubling foundation leadership and support behind
strong champions, foster bipartisan support, current expenditures (including federal and early learning. The new Seattle Business
and bring together a diversity of advocates state funds). Partnership for Early Learning has strong
for quality early learning to ensure all financial and leadership support from
Washington children have access and the Boeing, Safeco, the Chamber of Commerce,
0 opportunity for success in school and life. and the Seattle Foundation.
15
• Washington state has a legacy of the public Our strategy includes components to educate Increasing costs for some parents. Increasing
supporting substantial new dollars for new parents and the community on the value of the quality of existing childcare will increase
policy priorities. In 2005, we have seen the quality early learning. As the foundation's the per -child cost of operating. While encour- •
passage of an $8.5 billion transportation funding decreases over time, we will have aging state subsidies for low- income children
package (Washington), a $130 million increased the capacity of education and is part of our advocacy strategy, moderate -
Family and Education Levy (Seattle), and advocacy organizations that can educate, income families may see the costs of
a new hospital levy (King County). inform, and mobilize key stakeholders on childcare rise.
this issue.
• Washington state government is reassessing Creating innovative, thoughtful public -
how it manages children's issues due to past Nascent early learning advocacy. Currently private partnerships will offset the costs of
failures. Gov. Gregoire has made reforming there are a limited number of organizations increased teacher salaries for all children,
early learning a top priority. focused on early learning advocacy. Our not just low- income children. Our advocacy
strategy requires partnerships with, and active strategy includes encouraging increase of the
• Cost - effective prevention approaches are participation by, early learning providers and subsidy eligibility to include families whose
gaining momentum in Olympia, and advocates. As much as possible, we intend to earnings exceed the current cutoff for subsidy
quality early learning is an approach that work within the existing infrastructure to (185 percent of the federal poverty level).
more than pays for itself. The Legislature expand capacity, coordination, and expertise We will seek to create models of affordable
recently had the Washington State Institute in the field. Our strategy includes investments quality at existing centers in order to keep
for Public Policy rate a variety of preven- in increasing the capacity of advocacy and costs as moderate as possible.
tion measures on their cost - effectiveness. early learning organizations.
Additionally, in its 2005 session, the state
Legislature passed a bill, which elects Managing expectations. While there is much
to reinvest projected cost savings from discussion about early learning in the state,
reducing youth incarceration into proven change has been slow. Many may look to the PART 4:
effective family -based therapies that will foundation as the funding solution to the
divert youth out of the juvenile justice problems of early learning. THE IMPACT: ASS E SS M E N T
system and create better outcomes for AND IMPROVEMENT
children and families. We base our strategy on a public - private
partnership, and we will not invest funding We believe that by investing in early learning
What are the major risks of our early until partners agree to join the effort. The we will improve outcomes for children over
learning strategy? foundation will likely play a critical role in both the short and long term. •
mobilizing and coordinating efforts, but as
We developed our strategy for quality early a convener and catalyst funder —not a sole Short term
learning with an understanding of the risks funding entity. In the two demonstration communities,
• involved. No statewide undertaking of this an increase in rates of kinder arten-
magnitude is without challenges, but by Opposing views Critiques of preschool g
g g y programs have been published. Some believe readiness, and in the rates of children
being aware of them from the beginning, age 0 5 meeting appropriate develo
we have shaped our program to address that birth -to -3 is a time for children to be with g g p
P P g mental benchmarks.
and minimize risks: their parents, and that government should
not interfere. Some parents do not want their
children in a "government program.
• Statewide, narrowing of the school -
Sustainability. The long -term success of quality g P g readiness gap between low- income
early learning will require an increase in and high-income children.
public understanding and financial support. We will support parents and stakeholders on g
The state's current economy and budget crisis the components of quality early learning and • Increased public and private investment
how it benefits children. Our strategy reaches
make it challenging to increase public invest- parents and children where they already for early learning.
ment in early learning with existing revenues. are —at home or in childcare —but does not
There is limited public will to increase public advocate moving children from one arena
revenues to fund any new social program, to another. Lastly, the program will be volun-
and limited understanding of the value of
tary, never mandatory.
early learning among key stakeholders.
•
16
Long term How will we track the outcomes of our PART 5: IMPLEMENTING OUR
efforts? EARLY LEARNING STRATEGY
• Greater success of children and youth
• throughout school years. We will monitor and evaluate a series of
measurable outcomes among children, We envision working with both a public-
private partnership and community-level
• Reduced rates of negative behaviors —such parents, teachers, childcare, and the system intermediaries to implement our strategy.
as teen pregnancy and criminal activity— statewide. We are currently working with
and increased
positive behaviors among Our operational plan emphasizes a partner -
P g independent evaluators to design the ship that coordinates and manages statewide
adolescents, program evaluation.
and community operations.
• Greater likelihood of success in young
adulthood. What will we do with what we've Ideally, a statewide public - private partnership
learned? will administer pooled funds, make recom-
• Sustained commitment of public mendations through "aligned" funding,
investment to early learning. Improve the program by asking ourselves key oversee community efforts, provide technical
questions. Are our interventions working as assistance and monitor quality, coordinate
Research shows that intensive early child- intended? How do we improve them? What advocacy efforts, work with the evaluation
hood programs reduce problem adolescent models are best for specific populations? team, and raise money.
behavior by at least 20 percentage points. Are we reaching the children and parents we
They also increase positive behavior. In most want to reach? Based on what we learn, Community -level intermediary organizations,
selected results from the Abecedarian, Perry we will modify the program as we go forward. which may or may not be the service provi-
Preschool, and Chicago Parent -Child Center ders in a given locale, will lead in coordinating
studies, the effect of participation in early Educate and inform. We also will use what services, manage subcontractors, develop
childhood programs is evident across a we learn to educate and inform others in and implement a business plan for the
number of positive indicators at age 20 and the early learning field, facilitate program community, and raise local matching funds.
later in life. Compared to the control group matic and organizational improvements, and
that had no early childhood learning pro- drive change.
grams, more of these children went on to
complete high school, attend college, and
gain skilled employment. Fewer of them FIGURE 10
• had to repeat a grade, became binge drinkers,
became teen parents, used marijuana, or had WHAT DOES LONG - TERM SUCCESS LOOK LIKE?
a juvenile arrest record. See Figure 10.
What is achievable? Projected Effect Size of Early Childhood Learning Programs at Age 20
Based on existing studies, we have set a goal
to achieve the following results by 2014:
15% I LOCI had to re ll
• Significantly increase the school- readiness " grade
I,,,, sere
rate among all children entering kinder- 1,;,,: diker.
garten in the targeted demonstration 19% r e „er became
communities. A survey by the Washington teen I'''r` "`
State Office of Superintendent of Public -21% I m
P n,ar quail.' u.er.
Instruction estimates that currently only 13% I e „er h., e,n,e „de
25 percent of all Washington state children l I ",,, ,I.
in low - income kindergarten classrooms
More gained skilled employment 20%
are school -ready (vs. 58 percent in high - Nlore att_mled college 21%
income classrooms).”
:More complete high school 20%
• Statewide, reduce the gap between low -
income and high- income children's rate
of school- readiness.
-25% -20% -15% -10% -5% 0 5% 10% 5% 20% 25%
Percentage point difference vs. child not in early childhood learning program
Source. Campell; Schweinhart.
•
17
•
APPENDICES APPENDIX A APPENDIX B
How do we define "at- risk "? Snapshot of Washington state's •
population.
Children with any two of the following risk
factors (poverty being the most prevalent) Snapshot of Washington state's population
are considered at -risk of failure throughout
their school years and beyond. A wealth of • Total population (2003): 6,131,445
research supports this definition. The risk — 1,440,000 children 0 -17 years of age
factors that we chose to include are (this list — 80,000 children in each birth cohort
is not comprehensive): — 480,000 children 0 -5 years of age
• Poverty — 960,000 youth 6 -17 years of age
• Single or no parent — 560,000 young adults 18 -24 years of age
• No parent employed full time /full year
• All parents with disability • Racial /ethnic distribution
• Mother does not have high school degree — White: 81.3%
• No parent fluent in English — Asian /Pacific Islander: 6.8%
Source: University of Washington Human Services — African - American: 3.3%
Policy Center.
— Native American: 1.2%
What do we mean by "successful young — Multiracial /other: 3.8%
adulthood "? — Other: 3.6%
— Hispanic or Latino of any race: 8.0%
The foundation asked two leading researchers
in youth development to help us define what Poverty*
successful young adulthood looks like. Peter —Total population: 10.3%
Benson, a leader of the asset development
school of youth development, and Dr. David — Children 0 -5: 16.4%
Hawkins, the leading researcher in risk and — Children 6 -17: 13.6%
•
protective factors for children, defined The 2005 federal poverty guideline as defined by the
successful young adulthood to include the U.S. Department of Health and Human Services is $19,350
for a family of four.
following measurable outcomes:
Source: U.S. Census.
• Physical health
• Psychological and emotional well - being
• Life skills
• Healthy family and social relationships,
• Educational attainment and civic
engagement
Visit http: / /www.gatesfoundation.org/
nr /downloads /PNWG /EarlyLearning/
SuccessfulDevelopment.pdf
for executive summary of this report.
•
18
APPENDIX C
• SUCCESSFUL RESEARCH-BASED MODELS EXIST
High /Scope Perry Preschool in Michigan and the Abecedarian Project in North Carolina are two landmark research efforts that demonstrate the
longitudinal impact of high - quality early learning.
High /Scope Perry Preschool: 40 -year study of 123 low- income African- American children who were assessed to be at high -risk of school failure
(58 were assigned to program group that received high - quality preschool at ages 3 and 4, while 65 were assigned to another group that received no
preschool program).
2 Arrested 5+ times by age 40
60%
Earned $20K+ at 40 40%
65%
Graduated regular high school
9%
Basic achievement at 14
6I%
Homework at 15 %
•
67'.
IQ 90+ at 5 %
The Abecedarian Project: Controlled study in which 57 infants from low - income families were randomly assigned to receive high - quality childcare
from birth to age 5 and 54 children were in a non - treated control group.
25%
Special education 4 $ %
31%
Grade repeater 55%
67%
High school graduation 51%
36%
Four -year college 13%
• • Program group (received high - quality early learning) • Non - program /control group (did not receive high - quality early learning)
Source: Heckman and Masterov, The Productivity Argument.
19
APPENDIX D
OUR THEORY OF CHANGE •
If public and private entities in our state join forces to create an aligned network of prevention and treatment efforts for children and youth—
spanning from prenatal to 18 —we can create opportunities for all of Washington's children to become successful young adults.
A Continuum of Youth - Development Investments
Programs and Age
Strategies P 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Pre /post natal
family support Dept. of Health, Dept. of Social and Health Services, local jurisdictions, private funders including Gates, businesses Successful
Young
Adulthood
Early literacy
Parents, Early Childhood Education and Assistance Program ( ECEAP), Head Start, Outcomes*
programs local jurisdictions, private hinders including Gates, businesses
tsn
Physical
Preschool Parents, ECEAP, Head Start, local jurisdictions, private funders including Gates, businesses health
'a
Quality Psychological
childcare State, local jurisdictions, parents, private funders including Gates, businesses and
emotional
Parent well -being
support Private funders including Gates, businesses, state and local jurisdictions •
Life skills
Quality K -12
to education Gates Education program, federal, state and local governments Healthy
family and
° Out -of- school
social
N relationships
activities Gates Community Grants, private hinders, business, parents, state and local jurisdictions
en
High -risk Educational
N, behavior programs Gates Community Grants, state and local jurisdictions, private funders attainment
Economic Civic
development State and local governments, business engagement
Health
care State and local governments, business, parents
Gates Foundation investments Investments by others
*See Appendix A.
•
20
APPENDIX E
• STRATEGY OVERVIEW
Our strategy is to work closely with other public and private funders and invest in the following three areas:
Targeted Demonstration Communities Promising Models
Approach Approach Statewide Approach
Overview Comprehensive network of high - quality • Community-based efforts that • Important initiatives involving multiple
early learning in two demonstration involve multiple community partners that will impact early learning
communities. Includes the creation of partners statewide
new early learning centers, but with the • Interesting /promising models • Invest in components of early learning
primary emphasis on improving existing that have potential to be replicated support systems
early learning care. and /or taken to scale
• Promote outreach, education, and
advocacy across the state
Components Within each demonstration community, • Projects involving multiple • Statewide impact
we will fund: community-level partners in a • Multiple funding partners
• One high - quality early learning center coordinated approach to increase
. Strong ability to pool funding
Improvements to existing licensed quality early learning
• Im
P $ • May be managed by an intermediary
childcare • Promote innovative or promising
• Home -based programs approaches to early learning
• Parent /community education • Pilot projects or program
replication
• Capacity building
Examples Targeted high -risk, high -need Funding may support: • Advocacy and community education
communities —one in Eastern • Community-based approaches • Training programs
Washington and one in Western
Washington • Replication or development of • Higher education programs
• best practice models .Parent education programs
• Promising new approaches
Grants Fund communities over the long term as Fund partially, but require high level Funding would nearly always involve other
a major funder as well as contribute to of local fundraising and partner public and private funding.
fundraising and advocacy. Expect other match. Funding would be provided
public and private co- funders. for 1 -5 years.
Rationale Demonstrate the effectiveness of creating Support innovative approaches to Invest in large scale, statewide initiatives
high - quality early learning opportunities bringing quality early learning to that build the support systems and capacity
for all kids in high -risk communities children and families in diverse to ensure that all families and children in
on outcomes for school- readiness and communities across the state. the state have access to high - quality early
lifelong success. Use the knowledge to Expand the knowledge base about learning opportunities.
inform and educate with the goal of how to bring early learning to scale
bringing these elements to scale for all across the state.
kids in Washington and improve
statewide outcomes.
•
21
1
APPENDIX F
TARGETED DEMONSTRATION COMMUNITIES •
Our funding approach is to create a coordinated network of quality early learning in two demonstration communities, building new resources and
strengthening existing efforts. This includes providing differential services to meet the unique needs of each family. Central to this is building a
model childcare center, or a "hub;' that serves the whole community.
Programmatic
Components Attributes To demonstrate what? Rationale
Create early • Highly trained and appropriately compensated teachers • Impact of high - quality care • Create a state model
learning hubs • Proven effective curriculum - Improved outcomes for high -risk of early learning
(1 per .Family support programs children • Mobilize community
community) around earl learnin
• Physically appropriate space - Improved outcomes for families y g
• Provides technical assistance to existing centers • Impact of blended funding
• Serves primarily high -risk children • Focal point for early learning in
community
• Blends state and federal funds
• Demonstration of high quality
• Integrates community support programs
Improve • Teacher training connected to compensation training • Impact of modest investments in • Improve quality for
existing centers with appropriate compensation early care all children within
• Improved facilities • Impact of public /private partnerships select communities
• Effective curriculum • PIatform for advocacy strategy
• Mixed income
Expand home- • Home visits for new births • Importance of 0 -3 • Support parents
based support • Promote early literacy and strong attachments at home • Cost - effectiveness of early intervention • Reach children where
programs the are
•
• Family support programs • Improved outcomes y
Expand parent/ • Awareness of child's development • Behavior change • Build public support
community • Importance of quality early learning • Increase demand for quality early • Educate parents and
education learning stakeholders
• Positive parenting g
APPENDIX G
ADVOCACY SUCCESS FACTORS
We studied a number of other states that have succeeded in elevating the importance of quality early learning and galvanizing public and private
support and found the following common factors.
California Illinois ($30M added North Carolina
($723M annually) annually for 10 years) ($220M annually)
Strong champions Rob Reiner Irving Harris Gov. Jim Hunt
U.S. Rep. Michael Huffington Phil Kirk
U.S. Sen. Barbara Boxer
Effective organization California Commission on Children and Ounce of Prevention, Day Care Action Smart Start
Families, Preschool California Council, Voices for Children
Public education Yes Yes Yes
Robust private support Yes Yes Yes •
Demonstration projects Varies by county Educare Yes
Research and evaluation Yes; beginning to develop county-by -county Some Yes
22
ENDNOTES
•
1 Benson, Peter L. and J. David Hawkins. Executive 11 Mandell, Dorothy, et aL. Impact of Substance Use and 27 Barnett, W. Steven, Kirsty Brown, and Rima Shore.
Summary: Successful Young Adult Development. A report Violence /Delinquency on Academic Achievement for Policy Brief - The Universal vs. Targeted Debate: Should
submitted to the Bill & Melinda Gates Foundation. Groups of Middle and High School Students in Washington. the United States Have Preschool for All ?Apri1
10 December 2004. 14 May 2002. Human Services Policy Center. 14 April National Institute for Early Education Policy Brief, Issue 6.
2 Child Facts: Washington's Children. 2005. Children's 2005. < http: / /www.hspc.org /wkc /special/pdf /DASA_full_ 14 April 2005. <nieer.org /docs /index.php ?DocID =101 >.
Alliance. 14 April 2005. <http: / /www.chiLdrensalliance. 2002.pdf >. 28 Child Facts: Child Care in Washington. 2005. Children's
org /chitdfacts /wachitdren.cfm >. 12A New Framework for Assessing the Benefits of Early Alliance. 14 April 2005 .<http: / /www.chitdrensalliance.
Greene, Ph.D., Jay P. and Marcus A. Winters. "Public Education. September 2004. A Working Paper by the org /childfacts /childcare.htm >.
High School Graduation and College- Readiness Rates: Committee for Economic Development. 14 April 2005. 29 Head Start, Early Head Start and Early Childhood Education
1991 - 2002." Education Working Paper. No. 8. Center <http: / /www.ced. org /docs /report/report_preschool_ and Assistance Programs in Washington State: State Profile
for Civic Innovation at the Manhattan Institute. 2004_ 2001-2002. 2001 -2002. 2002. Washington State Department of Social
February 2005. 13 Felitti, Vincent J., et al. "Relationship of Childhood Abuse and Health Services. 15 April 2005. <http: / /www1.dshs.
Indicator Website. 2005. Northwest Area Foundation. and Household Dysfunction to Many of the Leading wa. gov / pdf/ esa/ dccel /hsstateprofile2001- 2002.pdf >.
14 April2005. < http : / /www.indicators.nwaf.org / >. Causes of Death in Adults: The Adverse Childhood 3o Accreditation Search Results. National Association for
Experiences (ACE) Study." American Journal the Education of Young Children. March 2005. 11 March
Kids Count. 2005. The Annie E. Casey Foundation. of Preventative Medicine (1998) 14: 245 -258. g
14 April 2005. <www.kidscount.org >. 2005. <http: / /www.naeyc.org /accreditation /search /state.
14 Long -Term Consequences of Child Abuse and Neglect. asp ?state =WA >.
Minnesota Kids: A Closer Look, 2004 Databook. 2004. March 2004. National Clearinghouse on Child Abuse and
April 2005. Mapping Concentrations aprep prepared of At the Youth in Washington.
Children's Defense Fund Minnesota. 14 A
P Neglect Information. 19 April 2005. <htfp: / /nccanch.acf. Data Dictionary prepared for the Bill & Melinda
< http: / /www.cdf- mn.org /PDF /KidsCountData_04/ hhs. gov / pubs / factsheets /Long_term_consequences.pdf >.
Data book_2004.pdf >. Gates Foundation. Human Services Policy Center.
15 Profile of Children and Youth in Washington State. November 2004.
SchoolMatters. 2005. Standard & Poor's, The McGraw- Presentation prepared for the Bill & Melinda Gates
Companies, Inc. 14 April 2005. <http://www. Schrager, Laura. e Gates a Assignment n In o: Request from
Hill Com
P P P� Foundation. University of Washington Human Services Valisa Smith of the Gates Foundation: Info on Sunnyside."
schoolmatters.com /App /SES /SPSServlet /MenuRequest? Policy Center. May 2004. E -mail to Valisa Smith. 31 March 2005.
State) D =48& LocLevelI D =111 &State LocLevell D =161 &
LocationID =48 &CatID= 814 &SecID = 3166 &CompID = -1 & >. 16 Porter, Laura. "Data and feedback on your presentation." 31 Scott, Ph.D., L. Carol. Leadership Matters: Governors'
E -mail to Ken Thompson. 16 February 2005. Pre -K Proposals Fiscal Year2006. April 2005. Pre -K Now.
The State of Washington's Children: Winter 2003.
December 2003. Human Services Policy Center. 17 Biglan, Anthony, et al. Helping Adolescents at Risk: 5 May 2005. <http: / /www.preknow.org /documents/
14 April2005. < http:// hspc.org /wkc/SWC2003report.pdf >. Prevention of Multiple Problem Behaviors. New York: LeadershipReport.pdf >.
The Guilford Press, 2004. 32 Campbell, F. A., C. T. Ramey, E. P. Pungello, J. Sparling,
United States. SAMHSA. U.S. Department of Health and
Human Services. State Estimates of Substance Use from 18 Ibid. and S Miller-Johnson. 2002. Early Childhood Education:
the 2002 -2003 National Surveys on Drug Use and Health. 19 Ramey, Ph.D., Craig T. "The Critical Nature of Early Young Adult Outcomes from the Abecedarian Project.
• 11 February 2005. 14 April 2005. <http: / /oas.samhsa. Learning." Invited talk to United Way of America Board Applied Developmental Science 6:42 -57.
gov /2k3State /toc.htm >. of Trustees. 15 March 2005. Reynolds, Arthur J. The Chicago Child -Parent Centers: A
Washington State. Department of Social and Health 20 Bruner, Charles, et al. Early Learning Left Out: An Longitudinal Study of Extended Early Childhood Intervention.
Services. The Economic Costs of Substance Abuse. Examination of Public Investments in Education and Institute for Research on Poverty Discussion Paper no.
2 March 2005. 14 April 2005. <http: / /wwwl.dshs.wa.gov/ Development by Child Age. February 2004. Voices for 1126-97.1997.14 April 2005. <http: / /ideas.repec.org /p/
pdf / hrsa /dasa /2004TrendsReport.pdf >. America's Children and the Child and Family Policy wop /wispod /1126- 97.html #author >.
3 Schorr, Lisbeth B. with Daniel Schorr. Within Our Reach: Center. 14 April 2005. <http: / /www.voicesforamericas Schweinhart, Ph.D., Lawrence J. The High /Scope Perry
Breaking the Cycle of Disadvantage. New York: Doubleday, children. org / ContentManagement /ContentDisplay. Preschool Study Through Age 40: Summary, Conclusions,
1989. cfm ?ContentlD= 3384 >. and Frequently Asked Questions. 2005. 14 April 2005.
4 Profile of Children and Youth in Washington State. 21 Heckman, James and Dimitriy Masterov The Productivity <http: / /www.highscope.org /Research /PerryProject/
Presentation prepared for the Bill & Melinda Gates
PerryAge405umWeb. pdf >.
Argument for Investing in Young Children. Working Paper
Foundation. University of Washington Human Services No. 5. Invest in Kids Working Group. 4 October 2004. 33 Pavelchek, Dave. First -Ever Statewide Kindergarten
Policy Center. May 2004. Committee for Economic Development. 14 April 2005. Teacher Survey on School Readiness. Washington State
5 Shonkoff, Jack P., and Deborah Philli s, eds. From <http: / /www.ced. org /docs /report /report_ivk_heckman_ University Social and Economic Sciences Research
P 2004.pdf >. Center. Presentation for Washington State Office of
Neurons to Neighborhoods: The Science of Early Childhood Superintendent of Public Instruction. January 2005.
Development. Washington, D.C.: National Academy 22 Barnett, W. Steven, Kirsty Brown, and Rima Shore. P �'
Press, 2000. Policy Brief - The Universal vs. Targeted Debate: Should
the United States Have Preschool for All? April 2004.
4 Pavelchek, Dave. First -Ever Statewide Kindergarten National Institute for Early Education Policy Brief, Issue 6.
Teacher Survey on School Readiness. Washington State 14 April 2005. <nieer.org /docs /index.php ?DocID =101 >.
University Social and Economic Sciences Research
Center. Presentation for Washington State Office of 23 Rolnick, Art and Rob Grunewald. Early Childhood
Superintendent of Public Instruction. January 2005. Development: Economic Development with a High
Public Return. March 2003. Federal Reserve Bank of
7 Oser, Cindy and Julie Cohen. America's Babies: The ZERO Minneapolis. 14 April 2005. <http: / /minneapolisfed.
TO THREE Policy Center Data Book. ZERO TO THREE. 2003. org/ pubs /fedgaz/03- 03 /earlychild.cfm >.
8 Washington State Department of Social and Health 24 Shonkoff, Jack P., and Deborah Phillips, eds. From
Services. Economic Services Administration. Division Neurons to Neighborhoods: The Science of Early Childhood
of Child Care and Early Learning. Licensed Child Care Development. Washington, D.C.: National Academy
in Washington State: 2002. June 2004 Press, 2000.
9 Bruner, Charles, et al. Early Learning Left Out: 25 A New Framework for Assessing the Benefits of Early
An Examination of Public Investments in Education Education. September 2004. A Working Paper by the
and Development by Child Age. February 2004. Committee for Economic Development. 14 April 2005.
Voices for America's Children and the Child and <http://www.ced.org/docs/report/report_preschool_
Family Policy Center. 14 April 2005. <http: / /www. 2004_ assessingbenefits.pdf >.
voicesforamericaschildren .org / ContentManagement/ 24 Kagan, Ed.D. Sharon L. Advancing Child Abuse and
ContentDisplay.cfm ?ContentlD= 3384 >. g g
Neglect Protective Factors: The Role of the Early Care and
to ZERO TO THREE. Brain Wonders: Helping Babies Education Infrastructure. Teachers College, Columbia
• Grow and Develop. 14 April 2005. 19 April 2005. University. September 2003. Center for the Study of Social
< http:// www .zerotothree.org /brainwonders >. Policy. 15 April 2005. < http : / /www.cssp.org /uptoadFiles/
Kaga n ExecS u m ma ry. pdf >.
23
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Bill & Melinda Gates Foundation
PO Box 23350
Seattle, Washington 98102 -0650
USA
•
V 206.709.3100
F 206.709.3180
www.gatesfoundation.org
PAGINA 11 INVIERNO 2008 - MIGRANT EDUCATION NEWS - WINTER 2008 PAGE 11
Early learning cuts -._ _ _ _ .
;� i i is � .
crime, say lawmen, e y •
Nr
w 4i
county prosecutors 1
By Kan Harvey attended Michigan's High /Scope Perry
A lot of people ask former Preschool program The study tracked the
Kennewick Police Chief Marc students from preschool into their adult
years, explains Laura Wells, state director of
Harden why he left his high - paying the Washington chapter of the non -profit
city job and became executive director of Fight Crime: Invest in Kids organization.
the non- profit Mid - Columbia Reading Approximately half of the inmates in the
Foundation. Benton County jail did not complete high f
M
III
He and many other law enforcement school, notes Taylor. Research shows at II
officers have come to believe early high quality early education programs later
childhood education can stop criminals result in lower drug use, higher graduation ,
before they stag. rates and lower come. And d one year of high -
To me it was a natural," says Harden. quality preschool costs one-third less than a
He had served 36 years in policing, year in the county jail, while the the other are
even greater when considering all ll ttte other
about nine as the Kennewick police costs of crime. -
chief. His last year before retirement was "Humans, by nature, want to learn. When From left Skate Rep. Maureen Rabb /R -!6/, Renton foamy Preeec-u /rig Attorney Andy Miller,
as deputy city manager, where he served children are successful at learning early in and Kennewick Police Chief Ken Ho*enberjt read the cook °Officer Bailie and Gloria ^man
until March 2003. He had come to life, they most likely will want to continue to eager preschool class at Easigate Elementary in Kennewick. De i_y a der nip Maureen Wily!, iH-
believe that when parents spend time learn, If they are not given the opportunity to 161. el Prucurador del Condado Renton Andy .Miller r el Jek de /','lieu Je Kenn,vick Ken
reading with their preschool children, be successful, they are more likely to fail Hohenterg leen el lihm "Ofrciol Buckle v Gloria' u tin entaciasta ,yrulw de pre... ' .lun•.s in to
they are doing ng more to prevent crime later, become frustrated, and not continue in Primula Eas {gate en Kennewick.
than the police can to prevent school says Yakima Prosecutor Ron Zirkle.
"Studies have shown that, while only 6 "We have had a Community Gang will reduce behavior Mat, left unchecked, can
"My onginal plan was to retire and play percent of all juveniles are involved in Committee in the past made up of a wide lead to cnme and possibly acts of violence."
golf, but I soon found out I need to be criminal activities, over 35 percent of truants spectrum of the community. including Chief Dean Mitchell of the Moses Lake
involved in something, and the Reading are involved in criminal activity," he adds. educators We have attended training from Police Department agrees
Foundation popped up at just the right Ot_- RobettCegchfield Of the University of the Office of Juvenile Justice Delinquency Eddy education enhances a child's
time," Harden says. "Prevention and Washington studied the relationship between G evant ion and studied the Comprehensive cognitive u le to learn and perceive the
criminal activity ng Model. and conducted a survey to concept of f rules One fundamental concept
intervention activities at early ages pay n and unemployment, meri y t, school Ga ng the y an outh gang problem in the of rules is that there are consequences benefits to society and the indi attendance. and success in school, notes sequences if you
Zirkle. Crutchfield found that people age 14 Wenatchee Valley. Everything we have done choose to obey or disregard them. Those
vidual. and the activities of the Reading to 24 who were not successful in school or in an attempt to determine the best course of consequences can be positive or negative.
Foundation allow me to do something who dropped out were more likely to be Positive intervention of the youth gang says Mitchell
meaningful and enjoyable." involved in criminal activity. problem takes us back to lack of stability. This simple concept can be
Harden, along with most county 'Expenence tells me that early education identity, belonging and self -worth at a very transcended later in life to laws," he
sheriffs, big city police chiefs, prosecu prepares kids to learn. A healthily learning young age, perhaps from birth through the adds "Consequently, early
tors and other top law enforcement environment can educate kids to have early school years." education provides a means
officials in Washington State — more respect for themselves and others and Robbins says kids as young as 11 are for young people to understand why it's
than 170 in all — have joined the Fight reduces behavioral problems that can becoming involved in youth gang actrvrties important to obey rules As adult, those rules
escalate out of control," says Pasco Police "Unfortunately, once these kids go the translate into laws, which tell us what we can
Crime Invest in Kids organization to y gang route and commit a myriad of serious and cannot do "
encourage state support of earl leami Chief Denis Austin. ignorance and poverty
y ng crimes against persons and property and /or
are two major influences that foster criminal
programs. behavior. E quality teaming provides Me get involved in using and in some cases PARENTS AS CHILDREN'S
RESEARCH SUPPORTS LAW pride,
dangerous drugs, it is very
foundation on which kids can build ride, FIRST TEACHERS
self - worth and responsibil Add in the difficult for them to reform and become
OFFICERS' PERSPECTIVE necessities of l ife and n eve the make s p roductive c S do h owever the Parents can be very effective teachers of
Y n9 their own preschoolers. says Harden of the
- Research confirms that children who of a good citizen." odds are not at all good," he says.
participate in early learning programs have Othello Police Chief Steve Dunnagan `It is unfortunate to see many of these Reading Foundation
young people demonstrate such What happens in the first 3 years of a
lower drug use. higher graduation rates and suggests early education is less expensive disrespectful, inconsiderate, destructive. person's life has a lasting impact." he
lower crime rates. The use of early than the cost of crime later . dangerous a illegal says. 'Children who are read to regularly
education programs is an effective strategy 'Fighting cnme at the adult level means g legal conduct that ultimately y egula
for reducing youth violence and come, says more criminals more jails, etc." he says. "If lands them in jail. The jail and prison from an early age receive many benefits that
Washington State Patrol Chief John Batiste. we can reduce the number of people who environment is not a productive place for carry over to adult life First. the brain
'From a crime prevention perspective. eventually become criminals by providing them to be. and it is becoming more stimulation that occurs from exposure to
early involvement in educating our youth is quality education and success to children, expensive for our society every day." language and an ever - broadening
Robbins says. "This is a most unfortunate vocabulary help create a stronger, more
extremely important. The preschool setting we would be money ahead." waste of their lives, and very teaming- friendly brain, while building
helps prepare the child for kindergarten and EARLY EDUCATION PREVENTS counterproductive to our society." vocabulary
the rest of the K -12 years," agrees Benton Some specific early training of children 'Children enjoy being read to by a canng
County Sheriff Larry Taylor GANG INVOLVEMENT can be of particular benefit in preventing adult, and that joy translates to either a joy of
'Research has shown that low- income Early education can be a key to fighting crime, say the law officers. _ reading, or at least an appreciation of it,
i. families whose children did not receive the growing gang problem in the region. too, it has become very clear that educating which helps in academics. The hidden
preschool were five times more likely to according to Wenatchee Police Chief our children about crime through early benefit is what we call the 'cuddle factor,
become chronic lawbreakers by age 29," the Thomas Robbins. learning programs can also reduce the odds Harden says .
t sheriff says "It has become evident that young kids that they will commit crimes in the future." The former police chief says recent brain
Taylor was referring to research who become involved in youth gangs and says the Washington State Patrol Chief, research also supports the common - sense
• conducted over more than two decades on gang - related crime are seeking a sense of Batiste. "Utilizing learning programs that
randomly selected at -risk children who belonging or identity," explains Robbins. reinforce respect and responsibility for others 'Crime' continues on Page 17
ID See this and six years of the Migrar - Education News online at http : / /www "MigrantEdNews.orr
PAGINA 17 INVIERNO 2008 — MIGRAN
low- income 4-year-old in the state and $3.5
` Crime million t- for intensive home visiting servtOas ■
for at -nak fartxies.
Hohenberg, Taylor, Miller, Harden. Wells.
Conttlnues f►vm Papa 11 Haler and Walsh all visited the Eastgete
Elementary School ECEAP classroom
notion that television and other electronic recently to emphasize the importance of he sa
interactions cannot replace the value to a early education. Fu
child's development from interaction with a 'Washington state legislators couldn't shoul
live person have made a wiser investment than alloct
'Reading with increasing high-quality early education.' says - W
a small child Hohenberg. For every dollar invested now. We c
`
requires . -"° ! research stows Washingtonians will get less Gan 9
physical crime, more tax savings, and a better a teas
closeness This a workforce for the future.' teach
close activity is z ' Oft ; ,_ , i The legislature also passed Senate Bill practi
emotionally 5830 directing the state to fund evidence- fail to
healthy for a ';T• based and research -based voluntary home De
child,' Harden visitation programs Research shows that educi
says Children f arta these home visitation programs improve up to
who are read x { parenting skills, reduce child abuse and - W
with regularly neglect, help kids get ready for kindergarten that r
from an early , and provide an extremely high return on to us
MOM - ^:'
age are mo" - cis► investment to taxpayers, too, says Wells. happ
likely to start A study of the Nurse - Family Partnership. are tt
school with the - one such home visiting program, found the A i
skills needed to • G ra CU* G.esvoe program cut child abuse and neglect in half politic
succeed among at -risk kids. By the time those home- allies
academically and socially, and are less likely visited children reached their teens, they had 'Si
to engage in problem behaviors, 60 percent fewer arrests, were more thing!
Consequently. the greeter educational prepared for school. and had fewer the g
attainment and satisfaction, the more likely hospitalizations for infuses than similar kids them
the individual will find good employment and whose mothers did not receive home visits. press
the less likely that person will resort to according to the Fight Crime. Invest in Kids caugl
came." director. CON'
'We need to ensure funding continues for govei
LAW OFFICERS LAUD RECENT early learning, which necessarily happens "Fi
EARLY EDUCATION EFFORTS before children enter the K -12 educational from
Taylor, Benton County Prosecutor Andy
system. Continuing fina racial support for imps
Miller and current Kennewick Police Chief ECEAP, Head Start and similar intervention childr
Ken Hohenberg praise Gov. Christ me programs for low -income families. and for are a
Gregoire and Washington State Legislature programs like READY! for Kindergarten for have,
for their support ll families is needed," says Harden recur.
pport of early learning in the 2007 . -NA
session. Rep. Larry Haler (R- Richland), Rep. NON - PROFIT READING sups'
Maureen Walsh (R -Walta Walla) and Sen. Berg,
Mike Hewitt (R -Wells Walla) serve on the FOUNDATION ALSO HELPS you a
key committees that work on early learning The Reading Foundation itself takes a about
issues in Olympia. All three legislators were three - prong approach. Th
instrumental in assunng that the early 'First is advocacy - getting the message CONS
learning bills received overwhelming out to the community about the importance help
bipartisan support in both chambers of early reading. 'Read with a child .. the
Hewitt and Haler also serve on the board most important 20 minutes of your day,' is
of directors of Thrive By Five Washington, a our mantra: says Harden .
public - private parnership waging to ensure 'Second is action and education. We
that all children in Washington are prepared provide education to caregivers and parents
from birth to succeed in sehool and life. on the importance of early reading and the
'We have made good progress in helping 'how - to' We typically work with existing non -
more kids get ready for school in Kennewick, profits with programs for young parents and
but too many kids in the Ta -Cities still arrive
presentations at their sessions,' he s
at kindergarten behind their peers,' adds adds_
. Miller. AS law enforcement leaders, we urge 'Third, we provide resources We give
the governor and legislature to make away about 28,000 books to children each
additional investments in early learning and year We also give new teacher, just out of
intensive home visiting so more of our kids college in grades K - a new teacher library
consisting of 100 books for their
get off to a good start and don't continue to classrooms, explains Harden. 'During the
feed the criminal Justice system. summer months we conduct story time
One bill passed during the last legislative activities with the Sun Mart Reading Van and
session directs the Department of Early in partnership with our local McDonald's
Learning to implement a voluntary rating operator, Adams Enterprises.'
system for licensed child care and other All of these programs will help reduce
' early childhood education programs. The crime in the long run. and more support will
rating system will help ensure that more achieve greater results, the law officers say .
• children have access to high - quality early 'There is no question that came is going
learning programs and that parents have the to occur and that people are going to be put
information they need to make good child into Jails and prisons, and that being tough
care choices for their children on crime and criminals is paramount. says
• Gov. Gregoire and the legislature also Taylor. 'However, lust building more prisons,
• added $34 million to the Early Ch ildhood jails and courtrooms is riot the answer
• E and Assistance Program ( ECEAP) Dealing wah She root cause of our problems .-10
quality preec ool to e very e In society is vital.