In this commentary originally published by New America, Meghan McCormick and Christina Weiland argue that states should make investing in high-quality early childhood and kindergarten programs a priority in their pandemic recovery efforts.
Opportunities for Investing in Equity
This brief summarizes recent findings that show how a lack of access to high-quality summer programs may contribute to disparities in children’s learning and development during the transition to kindergarten. It identifies future research needed to ensure that equity-focused investments in summer learning pay off for children from underserved groups.
In this commentary originally published in Route Fifty, experts from MDRC’s Center for Applied Behavioral Science and BIT North America describe how government agencies can use behavioral science to adapt policies, programs, and services during the continuing pandemic crisis.
When Washington state’s Division of Child Support closed its offices in March 2020 in response to COVID-19, its employment program—Families Forward Washington—kept running with minimal interruption, because the original design was based on working remotely. Its model may offer useful pointers for other service agencies for adapting to the pandemic.
Even before the COVID-19 crisis, early care and education providers faced challenges attracting and retaining qualified, well-trained, and diverse early educators — and staff turnover can affect children’s early progress. Three approaches may help improve these workers’ access to professional education, their overall economic well-being, and their sometimes difficult working conditions.
Children in low-income communities are less likely than others to attend programs that improve kindergarten readiness. MDRC has identified two ways to promote more equitable access: Make information about existing high-quality programs easier to understand and improve quality by investing in curricula and professional development.
More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
What We Know and What We Are Learning
MDRC is leading several studies that measure the quality of early childhood education classrooms in innovative ways. This policy brief focuses on instructional quality, highlighting promising practices that seek to promote school readiness and sustained academic success among low-income children.
18-Month Impacts of the Grameen America Program
Grameen America is a microfinance institution that provides business loans to women in poverty in the United States. Results from a randomized controlled trial show the program increased business ownership and earnings, credit worthiness, and savings, and reduced material hardship among participants, but it did not increase overall net income.
Findings from a Study of Teach For America’s Handoff Program
This study evaluated TFA’s initiative to better align its regional in-service training during the school year with its national pre-service summer teacher training, which emphasized a productive learning environment and diversity, equity, and inclusiveness. Teachers who received more in-service training in those national components adopted more culturally relevant classroom practices.