For Immediate Release: October 6, 2016

Contact: Renee Rybak Lang, renee.lang@nasbe.org, 703-740-4841

 

NASBE Report Provides Primer on Early Learning Opportunities in ESSA

Companion piece charts 2016 state legislative trends in early childhood education 

Alexandria, Va. – For the first time, the nation’s most important federal education law, the Every Student Succeeds Act (ESSA), prominently features early childhood education. State and local leaders now have ample flexibility and opportunity to focus on early education as a foundational element of ESSA while advancing their state’s vision and goals for early learning. A new NASBE report takes a detailed look at these ESSA provisions and suggests ways states boards of education can turn those opportunities into action. A companion policy update tracks state legislation in early childhood education: During the 2016 legislative session, state lawmakers signed 181 bills on early care and education into law in 41 states.

In “Opportunities in ESSA for Improving Early Education,” early learning expert Harriet Dichter goes title by title to explain how ESSA addresses access, quality workforce development, and support for the successful transition into elementary school.

  • Title I underscores opportunities to fund early childhood education services as well as professional development for early childhood educators at the local level. Dichter advises states to keep their overall vision for early education in mind and build on existing policies, programs, and areas of strength while filling the gaps. She adds that proactive engagement with existing early education programs and groups is an important precursor to leveraging Title I funds and ensuring that the support will be far reaching.
  • Title II focuses on preparing, training, and recruiting early education teachers and leaders. ESSA especially calls for supporting educators in addressing “school readiness” to ensure a successful transition to elementary school. Dichter suggests incorporating early learning knowledge competencies and skills into teacher preparation and child care programs and coordinating with state child care programs more generally to help meet the transition challenge. According to NASBE’s Winona Hao, author of “Early Care and Education Legislation in 2016,” a handful of states are already working on workforce issues in early childhood education, though few are a specific response to ESSA.
  • Title III references serving English language learners in preschool settings. State leaders are encouraged to ensure effective language instruction designed to help teach English language learners, including immigrant children and youth. Dichter encourages states to apply for the national professional development project that Title III authorizes to carry out this work. Similarly, early education is included in Title IX among the continuum of services for another special population, homeless students.
  • Title IV, though not explicitly calling out early childhood education, is an opportunity for states to include early learning as an important component of a “well-rounded education.” Well-designed early education programs address all aspects of a young child’s development, including their social-emotional learning and physical development, says Dichter. So states can easily make a case for using Student Support and Academic Enrichment Grants here.
  • An important element of ESSA’s new preschool development grant program is that it emphasizes a “mixed delivery” approach, says Dichter. “It places a premium on collaboration, coordination, and partnership to best leverage all available resources, respect parental choice, and most efficiently use public resources.”

Early childhood education helps close achievement gaps, improve learning outcomes, and contribute to improved life outcomes for all students. Yet access to high-quality early learning is not universal, and many children—particularly low-income children—are entering kindergarten without critical skills.

“ESSA serves as a reminder of the powerful opportunity to incorporate early childhood education in states’ work to close achievement gaps and promote continuous improvement for all students,” writes Dichter. “State boards of education can be powerful champions in leading the way toward this goal.”

Download and read “Opportunities in ESSA for Improving Early Education.” Also read “Early Care and Education Legislation in 2016” for a rundown of state legislative action and trends in early education.

Harriet Dichter discusses her report on the opportunities in ESSA to provide high-quality education for early learners at NASBE’s Annual Conference in Kansas City, Mo., Thursday, October 20, 2016, at 10:45 am (Central). Media and others are invited to attend. Details can be found here.

The National Association of State Boards of Education represents America’s state and territorial boards of education. Our principal objectives are to strengthen state leadership in education policymaking, advocate equality of access to educational opportunity, promote excellence in the education of all students, and ensure responsible lay governance of education. Learn more at www.nasbe.org.

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