Building Block #7: Pennsylvania’s early education programs promoting school readiness, school achievement
- Programs such as PA Pre-K Counts, Keystone STARS, Early Intervention, Nurse-Family Partnership, Parent-Child Home Program, and Head Start Supplemental are preparing children for kindergarten so they can enter school ready to learn and to succeed.
- 2012-2013 child outcomes for Pennsylvania Pre-K Counts, Keystone STAR 3 and 4 programs, and Head Start Supplemental Assistance Program show children are progressing throughout the program year and are coming to school ready to learn:
- Head Start Supplemental providing comprehensive early education and family support services to high-risk three and four year olds: The percentage of four-year olds with proficient academic and social skills more than tripled to 76 percent after participating in Head Start Supplemental Assistance programs in 2012-13. In fact, there was a six-fold increase in the percentage of children with proficient mathematical thinking skills.1 As of May 2012, more than 3,200 eligible children were on waiting lists for Head Start Supplemental Assistance programs for the 2012-13 school year.
- Keystone STARS 3 and 4 programs, providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: The percentage of four-year olds with proficient academic and social skills doubled to 81 percent after participating in Keystone STARS 3 and 4 programs in 2012-13.2
- PA Pre-K Counts, providing high quality pre-k kindergarten to at-risk three and four year olds: The percentage of four-year olds with proficient academic and social skills tripled to 82 percent after participating in PA Pre-K Counts programs in 2012-13.3 As of May 2012, more than 7,200 eligible children were on waiting lists for Pennsylvania Pre-K Counts for the 2012-13 school year.
Observing and assessing children’s progress is a key component to a quality early childhood education program and included in the quality expectations of these three programs. Teachers share individual child progress with their families and use the information to refine teaching techniques and learning activities to best meet the needs of their students.
You can share:
With Providers/Community leaders:
- Examples of child outcomes in your individual programs – children who were delayed when entering the program who are now at age-appropriate development.
- Performance of children who participated in your program who are now in kindergarten, first grade or higher.
- The importance of child observation, assessment and reporting of child outcomes. How collecting and reporting outcomes help you better teach the children in your program.
- How has your child progressed in an early education program this year? What skills did he/she learn with words/letters, numbers, and getting along with others?
- How did the teachers help your child develop during the year? How did they work with you so you could do learning activities at home?
Find contact information for:
- school principals and other school officials
- federal legislators – U.S. Representatives | U.S. Senators
- state legislators
- Governor Wolf
Thank you for your helping our young children reach their promise through quality early education!
1 Based on program reports on indicators relevant to Pennsylvania’s Early Learning Standards for 1,202 children using an OCDEL-approved authentic assessment tool.
2 Based on program reports on indicators relevant to Pennsylvania’s Early Learning Standards for 4,280 children using an OCDEL-approved authentic assessment tool.
3 Based on program reports on indicators relevant to Pennsylvania’s Early Learning Standards for 5,148 children using an OCDEL-approved authentic assessment tool.