Transcript Slide 1
A Commitment to Improving K-12 Educational Achievement Begins in the First 5 Years of Life Ramey & Ramey, 2000 Synaptogenesis by Brain Region Adapted from Huttenlocher in Ramey & Ramey Right from Birth (1999) Seven Essential Transactions For Caregivers with Young Children 1. 2. 3. 4. 5. Encourage exploration Mentor in basic skills Celebrate developmental advances Rehearse and extend new skills Protect from inappropriate disapproval, teasing, and punishment 6. Communicate richly and responsively 7. Guide and limit behavior Ramey & Ramey, 1999 Right from Birth Effects of Mothers’ Speech on Infant Vocabulary Huttenlocher et al, Developmental Psychology, (1991) Evidence-based Skills for Learning to Read • Oral Language Comprehension • Phonological Awareness • Letter Name Knowledge • Concepts about Print Neuman and Dickinson, Handbook of Early Literacy Research, 2001 The Impact of Early Environments on Children’s Developmental Competence The Importance of Good Schools and Summer Programs It is the totality of a child’s experience that lays the foundation for a lifetime of greater or lesser competency. Ramey & Ramey, 2000 Key Research Question for Abecedarian (ABC) Project Can the cumulative developmental toll experienced by high-risk children be prevented or reduced significantly by providing systematic, high-quality, early childhood education from birth through kindergarten entry? The Abecedarian (ABC) Project is a randomized controlled trial (RCT) that tests the efficacy of early childhood education for high-risk children and their families. Abecedarian Preschool Program Treatment Group _ • Adequate nutrition • Supportive social services • Free primary health care • Preschool treatment: Intensive (full day, 5 days/week, 50 weeks/year, 5 years) “Learningames” Curriculum Cognitive / Fine Motor Social / Self Motor Language Individualized pace Control Group _ • Adequate nutrition • Supportive social services • Low-cost or free primary health care Campbell & Ramey, 1995 American Educational Research Journal Preschool Results (Birth to 5) Z Scores and Mean Standardized Scores for High-Risk Preschool Treatment and Control Children in the Abecedarian Project at Nine Preschool Measurement Occasions Ramey et al, 2000 Applied Developmental Science Percent of Abecedarian Sample in Normal IQ Range (>84) by Age (longitudinal analysis) Martin, Ramey, & Ramey, 1990 American Journal of Public Health Verbal Scale Scores (McCarthy) for Abecedarian (ABC) Project Ramey & Campbell, 1979 American Journal of Mental Deficiency Active Mother-Child Involvement (such as talking, touching, playing with toys/game, reading) Farran & Ramey, 1980 Child Development Abecedarian Project Post-High School Education for Teen Mothers Ramey et al, 2000 Applied Developmental Science Abecedarian (ABC) Preschool Findings Replicated in the First 3 Years of Life in Randomized Controlled Trials (RCT’s) Arkansas Connecticut Florida Massachusetts New York North Carolina Pennsylvania Texas Washington Ramey & Ramey, 2000 in Securing the Future Infant Health and Development Program Maternal Education X Treatment Group Ramey & Ramey, 1998 Preventive Medicine School Results Reading Achievement Over Time Campbell & Ramey, 2001 Developmental Psychology Math Achievement Over Time Campbell & Ramey, 2001 Developmental Psychology Abecedarian Project Ramey & Ramey, 1999 MR/DD Research Review Early Adult Results Percent in Skilled Job or Higher Education Campbell, Ramey, et al, 2002 Applied Developmental Science Age at Birth of First Child Campbell, Ramey, et al, 2002 Applied Developmental Science Key Findings from Abecedarian Project (“Abecedarian” …one who learns the basics such as the alphabet) 18 Months to 21 Years Old • Intelligence (IQ) • Reading and math skills • Academic locus-of-control • Social Competence • Years in school, including college • Full-time employment • Grade Repetition • Special Education placement • Teen Pregnancies • Smoking and drug use Plus benefits to mothers of these children (education, employment) Ramey et al, 2000 Why Some Well-Intended Preschool Programs Have Failed to Close the Achievement Gap • Poorly prepared teachers • Educational programs not intensive enough • Remedial rather than preventive focus • No direct teaching of important cognitive and linguistic concepts, vocabulary • Redundant or poorly coordinated family and early childhood services Recommendations Provide strong leadership for a comprehensive early childhood educational initiative that is linked explicitly to K-12 learning and achievement – targeted for high risk children – grounded in scientific evidence – builds upon existing resources Recommendations Combine funding streams, promote innovative partnerships, and strengthen existing programs that serve children from prenatal care through age 5 – offer strong incentives for collaboration – eliminate duplicative and ineffective programs – link future funding to performance Sources of Available Early Childhood Education Funding include: • Elementary and Secondary Education Act: Title I: Disadvantaged Children Title IV: 21st Century School – After School Title V: Innovative Block Grant • Early Head Start • Head Start • Child Care Development Fund (CCDF) • Temporary Assistance for Needy Families (TANF) • Early Reading First • Social Services Block Grant • Even Start • Early Intervention (0-2 yrs; 3-5 yrs) Recommendations Design and implement a strong accountability system that continuously monitors program quality and documents child progress and outcomes –To inform quality improvements –To strengthen training and technical assistance –To reward performance The future for our nation’s children • Positive educational outcomes can be achieved • • • for all children – during pre-K years and beyond Benefits include much more than “just reading” Reading success is a key, because of strong linkages to all learning and social adjustment Strategic investments yield substantial social and fiscal benefits to society (at least 1-to-4 cost:benefit ratio) For free copies of this PowerPoint presentation, please download from our website: http://che.georgetown.edu or contact: Drs. Craig and Sharon Ramey Georgetown Center on Health and Education Georgetown University (202) 687-2874 email: [email protected] [email protected]