Transcript The Children’s Budget, 2000-01

The State of the Child
2006
Education Policy & Leadership Conference
The State of the Child
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Pennsylvania Partnerships for
Children
Advocacy organization
– Independent, non-profit
– Prevention-focused, research-based
Pennsylvania Partnerships for Children is a
strong, effective and trusted voice for
improving the health, education and wellbeing of the Commonwealth’s children.
–
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The State of the Child
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1 child in 3 lives in poverty
1 child in 6 is born to a mother with less than a high
school degree
1 child in 11 is born to a single, teen-aged mother
There were 1,790 substantiated cases of abuse and
neglect for children ages 0-8 (2004)
1 in 12 children is born at low birth weight
3.2% of children 0-4 are in families where English is
not the primary language spoken at home
30.7% of children 0-8 live in single-parent families
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The State of the Child
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Impact of poverty
 200%
Poverty = $40,000 for a family of
four
 100% Poverty = $20,000 for a family of
four
– Impact: Greater likelihood of:
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Learning disabilities
Grade retention
School dropout
Substance abuse
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The State of the Child
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Impact of living in single parent household
30% of children under age 18 live in families
with one parent. (ACS 2004)
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Impact: Children of single parent are more likely
to:
– Live in poverty
– Have fewer relationships with male role models
– Have less time to interact with parents
– Have diminished social supports
– Have lower academic and social well-being
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The State of the Child
Impact of low birth weight
 8.1% of babies born in 2003 were born
at low birth weight, less than 5 pounds,
9 ounces.
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Impact: Babies born at low birth weight are
likelier to die in the first year of life. They
can also have disabilities and health
problems that impair learning.
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The State of the Child
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Impact of being uninsured
133,000 of PA children under age 19 are
uninsured
68% of uninsured kids are between ages of
11 and 18; (Office of Health Care Reform, 2004)
One child in 3 is enrolled in Medicaid or CHIP.
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Impact: Uninsured children are more likely to miss
school, may not have relationship with primary
care provider, and are more likely to need costly
emergency room care.
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The State of the Child
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Impact of disabilities & language barriers
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For 2004-05 school year, 14.7% of students were
enrolled in special education
1.6% have severe disabilities
2.3% of students have limited English proficiency;
LEP students are in rural, urban and suburban school
districts alike (Conestoga Valley, Upper Adams, York
City)
– Impact: Students with limited English proficiency
& disabilities face greater challenges making
progress in school.
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The State of the Child
Impact of being placed out of home
 20,920 children in PA (ages 0-20) are in
foster care
 9,962 are youth 13-20
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Impact: Children who endure disruptions
in parenting are likelier to have poor
academic performance as well as
diminished physical and behavioral health.
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The State of the Child
Early Education
 66.5% of income-eligible children ages
3 and 4 are enrolled in Head Start
 10,127 children were enrolled in public
school pre-K in 2004-05
 51% of PA kindergarteners are enrolled
in full-day K compared to 65% nationally
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Why Pre-K Matters
Kids in pre-K learn social skills, self
confidence and the ability to deal with
others
 Pre-K creates successful students
 Pre-K creates solid citizens
 Pre-K creates better communities
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Why Pre-K Matters
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90% of brain growth occurs before
kindergarten
Kids who start behind, stay behind
Nearly 90% of children who are poor readers
in first grade will still be poor readers by
fourth grade
One-third of children entering kindergarten
cannot recognize the letters of the alphabet
and more than half do not know basic math
concepts. (Source: Pew Center on the States and
National Conference of State Legislatures)
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Pre-K in other States
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Florida, Georgia and Oklahoma are the only
states that make pre-K available to all 4-yearolds. Florida’s new universal pre-K program
received first-year funding of $387 million
Illinois governor just committed to UPK
New York and West Virginia have multi-year
plans to implement pre-K for all 4-year-olds
Five states – Maine, Oklahoma, Vermont, WV
and Wisconsin – plus DC – include pre-K as
part of their school funding formulas
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The State of the Child
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Basic Education
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2004-05 PSSAs
 35.8% of fifth graders scored below proficient in
reading
 31% of fifth graders scored below proficient in
math
 36% of eighth graders scored below proficient
in reading
 37% of eighth graders scored below proficient
in math
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Pennsylvania schools face NCLB mandate of 100%
proficiency by 2014
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The State of the Child
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2003-04 expenditures per pupil - $9,204
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Gap from highest-spending district to
lowest: 2.6 to 1. From a high of $16,803
per student in Lower Merion (Montgomery
County) to $6,344 in Northwestern School
District (Erie County).
Funding equity remains a problem in PA
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Full-Day K in PA
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Accountability Block Grant Spending
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63.6% percent of districts used 58.6% of
Block Grant funds for full-day K making it
the most popular use
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Why Full-Day K Matters
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Children in full-day kindergarten programs
make more progress in literacy and math
than those in half-day programs, concludes a
new study published in the February issue of
the American Journal of Education.
Children who attend full-day K have lower
retention rates in the primary grades
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Why Full-Day K Matters
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Parents and teachers report greater
satisfaction with full-day programs
Studies indicate that children who attend fullday K receive better report card grades in
literacy, math, general learning skills and
behavior
Full-day kindergarteners outscore children in
half-day programs on standardized
achievement tests up to two years after
kindergarten (NIEER, March 2005)
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Class Size in PA
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Only 16.8% of students in pre-K through
third grade are in classes with 17 or
fewer students
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Why Class Size Matters
 Smaller
classes increase parental
involvement
 Reduce disciplinary referrals
 Improve teacher morale and
retention
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Why Class Size Matters
Teachers with small classes can spend
time and energy helping each child
succeed. Smaller classes also enhance
safety, discipline and order in the
classroom.
 When qualified teachers teach smaller
classes, kids learn more.
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The State of the Child
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Youth in Transition/Ready by 21™
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Young adults need an education that
prepares them for the rigor of college or a
competitive labor force; they need skills that
create potential to one day earn a family
sustaining wage
They need to avoid risky behaviors
They need strong interpersonal relationships
with friends, family & community
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The State of the Child
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Graduation Gap
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Two out of 5 urban ninth graders fail to graduate from
high school in the same district four years later
One out of 6 rural ninth graders fails to graduate from
high school in the same district four years later
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One out of 8 suburban kids fails to graduate
– Impact: Adult life for young people without at least
a high school diploma is full of economic problems
and few opportunities to advance skills.
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The State of the Child
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In 2003-04, 76% of school district
graduates said they planned to pursue
further education
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School districts with lowest number of
graduates planning further education are a
mix of rural and urban: Chester Upland
School District, Fannett-Metal, Turkeyfoot
Valley and Northern Potter
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The State of the Child
High school graduates earn three times
more than those who did not graduate.
 College graduates earn six times more.
 Dropouts have higher rates of teen
pregnancy, substance abuse and crime.
 80% of those incarcerated are dropouts.
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Ready by 21™ Coalition
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The Pennsylvania Ready By 21™ Coalition
is committed to youth-centered public
policies and programs designed to ensure
that all Pennsylvanians aged 12-21 have
equitable access to high-quality education
and support services that meet their
needs, prepare them one day to earn a
family-sustaining wage, be active citizens,
lifelong learners, and enjoy healthy
physical, social and emotional health.
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State of the Child
Evidence-based, proven and promising
programs and polices that are youth
centered and that respond to their
needs and aspirations.
 Equitable access to high-quality basic,
career/technical and post-secondary
education that prepares them for work
and life.
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State of the Child
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Career guidance that builds upon their
strengths and interests; and which is
informed by the knowledge base of available
21st Century careers/jobs in Pennsylvania
that lead to a family-sustaining wage.
Afterschool programs and other extra
learning opportunities, often fostered by
school and community partnerships, which
enhance academic, recreation and social
needs.
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State of the Child
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Appropriate work experiences that do not
interfere with their education achievement
and provide opportunities to explore, build
and seed a career.
Comprehensive health and human services.
Programs and systems of support and
encouragement by families, schools,
communities and workplaces.
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The State of the Child
Our Vision - By 2014, PPC has
helped Pennsylvania move into
position as one of the top 10 states
in the nation to be a child and to
raise a child.
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The State of the Child
Pennsylvania Partnerships for Children
www.papartnerships.org
800-257-2030
Joan L. Benso
President & CEO
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