Posts tagged as:

Making Connections

New Report Highlights the Benefits of Afterschool Participation

by Jennifer Kobrin August 18, 2011

Over the past several years, Foundations has partnered with elementary schools in some of Providence’s poorest neighborhoods to help all children read on grade level by third grade. Working with teachers, principals, afterschool workers, family support specialists, librarians, literacy coaches, health workers, and many others, we saw firsthand that when everyone works hard and is willing to collaborate closely across programs, agencies, and departments, amazing things can happen for kids.

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Action Brief on English Learners in PreK to 3rd Grade

by Jennifer Kobrin July 21, 2011
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Back in November, the state of Illinois drew national attention to English Learners in early childhood by being the first state to mandate that preschool programs offer bilingual instruction, as I reported in this blog. The Foundation for Child Development is now building awareness on this worthy issue, partially by releasing a PreK-3rd action brief about raising the educational performance of ELs.

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Reading Success for Boys

by Michele Rodgers May 11, 2011
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Over the past several years, gaps between girls’ and boys’ reading abilities have been widening. Even when socio-economic background is taken into consideration, far more boys than girls scored below basic on the most recent National Assessment of Education Progress (NAEP). Like many disparities in our classrooms, these gaps become increasingly pernicious if not addressed in early elementary school. By fourth grade, boys lag behind girls by two years in reading.

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Using Coaching and Mentoring to Improve Instructional Quality

by Phyllis Glassman April 20, 2011
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Student achievement is highly dependent on instructional quality, yet many teachers receive few opportunities for ongoing professional development. Instructional coaching deepens, expands, and sustains professional learning. Effective coaching and mentoring initiatives instill a culture of collaboration and knowledge-sharing throughout the entire school community.

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Long-Term Connections between Third Grade Reading, Graduation, and Poverty are Found in Casey Foundation Study

by Jennifer Kobrin April 14, 2011
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Earlier this week, a study commissioned by the Casey Foundation found that high school dropout rates for students who were unable to read on grade level by third grade were four times higher than students who read proficiently by third grade. 88% of students who did not graduate from high school were either “below basic,” or “basic, not proficient” on reading tests in third grade. The effects increased significantly when poverty was taken into consideration.

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8 Recommendations to Get All Kids Reading on Grade Level by 3rd Grade: “Do Now’s” for School and District Leaders

by Gail Meister March 30, 2011
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In 2008, Foundations joined the Annie E. Casey Foundation’s Making Connections initiative, a decade-long effort to improve outcomes for children living in tough neighborhoods. The result of this collaboration is our 8 A’s—specific recommendations we believe will lead to all students reading on grade level by the end of 3rd grade.

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A trip to the Roots Conference in California (and Pedro Noguera)

by Jennifer Kobrin February 19, 2011
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This week I traveled to Visalia, California—an incredibly beautiful place at the foothills of the Sierra mountains in California’s Central Valley—to give a workshop at the first annual Roots Conference. On the second day, Pedro Noguera spoke for almost an hour. Two major themes came up during his talk. One: there are examples of effective schools out there but we are not doing enough to replicate them. Two: the problem is not the kids, or their parents.

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Life is Stress: The Impact of Poverty on Childhood Brain Development

by Sharon DuPree January 19, 2011
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Think of the most stressful moments of your life– the times when you’ve felt the most anxious, the most afraid or the least confident. Imagine that argument with your spouse just before leaving home in the morning, only to be rear-ended by the aggressive tail-gater and then arriving at school to teach that class of antsy third graders or administer an important test. How would you do? Children in poverty—children who come from family environments plagued by unemployment, abuse and neglect, chronic housing mobility and the like—suffer stress levels higher and more chronic than the exceptional “bad morning.” This stress has a profound impact on their cognitive abilities.

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