DOCSLIB.ORG

Pre-Kindergarten at Uncommon Schools: Building Blocks for Early Childhood

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pre-Kindergarten at Uncommon Schools: Building Blocks for Early Childhood Pre-Kindergarten at Uncommon Schools: Building Blocks for Early Childhood A Vision of Early Childhood at Uncommon The Pre-K Opportunity in New York Uncommon Pre-K Culture and Curriculum The Work of a Pillars of High Context Pre-K Student Quality Pre-K Presented to: Anna Hall Chief Operational Officer Uncommon Schools, Upstate New York Prepared by: Angie McPhaul and Paulene Meyers Policy Analysis Exercise, March 2015 Candidates for Masters in Public Policy 2015 Harvard Kennedy School of Government Advisor: Joshua Goodman Harvard Kennedy School Assistant Professor in Public Policy This PAE reflects the views of the authors and should not be interpreted as representing the views of the PAE’s external client, nor those of Harvard University or any of its faculty. Pre-Kindergarten at Uncommon Schools 1 Acknowledgements We would like to thank those whose time and insights made this project possible. We are extremely grateful to our advisor and Seminar Leader, Joshua Goodman, for his thoughtful feedback throughout the process. We would also like to thank HKS Research Assistant Carlos Paez whose methodological expertise played an invaluable role in our data analysis. Additionally, we appreciate the assistance of our client, Anna Hall, and her staff at Uncommon Schools, particularly Rebecca Comish, for inviting us to conduct this research and sharing data. Lastly, we would like to thank the many early childhood experts as well as teachers and school leaders who participated in our interviews and invited us to visit their schools and classrooms. Pre-Kindergarten at Uncommon Schools 2 Table of Contents Acknowledgements ............................................................................................................................................ 2 Table of Contents ............................................................................................................................................. 3 Executive Summary ........................................................................................................................................... 5 Uncommon Schools Background ................................................................................................................... 6 The Pre-Kindergarten Opportunity in New York State .............................................................................. 7 Problem Statement ............................................................................................................................................ 9 Methodology ..................................................................................................................................................... 10 Analysis of Uncommon’s Kindergarten Data (Upstate Region)............................................................... 10 Review of Pre-K Literature. ........................................................................................................................... 10 Uncommon Culture and Context .................................................................................................................. 11 Synthesis of Uncommon Conversations .................................................................................................. 11 Literature Review: What We Know about Pre-Kindergarten ................................................................... 13 What Is The Work of a Pre-Kindergarten Student? ............................................................................... 14 Programmatic Assessments ........................................................................................................................ 15 Student Outcomes ....................................................................................................................................... 16 Practices Seen in School Visits and Literature ............................................................................................. 17 The Pillars of High-Quality Pre-Kindergarten ............................................................................................ 18 List of Schools Visited ................................................................................................................................ 19 Play ................................................................................................................................................................. 20 Language Development .............................................................................................................................. 23 Social-Emotional Development and Behavior Management ................................................................ 26 Parent Engagement ..................................................................................................................................... 29 Morning Meeting ......................................................................................................................................... 32 Explicit Academic Instruction ................................................................................................................... 34 Classroom Environment............................................................................................................................. 37 Systems and Routines .................................................................................................................................. 38 Overview of Pre-K Curricula ......................................................................................................................... 39 Uncommon Data Analysis.............................................................................................................................. 42 A Vision of Early Childhood at Uncommon: Recommendations and Next Steps/Calendar ............. 45 Implementation Recommendations: ......................................................................................................... 46 Implementation Calendar ........................................................................................................................... 49 Pre-Kindergarten at Uncommon Schools 3 Conclusion ........................................................................................................................................................ 51 Appendices ........................................................................................................................................................ 52 Appendix 1: Classroom Observation Protocol: Environment ............................................................. 52 Classroom Observation Protocol: Curriculum and Instruction ........................................................... 53 Observation Protocol: Teacher-Student Interactions ............................................................................ 54 Classroom Observation Protocol: Schedule and Micro-Interactions .................................................. 55 Appendix 2: Interview protocol ................................................................................................................ 56 Appendix 3: Uncommon Conversations .................................................................................................. 58 Appendix 4: Schools Visited and Interviewees ....................................................................................... 65 Appendix 5: School Overview: Bank Street School for Children ........................................................ 66 Appendix 6: School Overview: The Coop School .................................................................................. 67 Appendix 7: School Overview: Fieldston ................................................................................................ 69 Appendix 8: School Overview: First Step NYC ..................................................................................... 71 Appendix 9: School Overview: Pre-PAVE .............................................................................................. 72 Appendix 10: School Overview: Pre-Prep (Public Prep Network) ...................................................... 74 Appendix 11: School Overview: Eliot-Pearson School (Tufts) ............................................................ 75 Appendix 12: One Page Overview: Yale Lab School (Calvin Hill Day Care) .................................... 76 Appendix 13: School Overview: DC PREP ............................................................................................ 77 Appendix 14: School Overview: KIPP Grow ......................................................................................... 78 Appendix 15: School Overview: Powell Elementary School ................................................................ 80 Appendix 16: School Overview: UDC Lab School ................................................................................ 81 Appendix 17: Additional Uncommon Data ............................................................................................ 82 Bibliography ...................................................................................................................................................... 84 Endnotes ........................................................................................................................................................... 89 Pre-Kindergarten at Uncommon Schools 4 Executive Summary The increase in Pre-Kindergarten funding in New York catalyzed Uncommon Schools to
Load more

Recommended publications
  • Learning Curve in the Battle Over Education Reform, Charter Schools May Be the Closest Thing to Ground Zero - As the City of Lynn Is Finding Out
    December 5, 2004, Sunday THIRD EDITION LEARNING CURVE IN THE BATTLE OVER EDUCATION REFORM, CHARTER SCHOOLS MAY BE THE CLOSEST THING TO GROUND ZERO - AS THE CITY OF LYNN IS FINDING OUT BYLINE: By Cara Feinberg SECTION: IDEAS; Pg. D1 LENGTH: 2207 words LYNN - The newest public middle school in this mostly working-class town 11 miles north of Boston is a small six-room annex at the rear of a church. Its playground is an empty parking lot. There's no official gym, no theater, no science lab, no lockers, no room to spare. Yet for the 77 Lynn families who sent their fifth-graders to the brand new KIPP Academy charter school this past August - a month before classes began at regular public schools - this place is a godsend. The Knowledge Is Power Program (KIPP), a national network of 38 public schools across the country, has been widely acclaimed for its success putting underserved students on the path to college. Started in 1994 by two former Teach for America teachers, KIPP's flagship schools in Houston and New York City continue to outperform their district counterparts, and in the last 10 years each has risen to become one of the top-performing schools in its district. Five months into their first year at KIPP Lynn, students are at home in their new classrooms. The atmosphere is one of quiet concentration, thanks to KIPP's strict standards of behavior, but the lessons are engaging and even spirited. In one math class, the teacher leads a group of enthusiastic fifth-graders as they clap their hands and shout their way through the multiplication tables in unison: "Boom! KIPP, KIPP, good as gold, let me see your fingers roll: 8, 16, 32, 40!" And yet these children are not exceptional learners.
    [Show full text]
  • School Year 2020-2021
    Family Back-to-School Guide School Year 2020-2021 August, 2020 KIPP Texas Board of Directors Gene Austin Bill Boyar Jayshree Desai Jose (Pepe) Guevara Duncan Klussmann Gretchen Miller Bill Moll Ethan Phillips Shawn Raymond Alex Sharma Steve Shook Kent Wallace Darla Whitaker Peter Brodsky Andrea Richardson Dolores Lozano Arnold Greene Manolo Sanchez Velma Villegas, Ph.D. KIPP Texas Leadership Team: Sehba Ali, Chief Executive Officer Daphane Carter, Chief Academic Officer and State Superintendent Kris Cheung, Chief Operating Officer Larry Guillory, Chief People Officer Jaideep Hebbar, Chief Strategy and Financial Officer Ann Scott, Chief Development Officer Dan Caesar, Houston Regional Superintendent Allen Smith, San Antonio Regional Superintendent Dr. Anthony Smith, Dallas-Fort Worth Regional Superintendent Justin Scott, Austin Regional Superintendent A Note from Sehba: Welcome Back to School! Dear Families, The beginning of the school year means a fresh start, excitement, and joy of seeing old friends and making new ones. Although this school year will be different than we could have ever imagined, we are just as excited to welcome our students back to school. We may be physically-distanced right now, but we are connected as KIPPsters, and for that I am so thankful. This Family Back-to-School Guide is intended to serve as a blueprint for the measures, systems, and practices necessary to provide the appropriate continuity of both care and instruction to all students, families, and staff. This information supplements the KIPP Texas Student and Family Handbook, which contains all of our student-facing policies and important information on your child’s education. We strongly encourage each family to read both this guide and the student handbook to ensure you are well-informed for the start of the year.
    [Show full text]
  • Who Benefits from KIPP?
    IZA DP No. 5690 Who Benefi ts from KIPP? Joshua D. Angrist Parag A. Pathak Susan M. Dynarski Christopher R. Walters Thomas J. Kane May 2011 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Who Benefits from KIPP? Joshua D. Angrist MIT, NBER and IZA Susan M. Dynarski University of Michigan, NBER and IZA Thomas J. Kane Harvard University and NBER Parag A. Pathak MIT and NBER Christopher R. Walters MIT Discussion Paper No. 5690 May 2011 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character.
    [Show full text]
  • Comparing the KIPP and Harmony Charter School Networks
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks@UARK University of Arkansas, Fayetteville ScholarWorks@UARK Education Reform Faculty and Graduate Students Publications Education Reform 2011 Boot Camps and Science Camps: Comparing the KIPP and Harmony Charter School Networks Robert Maranto University of Arkansas, Fayetteville, [email protected] Follow this and additional works at: https://scholarworks.uark.edu/edrepub Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Other Educational Administration and Supervision Commons Citation Maranto, R. (2011). Boot Camps and Science Camps: Comparing the KIPP and Harmony Charter School Networks. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/108 This Article is brought to you for free and open access by the Education Reform at ScholarWorks@UARK. It has been accepted for inclusion in Education Reform Faculty and Graduate Students Publications by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. Boot Camps and Science Camps: Comparing the KIPP and Harmony Charter School Networks Robert Maranto 21st Century Chair in Leadership Department of Education Reform University of Arkansas 201 Graduate Education Building College of Education and Health Professions Fayetteville, AR 72701 479-575-3225 (Fax: 3196) or 610-299-3683 (cell); [email protected] http://www.uaedreform.org/People/maranto.php The Obama administration has encouraged "high quality" charter school networks to improve the achievement of disadvantaged students, viewing this as a struggle for civil rights (Maranto and McShane 2011; Paige and Witty 2010).
    [Show full text]
  • Waiting for Superman Responses
    1 Waiting for Superman Responses to Preparing for the Film 1. Students’ responses to this question will vary, and some may be very personal. Students may describe overcrowding, where students compete for a desk or one of too few issued texts. They may describe discipline problems, where teachers spent as much time rounding up noisy cell phones or asking students to participate in the class as they did presenting material. Students may describe the frustrations of tracking, their being in the wrong section or one that was too demanding or not sufficiently challenging. They may describe a classroom without momentum, where instructors arrive late or who routinely have substitutes who don’t advance the curriculum. Students may describe their boredom with school, taking notes that aren’t meaningful or doing homework that is more rote than meaningful. Underprepared, unmotivated, or indifferent instructors may figure in their descriptions. Best experiences might describe the converse of all of the above, and many students will also describe motivating teachers and dynamic classrooms where everyone participated, felt challenged, but also felt valued as a part of an academic community. 2. Some students will have anecdotal experiences to share about private, charter, or home schooling programs. To focus on the film's subject matter, students should be asked if the admission standards were competitive, if any students were subjected to lotteries, and if their private schools offered extensive scholarships to students based on financial need. 3. Students may describe many changes they would like to see happen in the public schools, but having inspired and inspiring teachers will figure prominently in their wish for a stimulating experience in school.
    [Show full text]
  • How Teach for America Evolved Into an Arm of the Charter School Movement — Propublica
    propublica.org How Teach for America Evolved Into an Arm of the Charter School Movement — ProPublica Annie Waldman 31-39 minutes ProPublica is a nonprofit newsroom that investigates abuses of power. Sign up for ProPublica’s Big Story newsletter to receive stories like this one in your inbox as soon as they are published. When the Walton Family Foundation announced in 2013 that it was donating $20 million to Teach For America to recruit and train nearly 4,000 teachers for low-income schools, its press release did not reveal the unusual terms for the grant. Documents obtained by ProPublica show that the foundation, a staunch supporter of school choice and Teach For America’s largest private funder, was paying $4,000 for every teacher placed in a traditional public school — and $6,000 for every one placed in a charter school. The two-year grant was directed at nine cities where charter schools were sprouting up, including New Orleans; Memphis, Tennessee; and Los Angeles. The gift’s purpose was far removed from Teach For America’s original mission of alleviating teacher shortages in traditional public schools. It was intended to “generate a longer-term leadership pipeline that advances the education movement, providing a source of talent for policy, advocacy and politics, as well as quality schools and new entrepreneurial ventures,” according to internal grant documents. The incentives corresponded to a shift in Teach For America’s direction. Although only 7% of students go to charter schools, Teach For America sent almost 40% of its 6,736 teachers to them in 2018 — up from 34% in 2015 and 13% in 2008.
    [Show full text]
  • Background: “Waiting for Superman” and “Education Nation”
    Background: “Waiting for Superman” and “Education Nation” Ohio School Boards Two late September events — the release of the documentary “Waiting for Association Superman” and NBC Universal’s “Education Nation” summit — have the potential 8050 N. High St. to stain public schools and school boards. Suite 100 Columbus WAITING FOR SUPERMAN (www.waitingforsuperman.com) OH 43235-6481 “Waiting for Superman,” which focuses on programs in five urban cities, is the (614) 540-4000 highest profile of a spate of documentaries focusing on problems with public fax (614) 540-4100 education that have been or will be released in the coming months. (See below www.ohioschoolboards.org for more details on other documentaries.) For the most part, the documentaries follow a familiar pattern: Public schools aren’t doing the job, especially in urban areas. Teacher unions and “entrenched bureaucracies” are to blame. Charter schools and choice are the answer. Davis Guggenheim, the Academy Award-winning director of “An Inconvenient Truth,” undertakes an exhaustive review of public education” in this film. As one interviewee in the trailer claims, “either kids are getting stupider every year, or something is wrong in the education system.” The film follows five students who seek entry into charter schools, framed as their only hope for a quality education. Its highly emotional ending focuses on a drawing or lottery to select which students will be admitted. The film, which argues that charter schools/choice can be the way out for many students, won the Audience Award at the 2010 Sundance Film Festival. Produced by a major studio (Paramount), “Waiting for Superman” was released in Washington, D.C., on Sept.
    [Show full text]
  • The Promise of College Completion KIPP’S Early Successes and Challenges About Kipp
    the promise of college completion KIPP’s Early Successes and Challenges about kipp KIPP, the Knowledge Is Power Program, is a national network of free, open-enrollment, college-preparatory public charter schools that works to prepare students in underserved communities for success in college and life. KIPP began in 1994 when two teachers, Mike Feinberg and Dave Levin, launched a fifth-grade public school program in inner-city Houston after completing their commitment to Teach For America. In 1995, Feinberg remained in Houston to establish KIPP Academy Middle School, and Levin returned home to New York City to establish KIPP Academy in the South Bronx. In 2000, Feinberg and Levin partnered with Doris and Don Fisher, the founders of The Gap, to establish the KIPP Foundation, focused on replicating the success of the original KIPP Academies on a national scale. Since then, the network of KIPP public charter schools has grown to 99 schools in 20 states and the District of Columbia: 24 primary schools, 60 middle schools, and 15 high schools. The schools serve more than 27,000 students, 95 percent of whom are African American or Latino and more than 80 percent of whom qualify for free or reduced price lunch. Each KIPP school is unique, but all share these guiding principles, known as the Five Pillars: High Expectations. KIPP schools have clear expectations for academic achievement and conduct and make no excuses based on a student’s background. Students, parents, teachers, and staff create a culture of achievement and support through rewards and consequences for performance and behavior.
    [Show full text]
  • Entrepreneurial Leaders for Public Education
    Aspen Institute-NewSchools Fellows Entrepreneurial Leaders for Public Education Mashea Ashton Chief Executive Officer, Newark Charter School Fund (NCSF) Mashea Ashton serves as the CEO of the Newark Charter School Fund (NCSF), a private foundation established in April of 2008, that makes grants to support the quality and sustainability of Newark’s charter schools. NCSF is dedicated to improving Newark’s charter schools and generally to creating a thriving public school sector in Newark that prepares all Newark public school students for college and work. Mashea previously served as the Executive Director for the New York Program and Senior Advisor for Charter School Policy for New Leaders for New Schools. At New Leaders, Mashea worked with over 100 New Leaders impacting approximately 40,000 students and families in New York City and Newark. Mashea also served as the Executive Director for Charter Schools for the New York City Department of Education. As head of the Charter Schools Office, Mashea set the vision and policy direction of nearly 50 charter schools throughout the Big Apple and supported the city's unprecedented $130 million effort to open 200 new small schools, including 50 new charter schools. Mashea formerly served as the National Director of Recruitment and Selection and Midwest Director of Business Development for the Knowledge is Power Program (KIPP). She worked to establish and maintain relationships with key decision makers in Chicago, Indianapolis, Milwaukee, and Detroit to support the development of KIPP schools. Mashea served several years as a special education teacher in Williamsburg, Virginia and Washington, D.C. She serves on the boards of the Black Alliance for Educational Options, the National Alliance for Public Charters Schools and the William and Mary Alumni Association.
    [Show full text]
  • KIPP Overview KIPP Schools Are Part of the Free, Public School System and Enrollment Is Open to All Students
    KIPP Overview KIPP schools are part of the free, public school system and enrollment is open to all students. There are 209 KIPP schools in 20 states and the District of Columbia educating nearly 90,000 students on their path to and through college, careers, and life. KIPP origins KIPP (Knowledge Is Power Program) began in 1994 with 47 fifth-graders within a public middle school in Houston, TX. The following year, two new public charter middle schools began in Houston and New York City. By 1999, these original KIPP schools were among the highest-performing schools in their respective communities. KIPP Foundation In 2000, Doris and Donald Fisher, founders of the Gap, committed $15 million in philanthropy to replicate the success of the original KIPP schools. The non-profit KIPP Foundation was originally established to recruit and train outstanding school leaders to open and run new KIPP schools. Today, the KIPP Foundation also develops tools to support excellent teaching and facilitates the exchange of ideas across the KIPP network. KIPP network The first new KIPP middle schools opened as public charter schools in 2001. In 2004, KIPP opened its first elementary and high schools, which paved the way for KIPP to become a full PreK-12 school system. In 2005, Richard Barth became the CEO of the KIPP Foundation and helped to develop the regional growth model for KIPP’s expansion. All KIPP schools are locally-run, non-profit organizations and are governed by a board of directors. Our families choose KIPP schools because they are looking for a personalized, safe learning environment where teachers are focused on helping every child succeed.
    [Show full text]
  • Differences by Design? Student Composition in Charter Schools with Different Academic Models
    Differences by Design? STUDENT COMPOSITION IN CHARTER SCHOOLS WITH DIFFERENT ACADEMIC MODELS NAT MALKUS AND JENN HATFIELD FEBRUARY 2017 AMERICAN ENTERPRISE INSTITUTE Executive Summary he charter school movement is premised on the differences, we looked at the student composition of Tidea that, if independent operators create differ- charter schools with each academic model. Student entiated and innovative schooling options, families will compositions of charters with a given academic model benefit from making meaningful choices among those that differ systematically from those of charters with options that reflect their preferences. Charters are freed other models or from those of the TPSs near them sug- from many of the constraints traditional public schools gest meaningful differentiation, even if parents’ pref- face, allowing them to implement distinct academic erences for specific schooling options are not tightly models, school cultures, or curricular focuses that appeal aligned to demographics. to a subset of families. The consistent growth of charter The data show that charter academic models have schools, which now constitute one in 14 public schools substantive differences in student composition. Char- nationwide, provides some evidence of the popularity ters in each category have student compositions that of these options. However, it has been difficult to gauge are internally consistent. They are located in areas with how much differentiation there is in charter school mod- distinct demographic contexts, with some models con- els nationwide and how substantive it is. centrated in relatively advantaged areas and others con- This paper attempts to shed light on these questions. centrated in relatively disadvantaged areas. Within a Looking at charter schools across the nation, we use the given academic model, charters display student compo- content on charter schools’ websites to identify their sitions that differ from the TPSs located nearest them, academic models.
    [Show full text]
  • Leaders and Laggards a State-By-State Report Card on Educational Innovation Overview Two Years Ago, the U.S
    LEADERS and LAGGARDS A State-by-State Report Card on Educational Innovation Overview Two years ago, the U.S. Chamber of Commerce, the much of such educational innovation over the years, as Center for American Progress, and Frederick M. Hess of evidenced by the sequential embrace of fads and the the American Enterprise Institute came together to grade hurried cycling from one new “best practice” to another that the states on school performance. In that firstLeaders so often characterizes K–12 schooling. States and school and Laggards report, we found much to applaud but even systems, in other words, have too long confused the novel more that requires urgent improvement. In this follow-up with the useful. Rather, we believe innovation to be the report, we turn our attention to the future, looking not at process of leveraging new tools, talent, and management how states are performing today, but at what they are strategies to craft solutions that were not possible or doing to prepare themselves for the challenges that lie necessary in an earlier era. ahead. Thus, some states with positive academic results receive poor grades on our measures of innovation, while Our aim is to encourage states to embrace policies that others with lackluster scholarly achievement nevertheless make it easier to design smart solutions that serve 21st earn high marks for policies that are creating an century students and address 21st century challenges. The entrepreneurial culture in their schools. We chose this focus impulse to either dictate one-size-fits-all solutions from the because, regardless of current academic accomplishment top or simply to do something—anything—differently will not in each state, we believe innovative educational practices address our pressing needs.
    [Show full text]