DOCSLIB.ORG

Considering a Progressive Possibility for Alternative Schools. (2014) Directed by Dr

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Considering a Progressive Possibility for Alternative Schools. (2014) Directed by Dr GREENE, DEBORAH A., Ph.D. An Alternative to the Alternatives: Considering a Progressive Possibility for Alternative Schools. (2014) Directed by Dr. Silvia Bettez. 242 pp. This dissertation is an exploration of alternative schools that are offered to students who might otherwise be kicked out or drop out of public schools. I examine the more traditional options offered by public school systems, as well as more unusual schools that offer a democratic education. My primary research question is: How can a high school create an engaging education around the values of peace and justice? After a discussion of my methods and how they have changed over the course of this project, I look at the history of democratic and progressive schooling, and compare and contrast that history with contemporary practices in public school. Then I look at the philosophy underlying school practices and policy. I examine how neoliberalist policies impact schools today, and then envision the philosophy of an alternative school that better serve students who do not experience success in more traditional public schools. From there I explore current practices, both in traditional schools and in schools that aim to provide a democratic education for students. I look at the benefits of providing an authentic, democratic, multicultural education that incorporates social justice and what I term spirit- learning, which aims to offer tools to students so that they learn how to create peace in their own, personal lives as they learn to work towards creating peace in their communities and in the world they will inherit. AN ALTERNATIVE TO THE ALTERNATIVES: CONSIDERING A PROGRESSIVE POSSIBILITY FOR ALTERNATIVE SCHOOLS by Deborah A. Greene A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2014 Approved by ____________________________ Committee Chair APPROVAL PAGE This dissertation written by DEBORAH A. GREENE has been approved by the following committee of the Faculty of The Graduate School at the University of North Carolina at Greensboro. Committee Chair. ___________________________________ Committee Members. ___________________________________ ___________________________________ ___________________________________ ____________________________ Date of Acceptance by Committee __3/17/2014_______________ Date of Final Oral Examination ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION .................................................................................................1 Background ..................................................................................................1 Statement of the Problem .............................................................................2 Values ..........................................................................................................9 Redefining Success and the Purpose of Education ....................................16 Moving Forward ........................................................................................20 II. METHODS ..........................................................................................................21 Research Questions ....................................................................................21 Paradigmatic Framework ...........................................................................22 Qualitative Research ..................................................................................27 Theoretical Research ..................................................................................50 One Final Note about Methods ..................................................................52 III. A BRIEF HISTORY OF DEMOCRATIC AND PROGRESSIVE EDUCATION ..................................................................................................54 Early Thinkers and Experimenters.............................................................54 Activist Education ......................................................................................60 Public Schools as Sites for Brainwashing and Other Possibilities ............65 Contemporary Thought and Practice .........................................................68 Re-envisioning Education ..........................................................................76 In the Shadows ...........................................................................................80 IV. PHILOSOPHY OF EDUCATION - PRACTICED AND IDEAL ......................85 Neoliberalism .............................................................................................87 Philosophy of a Progressive Alternative School ......................................104 Starting with the End ...............................................................................132 iii V. CONTEMPORARY PRACTICES: TRUE ALTERNATIVES AND ALTERNATIVES IN NAME ONLY .........................................................134 Alternatives in Name Only ......................................................................135 Progressive Alternatives ..........................................................................149 Lessons Learned.......................................................................................187 VI. A VISION FOR A PROGRESSIVE ALTERNATIVE .....................................192 The Problem with the Status Quo ............................................................192 Bringing it all Together ............................................................................197 Final Thoughts .........................................................................................220 REFERENCES ................................................................................................................225 iv CHAPTER I INTRODUCTION Background After teaching in the public school system for over ten years, my ideas about education and the role of educators have transformed dramatically. I had come to public school after teaching Freshman Composition in local colleges, and I had little experience in considering a variety of teaching methods, “classroom management,” or “data-driven” instruction. As a Freshman Composition instructor, my ability as a teacher was never challenged, and I felt competent and even successful, despite my inexperience and lack of instruction in various methods or learning styles. When I started teaching in the public school system, I suffered from major culture shock. College students seemed either more open-minded, or simply more willing to go along with the education we provided. They had been more or less successful thus far, and intended to graduate from college and move on to professional work. In contrast, my high school students mistrusted me, doubted the value of what I “taught,” and the climate felt antagonistic, even though I went in with an open-minded attitude. When I began teaching high school students, I was assigned to teach “CP English 11,” which meant American Literature. “CP” meant “College Prep,” so I assumed that my students intended to go to college, and I treated them that way, giving tough reading 1 assignments and assuming they read challenging articles with a dictionary on hand to look up unfamiliar words. My students complained that I worked them too hard. “We’re CP,” they’d tell me. Not yet recognizing that in educational jargon words tend to mean the opposite of what the actual words mean, I asked, “Doesn’t that mean you plan to go to college?” I asked. “No,” they explained. “It means we’re the dumb ones.” I was stunned into silence. I felt sad that they identified themselves as dumb, and also confused that the label “College Prep” told the students that they were dumb. Why prepare to go to college if you’ve been classified as “dumb?” I had a lot to learn. My first few years in the high school classroom were filled with despair. For the majority of my students, school was boring and a constant power struggle. Despite all the courses that I had since taken in order to receive my certification, despite all I had learned about lesson planning, learning styles, and teaching reading and writing, I couldn’t bring my students along with me. I felt like dropping out, myself. At the same time, I was growing more convinced that my struggles had less to do with my individual traits and abilities as a teacher, and less to do with my specific students, but more to do with the public school culture. I could see that what we were expected to teach, despite our school mantra: “Rigor, relationships, and relevance” was irrelevant to students, and they had no power to do anything about it but submit or resist. Statement of the Problem The problem I intend to explore is ultimately a question of how to make education an experience that young people enjoy and find valuable while simultaneously preparing them to create a peaceful, just, and sustainable world. Our current educational system 2 prepares young people for a world of competition with only one right answer. I suspect that many students know that what they learn in school does not reflect reality or prepare them for a successful future. One of the participants in my research, LeLe (all names are pseudonyms) said that school is not preparing her for the future. She explained: ’Cause it’s like after elementary school and middle school, you stop basically learning things you’ll ever need, and they basically tell you that in math, like, ‘You’re not really gonna
Load more

Recommended publications
  • SBCUSD Student Services - Alternative Programs Professional Development Center Bldg
    SBCUSD Student Services - Alternative Programs Professional Development Center Bldg. 4030 Georgia Blvd., San Bernardino, CA 92407 Office 909.473.2080 Rose Ann Bomentre, Director Colleen Williams, Coordinator CONTENTS Alternative School Placement Committee………………………….. Page 3 Sierra & San Andreas High Schools………………………………... Page 5 Destination Diploma…………………………………………………. Page 7 Alternative Learning Center Long-Term Independent Study……………………………………....... Page 8 Short-Term Independent Study……………………………………....... Page 9 Community Day School……………………………………………… Page 11 Assessment Policy – Student Transfers……………………………... Page 12 Forms SBCUSD Alternative Schools Placement Application………………... Page 14 Destination Diploma Orientation Sample……………………………... Page 15 Long-Term Independent Study ……………………………………….. Page 16 Short-Term Independent Study……………………………………….. Page 17 2 ALTERNATIVE SCHOOL PLACEMENT COMMITTEE Purpose: The Alternative School Placement Committee consists of an Administrator or designee and/or Head Counselor represented from each high school (comprehensive and alternative settings) who meet 6-7 times per year to review and place students in an alternative school setting based on academic, social, or emotional developmental needs. Alternative School Placement Committee 1) Prior to each Alternative School Placement meeting, alternative schools will notify the Principals and Head Counselors from each high school on the number of students they are requesting based on current enrollment and capacity. 2) All comprehensive high schools will bring their completed Alternative School Placement Applications to scheduled committee meetings (6-7 times per year) for review and placement of students prior to the next scheduled intake date. 3) If the student is referred to Community Day School in grades 2 -8, one representative from the Elementary/Middle School must be present. 4) The school rep may submit an application for special consideration to the committee for students who do not meet the alternative school placement criteria who are at least 16 years old.
    [Show full text]
  • DOCUMENT RESUME Alternative Schools: Caring for Kids On
    DOCUMENT RESUME ED 422 634 EA 029 315 TITLE Alternative Schools: Caring for Kids on the Edge. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 41p.; Printed on colored paper. CONTRACT RJ96006501 PUB TYPE Collected Works - Serials (022)-- Reports Descriptive (141) JOURNAL CIT Northwest Education; v3 n4 Sum 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescents; At Risk Persons; *Educational Innovation; Educational Principles; Experimental Schools; *High Risk Students; High Schools; *Nontraditional Education IDENTIFIERS United States (Northwest) ABSTRACT This theme issue presents an overview of alternative high schools that serve at-risk students. It opens with an essay on "Learning from the Margins," offering insights on the need for alternative schools, definitions of what constitutes an alternative school, how such schools succeed, and how alternative schools use new ideas to reach students. Four schools are profiled: Mat-Su, a school north of Anchorage, Alaska, which accepts students between the ages of 15 and 21 who are considered at-risk; Portland Night High School (Oregon), which helps students complete their secondary education even if they have already started a job or a family; the Open Meadow Learning Center, a private high school in Portland (Oregon) that uses relationship-based learning to teach life-skills development, preemployment training, peer-advocate groups, and other skills; and Meridian Academy near Boise, Idaho, a small alternative school that emphasizes the importance of each student and fosters a family-like atmosphere. Each profile features information on teaching strategies, the unique approach each school takes to meet the needs of its students, and other alternative school techniques.
    [Show full text]
  • Thomas Jefferson and the Ideology of Democratic Schooling
    Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p.
    [Show full text]
  • Changes in Teachers' Practices of Building Democratic
    CHANGES IN TEACHERS’ PRACTICES OF BUILDING DEMOCRATIC VALUES IN PRESCHOOL SETTINGS THROUGH PEDAGOGICAL DOCUMENTATION A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY ELİF BULDU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION JULY 2018 Approval of the Graduate School of Social Sciences Prof. Dr. Tülin GENÇÖZ Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. Assist. Prof. Dr. H. Özlen DEMIRCAN Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. Assoc. Prof. Dr. Refika Olgan Supervisor Examining Committee Members Assist. Prof. Dr. Arif YILMAZ (Hacettepe, ECE) Assoc. Prof. Dr. Refika OLGAN (METU, ECE) Assoc. Prof. Dr. Feyza ERDEN (METU, ECE) Assoc. Prof. Dr. Çiğdem HASER (METU, ELE) Assist. Prof. Dr. Çağla ŞENDİL (TEDU, ECE) I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last Name: Elif BULDU Signature: v ABSTRACT CHANGES IN TEACHERS’ PRACTICES OF BUILDING DEMOCRATIC VALUES IN PRESCHOOL SETTINGS THROUGH PEDAGOGICAL DOCUMENTATION Buldu, Elif Ph.D., Department of Elementary and Early Childhood Education Supervisor: Assoc. Prof. Dr. Refika OLGAN July 2018, 346 pages The aim of the current study was to investigate how pedagogical documentation implications support values of freedom, respect, collaboration, and empowerment in Turkish early childhood learning environments.
    [Show full text]
  • Alternative Schools Literature Review
    Last updated: 2001 www.ojjdp.gov/mpg Alternative Schools Alternative schools are essentially specialized educational environments that place a great deal of emphasis on small classrooms, high teacher-to-student ratios, individualized instruction, noncompetitive performance assessments, and less structured classrooms (Raywid 1983). The purpose of these schools is to provide academic instruction to students expelled or suspended for disruptive behavior or weapons possession, or who are unable to succeed in the mainstream school environment (Ingersoll and Leboeuf 1997). Theoretical Foundation Alternative schools originated to help inner city youth stay in school and obtain an education (Coffee and Pestridge 2001). In theory, students assigned to alternative schools feel more comfortable in this environment and are more motivated to attend school. Students attending these schools are believed to have higher self-esteem, more positive attitudes toward school, improved school attendance, higher academic performance, and decreased delinquent behavior (Cox, 1999; Cox, Davison, and Bynum 1995). As a result, many alternative schools are being used to target delinquent youth (Gottfredson 1987; Arnove and Strout 1980). These schools serve the dual purpose of reinforcing the message that students are accountable for their crimes and removing disruptive students from the mainstream. In general, alternative schools assess academic and social abilities and skills, assign offenders to programs that allow them to succeed while challenging them to reach higher goals, and provide assistance through small group and individualized instruction and counseling sessions (Ingersoll and Leboeuf 1997). In addition, students and their families may be assessed to determine whether social services such as health care, parenting classes, and other program services are indicated.
    [Show full text]
  • Regional Alternative Education Programs
    VIRGINIA BOARD OF EDUCATION 2005 Annual Report REGIONAL ALTERNATIVE EDUCATION PROGRAMS PRESENTED TO GOVERNOR MARK R. WARNER AND THE VIRGINIA GENERAL ASSEMBLY October 26, 2005 DEPARTMENT OF EDUCATION P.o. Box 2120 Richmond,Virginia 23218-2120 Jo LYNNE DEMARY, Ed.D. Office: (804) 225-2023 Superintendentof Public Instruction November4, 2005 Fax: (804) 371-2099 The HonorableMark R. Warner Governor of Virginia Patrick Henry Building, 3rd Floor Richmond, Virginia 23219 Membersof the GeneralAssembly of Virginia StateCapitol Building Richmond,Virginia 23219 Dear GovernorWarner and Membersof the GeneralAssembly: Pursuant to Section 22.1-209.1 :2 of the Code of Virginia, I am pleased to submit the 2005 Annual Report on Regional Alternative Education Programs. The report was approved at the October 26,2005, meeting of the Board of Education. Section 22.1-209.1:2 of the Code requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. If you have questions or require additional infonnation, please do not hesitate to contact Ms. Diane Jay, education specialist, at (804) 225-2905 or Diane.J av(Q),doe.vir2:inia.2:ov. Sincerely, ~Jo Lynneo(~~)t.o')t."..J DeMary k;;;~/ .:::.., rJ JLD/dj Enclosure cc: Mr. ThomasM. Jackson,Jr., President,Virginia Board of Education VIRGINIA BOARD OF EDUCATION PREFACE Section 22.1-209.1:2 of the Code of Virginia requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs.
    [Show full text]
  • Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif
    DOCUMENT RESUME ED 293 198 EA 019 888 AUTHOR Garrison, Ronald W., Ed. TITLE Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif. SPONS AGENCY Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention. PUB DATE Nov 87 GRANT 85-MU-CX-0003 NOTE 43p.; Articles attached may not reproduce well. PUB TYPE Information Analyses (070) -- Reports - Evaluative /Feasibility (142) Viewpoints (126) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Community Involvement; Cultural Pluralism; Delinquency Prevention; Dropout Prevention; *Educational Trends; Elementary Secondary Education; *Futures (of Society); *Grouping (Instructional Purposes); *High Risk Si-'dents; *Nontraditional Education; Parent Schc.. Relationship; Public Schools; School Choice; School Demography; School Safety; Socioeconomic Influences; *Youth Problems ABSTRACT This paper surveys the demographic, historical, and research issues related to alternative education; describes successful models for disruptive and at-risk youth; and suggests hew local areas might achieve safety in their schools. Programs for disruptive youth are forecast to grow through the 1990s; approximately 35 percent of school districts presently have alternative school programs. Alternative placement addresses a variety of needs for many groups, including juvenile offenders and students of diverse ethnic and social backgrounds, who may simply require the individualized attention such
    [Show full text]
  • Education, Democracy, and Development
    Review 2 Title: ‘Education, Democracy, and Development. Does education contribute to democratization in developing countries?’ By Clive Harber and Vusi Mncube (2012) Symposium-Books Ltd., Oxford, U. K. 190 pages, U.S. $48.00. ISBN: 978-1-873927-71-7 Reviewed by: Russell F. Farnen, University of Connecticut (ret.), Professor (emeritus) of Political Science, University of Connecticut. Storrs, CT, U. S. A. Email: [email protected]. This slender and well-written book addresses the critical question: does education contribute to democratization and poverty reduction in developing countries? Rather than concentrating on the role of education in social and economic development, it instead zeros in on educations’ critical place in political development, including its positive and negative effects on advancing and hindering democratization and development. A key theme is the type and kind of education, as it both supports and hinders democratic principles, which leads to successes and failures in many developing countries, with a specific and detailed case study of South Africa where successes outweigh any failures for democratic change. The two authors are experienced researchers and experts on the topic under consideration; having worked together and separately on democracy and development cross nationally, especially in South Africa. As they point out in the Preface to their book, if one compares a map of the world 30 years ago, much of Africa, South America, Asia and the Middle East would be labeled authoritarian as compared with today where most of these same areas (except for the Levant) are now sprinkled with democracies, including the post-Arab Spring countries which are still powering democratic reforms, as we speak today.
    [Show full text]
  • Alternative Education A
    CHAPTER 4: Alternative Education A. What is alternative education? n continuation schools n juvenile court schools The term ”alternative education” refers to schools n and programs that students may either decide to go opportunity classrooms to as a voluntary transfer, or are forced to go to as the See a comparison chart of these examples on page 21. result of an expulsion or involuntary transfer. Each alternative school or program operates differently B. What is the difference between a and should meet the specific needs of the students it is voluntary and an involuntary transfer? trying to help. They may be helpful for some students, n An involuntary transfer is often the result of like those who need to make up course credits, or need a student getting in trouble and/or missing too more flexibility due to their personal life. However, they much school. A student can be involuntarily are also used as a placement for students because of transferred to an alternative school or program behavior issues. In general, they do not provide the against their wishes or the wishes of the parent or same educational or extra-curricular opportunities as guardian only in very limited circumstances. traditional, comprehensive schools. Alternative schools and programs tend to have fewer types of classes and n A voluntary transfer is often proposed by extracurricular activities (such as sports and student school/district staff as a way of avoiding an clubs) than traditional schools. They may not offer the expulsion—but it is optional. It is usually not courses your child needs to graduate or to prepare in a student’s best interests and generally not for college available each semester.
    [Show full text]
  • RECOMMENDED to CABINET Education Travel Policy for the Academic Year 2020-21
    RECOMMENDED TO CABINET Education Travel Policy for the academic year 2020-21 This applies to: • All state-funded schools in Devon. • The Transport Co-ordination Service of Devon County Council. • All parents and carers of Devon-resident children of statutory school age or Rising 5s seeking transport assistance to and from an education setting. Policy updated: October 2018 Review date: October 2019 for 2021-22 and then annually unless a need to review earlier is identified Description of Policy This policy describes how eligibility for transport to and from education settings will be determined and how transport will be provided. Linked Policies In-Year, Normal Round Co-ordinated Admissions Schemes 2020 Education Travel Policy – updated 31 January 2019 © Devon County Council 2019 If this document is printed, it may not be the most up-to-date version. This will be available at www.devon.gov.uk/admissionarrangements Page 1 Education Travel Policy for the academic year 2020-21 Section Contents Page General Information and Contacts 4 Summary 5 Policy 1 Equality Statement 7 2 Safeguarding Statement 7 3 Introduction 7 4 Section A – children below statutory school age 8 5 Section B – children of statutory school age at a primary school 9 6 Section C – children of statutory school age at a secondary school 11 7 Section D – children and young people with special educational needs 14 8 Section E – further information 15 8.1 Roles and responsibilities of the parent 15 8.2 Applications for transport assistance 16 8.3 Roles and responsibilities of
    [Show full text]
  • Democratic Education for School Improvement
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Birmingham Research Archive, E-theses Repository DEMOCRATIC EDUCATION FOR SCHOOL IMPROVEMENT: AN EXPLORATION OF THE VIEWS OF PUPILS AND TEACHER TRAINEES IN GHANA By BOAKYE AGYEMANG A Thesis Submitted to The University of Birmingham for the Degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham United Kingdom May 2012 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. DECLARATION This thesis is as a result of my investigation and research and it has never been accepted in its substance for any degree. i ABSTRACT The aims of the research are to: (a) find out how the views of pupils could be used to improve schools in Ghana in a more democratic direction; and (b) to explore the views of student teachers on what role their teacher training should play in promoting greater democracy in schools. Pupils are often considered to be the key stakeholders in education. However, rarely are their voices seriously taken into account in policies devised to improve teaching, learning and achievement.
    [Show full text]
  • Your Question: You Asked Two Questions Regarding the Connection Between Early Childhood Education and Substance Abuse and Crime
    Response to information request Prepared July 26, 2018 Heidi Macdonald [email protected] Your Question: You asked two questions regarding the connection between early childhood education and substance abuse and crime. Specifically, you asked: (1) Is there a connection between early childhood education and substance abuse rates? And (2) How does early childhood education affect the school-to-prison pipeline? Additional Resources ✓ 50-State Comparison: Our Response: State Kindergarten Research in the study, Early Childhood Education: The Long-Term Benefits, Through Third-Grade indicated the years from birth to age 5 are viewed as a critical period for Policies, Louisa Diffey, ECS, developing the foundations for thinking, behaving and emotional well-being. As a June 2018 result, during these years children can develop linguistic, cognitive, social, ✓ Initiatives From Preschool emotional and regulatory skills that predict their later functioning in many to Third Grade: A domains. Thus, experts argue that meaningful improvements in student academic Policymaker’s Guide, outcomes, increases in graduation rates, decreases in incarceration rates, Bruce Atchison & Louisa increases in workforce participation, and the success of students later in life Diffey, ECS, February 2018 depend on improving the quality of the educational foundation provided by a ✓ K-3 Policymakers’ Guide quality early childhood education and specifically the preschool to third-grade (P- to Action: Making the 3) continuum. early years count, Bruce Atchison, Louisa Diffey & A student’s ability to meet grade-level expectations in third grade can play a Emily Workman, ECS, significant role in the likelihood of them graduating high school. Based on the November 2016 Annie E.
    [Show full text]