DOCSLIB.ORG

The Tatnall School College Profile 2020-2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Tatnall School College Profile 2020-2021 The Tatnall School College Profile 2020-2021 1501 Barley Mill Road | Wilmington, DE 19807 | Phone: (302) 998-2292 | Fax: (302) 998-7051 | www.tatnall.org | CEEB Code 080200 Curriculum Head of School: Tatnall offers a rigorous college-preparatory curriculum with Advanced Placement (AP) Andrew D. Martire, Ed.D. and honors-level courses. Students are expected to take at least five courses per term. (302) 892-4281 [email protected] Due to the nature of our freshman and sophomore curricula, students typically do not have the opportunity to take Advanced Placement classes until the junior year, and Director of College Counseling: Leigh we recommend that our students hold the total number of AP/honors courses in any Morgan given year to three. (302) 892-4376 [email protected] Typically, only one section of an advanced course is offered, and scheduling conflicts can occur. Students may take more than three AP/honors courses only after extensive Associate Director of College consultation with their academic advisor. Counseling: Alanna Morris (302) 468-5221 [email protected] Advanced Placement and Honors Courses Registrar: Katrina Clayton 19 AP Courses 12 Honors (302) 892-4291 Thirty-eight members [email protected] Biology, Calculus (AB), Calculus Courses (BC), Drawing, 3-D Art & of the Class of 2021 Advanced Chemistry Head of Upper School: Design, 2-D Art & Design, (58% of the class) 2, Algebra 2, Biology, William Schluter English Language, English took a total of 73 Chemistry, English 10, (302) 892-4288 Literature, European History, AP exams by the French 4, Latin 4, Honors completion of their [email protected] Environmental Science, Advanced Latin Literature, junior year. 73% of French Language, Latin, Physics, Precalculus and the scores were 3 Macroeconomics, Physics: Trigonometry, Spanish 4, Campus and or above. 34% of Mechanics, Psychology, Spanish and World History 2 the scores were 4 Community Language, Statistics, or above. Tatnall is located on the western edge US Government & Politics, and of the City of Wilmington, where US History residents have easy access to major mid-Atlantic cities, the resources of Tatnall is an independent, co-educational day school accredited by the Middle States Association the University of Delaware, and other of Colleges and Schools. Tatnall is a member of the National Association of Independent Schools, area post-secondary institutions. The the Delaware Association of Independent Schools, the Cum Laude Society, the National Association campus resides on an environmentally- for College Admission Counseling, the Potomac & Chesapeake Association for College Admission diverse, 110-acre campus with access Counseling, and the College Board. Tatnall draws students from New Castle County, Delaware, and to a 90-acre Downs Conservancy, three southeastern Pennsylvania, as well as southern Delaware and neighboring New Jersey and Maryland. nationally-certified Schoolyard Habitats, Preschool through Twelfth Grade enrollment: a registered arboretum, and 2.25 miles of maintained nature trails. Total School Enrollment: 502 % Upper School on Financial Aid: 53% Upper School Enrollment: 236 Academic year: trimesters Class of 2020: 66 Class of 2021 Testing Profile (as of 9/15/20) Grading SAT Distribution (32 students) Tatnall computes weighted cumulative Middle 50% Mean GPAs on a four-point scale converted range from the full-year average percentage SAT EBRW. 550 – 660 ...............610 grade earned. It includes grades from Math .............................560 – 690 ...............620 all major academic subjects, AP Art, and Total .............................1100 – 1370 ............1230 Junior Portfolio taken at Tatnall but does not include grades from other art, any ACT Distribution (10 students) computer, music, or physical education Middle 50% Mean courses or courses taken at other range schools. Courses that carry honors or AP English ...........................22 – 28 .................25 designation on our transcript receive ACT Math .............................22 – 28 .................24 a 0.33 boost in GPA value when those Reading ..........................23 – 34 .................28 courses are averaged into the cumulative Science. 24 – 29 .................26 GPA. Composite ............................22– 30 ..................26 National Merit Scholarship Competition Tatnall’s Grading Scale 2021 2020 2019 A+ ............ 98 – 100% .......................4.33 Semi-Finalists .........................2 ............. 0. 1 A ............... 93 – 97% .........................4.0 Commended Scholars .................1 ............. 0. 5 A- ............. 90 – 92% .........................3.67 B+ ............ 87 – 89% .........................3.33 Impacts of COVID-19 B ............... 83 – 86% .........................3.0 Tatnall’s spring break began on Friday, March 13, 2020, and students returned to B- ............. 80 – 82% .........................2.67 school via virtual learning on March 30, 2020. Our grading system remained the C+ ............ 77 – 79% .........................2.33 same throughout the third trimester that began on March 2, 2020 and ended at the C ............... 73 – 76% ......................... 2.0 beginning of June. C- ............. 70 – 72% .........................1.67 D+ ........... 67 – 69% .........................1.33 Standardized tests were interrupted for most Tatnall community members, so the D .............. 63 – 66% .........................1.0 testing profile above represents far fewer test-takers than we typically see at the D- ............. 60 – 62% .........................0.67 beginning of the school year. F ............... Less than 60% .............<0.67 Activities and summer plans came to a halt and remained canceled for the duration of the summer. Because Delaware was a high risk state for most of the summer, spring sports and activities and most summer extracurricular opportunities were quite The Tatnall limited for students. Promise Cumulative GPAs for Current Senior Class At Tatnall, we inspire students to explore (through June 2020) and excel so they can engage the world 16 with courage, intelligence, passion, and 15 14 purpose. We provide a strong, balanced 13 foundation with exceptional academics, 12 outstanding athletics, unparalleled arts, 10 10 and authentic relationships. We develop 8 8 minds, build character, and create 7 7 6 6 community—one student at a time. Number of Students 4 2 2 0 4.33 4.0-4.32 3.67-3.99 3.33-3.663.00-3.322.67-2.99 2.33-2.66 2.32 and above and below GPA Classes of 2017-2020 College Acceptances and Matriculations (Schools students chose to attend are in bold). Adelphi University Gordon College Philadelphia University Univ. of California, Santa Cruz Albright College Grand Canyon University Pratt Institute of Design University of Chicago Allegheny College Hampton University Providence College University of Cincinnati Alvernia University Haverford College Purdue University University of Colorado at Boulder American University High Point University Purdue University (Honors) University of Connecticut Arcadia University Hobart & William Smith Colleges Queen’s University University of Dayton Arizona State University Hofstra University Quinnipiac University University of Delaware Auburn University Howard University Radford University Univ. of Delaware (Honors) Babson College Immaculata University Randolph-Macon College University of Denver Bard College Indiana University Ramapo College of New Jersey University of Florida Barry University Indiana State University Rensselaer Polytech. Institute University of Georgia Belmont University Ithaca College Rhode Island School of Design University of Georgia (Honors) Bentley University James Madison University Rider University University of Hartford Binghamton University Judson University Ringling College of Art & Design Univ. of IL, Urb.-Champaign Bowie State University Kenyon College Roanoke College University of Kentucky (Honors) Boston College King’s College Rochester Institute of Technology University of Maine Boston University Kutztown University Roger Williams University University of Maryland Brandeis University Lafayette College Rose-Hulman Institute of Tech. University of MD, Balt. County Bucknell University La Salle University Rowan University University of MD, Eastern Shore Bryn Mawr College La Salle University (Honors) Rowan University (Honors) University of Massachusetts Cabrini University Lasell College Rutgers University University of Mass, Boston California College of the Arts Lebanon Valley College Saint Francis University University of Miami California Institute of the Arts Lehigh University Saint Joseph’s University University of Michigan California Institute of Technology Lincoln University Saint Louis University University of Minnesota CAL Poly St. U.—San Luis Obispo Los Angeles College of Music Salisbury University University of Mississippi Canisius College Long Island University Salve Regina University University of Mount Olive Capitol Technology University Louisiana State University Samford University University of New Hampshire Catawba College Loyola University, Chicago Sarah Lawrence College University of New Haven Carleton College Loyola University, Maryland Savannah College of Art & Design University of NC, Chapel Hill Catholic University of America Lycoming College School of the Art Inst. of Chicago University of NC, Charlotte Catholic University (Honors) Lynchburg College School of Visual Arts University of NC, Wilmington Central
Load more

Recommended publications
  • Prekindergarten Eligibility
    Prekindergarten Eligibility Overview Statute: TEC §29.153 (b) Resources: Student Attendance and Accounting Handbook (SAAH), Section 7.2 & 3.5 To be eligible for enrollment in a free prekindergarten class, a child must be at least three years of age on or before September 1 of the current school year (if a 3-year-old program is available) or four years of age on or before September 1 of the current school year and meet at least one of the following eligibility requirements: • unable to speak and comprehend the English language • is educationally disadvantaged (eligible to participate in the national school lunch program... guidelines about NSLP eligibility can be found in sections 4 and 6 of the Texas Department of Agriculture’s Administrators Reference Manual) • is homeless, as defined by 42 USC, §11434a, regardless of the residence of the child, of either parent of the child, or of the child's guardian or other person having lawful control of the child • is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who is ordered to active duty by proper authority • is the child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed while serving on active duty • is or has ever been in the conservatorship of the Texas Department of Family and Protective Services (foster care) following an adversary hearing held as provided by Family Code §262.201 • is the child of a person eligible for the Star of Texas Award as: o a peace officer under Texas Government Code §3106.002, o a firefighter under Texas Government Code §3106.003 o an emergency medical first responder under Texas Government Code §3106.004 Eligibility applies to three-year-olds when a three-year-old program is available.
    [Show full text]
  • The Impact of School Culture Upon an Educational Institution 1
    Cedarville University DigitalCommons@Cedarville Master of Education Applied Research Projects Master of Education Capstones 8-2019 The mpI act of School Culture upon an Educational Institution Jared T. Clark [email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/ education_research_projects Part of the Education Commons Recommended Citation Clark, Jared T., "The mpI act of School Culture upon an Educational Institution" (2019). Master of Education Applied Research Projects. 9. https://digitalcommons.cedarville.edu/education_research_projects/9 This Applied Research Project is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in Master of Education Applied Research Projects by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Running Head: THE IMPACT OF SCHOOL CULTURE UPON AN EDUCATIONAL INSTITUTION 1 The Impact of School Culture upon an Educational Institution Jared T. Clark Cedarville University THE IMPACT OF SCHOOL CULTURE UPON AN EDUCATIONAL INSTITUTION 2 Abstract According to the National Center for Educational Statistics, there are close to 100,000 public schools and over 33,000 private schools in the United States. Each of these schools have different mission statements, pedagogies, philosophies and purposes along with different types of students. These schools are led by a variety of leaders with different levels of education and leadership styles. Is there a common theme between the schools that are most successful at providing a holistic education for their students and creating a rewarding environment in which the respective faculties serve their students? What is the impact of school culture upon the learning and social outcomes along with the work environment? A great deal of literature deals with the topic of both organizational culture as well as school culture.
    [Show full text]
  • Ancient Universities in India
    Ancient Universities in India Ancient alanda University Nalanda is an ancient center of higher learning in Bihar, India from 427 to 1197. Nalanda was established in the 5th century AD in Bihar, India. Founded in 427 in northeastern India, not far from what is today the southern border of Nepal, it survived until 1197. It was devoted to Buddhist studies, but it also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war. The center had eight separate compounds, 10 temples, meditation halls, classrooms, lakes and parks. It had a nine-story library where monks meticulously copied books and documents so that individual scholars could have their own collections. It had dormitories for students, perhaps a first for an educational institution, housing 10,000 students in the university’s heyday and providing accommodations for 2,000 professors. Nalanda University attracted pupils and scholars from Korea, Japan, China, Tibet, Indonesia, Persia and Turkey. A half hour bus ride from Rajgir is Nalanda, the site of the world's first University. Although the site was a pilgrimage destination from the 1st Century A.D., it has a link with the Buddha as he often came here and two of his chief disciples, Sariputra and Moggallana, came from this area. The large stupa is known as Sariputra's Stupa, marking the spot not only where his relics are entombed, but where he was supposedly born. The site has a number of small monasteries where the monks lived and studied and many of them were rebuilt over the centuries. We were told that one of the cells belonged to Naropa, who was instrumental in bringing Buddism to Tibet, along with such Nalanda luminaries as Shantirakshita and Padmasambhava.
    [Show full text]
  • Wauwatosa School District Kindergarten
    How do I register my child? Dear Parents: Kindergarten registration is held in January at all of the Wauwatosa School District elementary You have already marked many “firsts” schools. If you are unsure of your school with your child, and another “first” is fast attendance area, please contact Student Services approaching as you prepare for kindergarten. at (414) 773-1080. At registration, parents need to provide all of the following to their Kindergarten is an important transition for Wauwatosa neighborhood school: children--a time to nurture a curiosity and eagerness for learning, to develop social 1. Child’s birth certificate (original) 2. Proof of residency--two items are required: skills and to feel comfortable and at ease in School District 1) Lease or mortgage document or school. property tax bill; AND 2) WE Energy Bill (most recent) This brochure was prepared to answer many 3. Immunization records of your questions about kindergarten — how you register, what your child will learn and What if I missed the January registration how you can help. We encourage both you day? You may still register at your and your child to visit the school before neighborhood school throughout the school kindergarten begins to make the transition year. During summer, registrations are accepted at the Fisher Administration Building, 12121 W. from home to school easier. Please call the North Ave. principal to make an appointment. We believe the partnership between home and Great Summer Opportunity school is vital, and we hope you will This summer enroll your child in Jump Start Into K4, a two-week program for all four- continue to be a visible part of your child’s year-olds.
    [Show full text]
  • Secondary Education (Grades 8-12)
    Boston College Lynch School of Education Secondary Education (grades 8-12) The Secondary Education Major requires 45 credits in Education courses; 24 credits of required coursework, 6 credits of pre-practicum experience, and 15 credits of full practicum. A second major in Morrissey College of Arts and Sciences is required: Biology, Chemistry, Geology (earth science), Physics, English, History, Mathematics, Latin or Classical Humanities, French, or Spanish. Required Courses – 24 Credits Course number and title: Credits Fall Spring Notes APSY1030 Child Growth and Development 3 Social Science core APSY1031 Family, School and Society 3 Social Science & Cultural Diversity core APSY2041 Adolescent Psychology 3 EDUC1044 Working with Special Needs 3 ERME1060 Classroom Assessment 3 EDUC 2211 EDUC2151& EDUC2131 (P1) EDUC2211 Secondary Curriculum and Instruction 3 First Methods Course EDU6300-EDUC 6304 Secondary Methods Courses* 3 Take with a pre- (see below) practicum EDUC3323 Reading Special Needs Instruction 3 Take with a pre- practicum EDUC6347 Teaching Bilingual Students 3 Jr. or Sr. year Required Pre-Practica and UG Inquiry Seminars- 6 Credits Required courses: Credits Fall Spring Co-requisites EDUC2151 Pre-Practicum #1 1 ERME1060, EDUC2211 EDUC2131 UG Inquiry Seminar I 1 EDUC3152 Pre-Practicum #2 1 Methods Course EDUC3132 UG Inquiry Seminar II 1 EDUC3153 Pre-Practicum #3 1 Methods Course EDUC3133 UG Inquiry Seminar 3 1 EDUC3154 International Pre-Practicum (optional) 1 Required Full Practicum- 15 Credits Required courses: Credits Fall Spring Co-requisites EDUC4231 Senior Inquiry Seminar (SIS)** 3 EDUC4250 EDUC4250 Full Practicum Lynch School Students** 12 *EDUC 6300-6304 Secondary Methods Courses: EDUC6300 Secondary/Middle School Science Methods, EDUC6301 Secondary/Middle School History Methods, EDUC6302 Secondary/Middle School English Methods, EDUC6304 Secondary/Middle School Math Methods ** At least 8 courses in the major must be completed before students can register for a full practicum.
    [Show full text]
  • ​Neenah Joint School District Kindergarten Handbook 2021-22
    Neenah​ Joint School District Kindergarten Handbook 2021-22 January, 2021 The Kindergarten experience is designed to provide your child the opportunity to grow academically, socially, and personally. Success in Kindergarten depends on several factors. I encourage you to participate in school activities, support your child’s learning at home, and get to know your child’s teacher, school principal, and other caring adults who will be interacting with your child. This booklet has been prepared by members of our professional staff to provide answers to questions you may have regarding the Kindergarten program provided by the Neenah Joint School District. Do not hesitate to contact your child’s teacher or building principal should you have questions that remain unanswered. My office is also available to answer questions related to the Neenah Joint School District elementary program. Please feel free to contact me at 751-6800 ext. 10113 or at [email protected]. Best wishes to you and your Kindergarten student for a successful school year. Sincerely, Steve Dreger Director of Elementary Learning and Leadership 1 ​Table of Contents PART I: Getting Ready.............................................................................................................................. 3 Kindergarten Sessions................................................................................................................. 4 Preparations for Kindergarten...................................................................................................5-7
    [Show full text]
  • Education, Innovation and Growth
    1. Stevens Institute of Technology, located in Hoboken, New Jersey, is one of the nation’s premier technology universities – a leading educator of undergraduate and graduate engineers, a leading center for research on issues of critical importance to New Jersey communities and a long-time source of technological innovation. At the same time, Stevens has long been a major contributor to the economic vitality of the City of Hoboken, Hudson County and the State of New Jersey, and since 2011 its impact has by several measures grown significantly. However, to maintain its role as a major contributor to the life of the city, the region and the state, Stevens will need to grow – to continue expanding its educational programs, its research enterprise, its role in the development of new businesses and its partnerships with local communities. To support this growth, the university will be investing more than $420 million over the next five years in the construction of new and renovation of existing facilities. This report assesses Stevens’ current economic impact, both locally and at the state level, the impact of its projected growth, and how that growth will benefit both the local community and the state. Stevens is a significant enterprise in its own right – one of Hoboken’s largest employers, a buyer of goods and services and a sponsor of campus construction projects. The university also attracts thousands of students who through their day-to-day spending off-campus, also contribute to the strength of the local economy. Moreover, the projected growth associated with the Stevens 10-year Strategic Plan (2012-2022) will ensure that the benefits Hoboken derives from university and student spending will continue to grow as well.
    [Show full text]
  • AOTA PUBLICATIONS and CONTINUING EDUCATION Specialty Certification in School Systems Suggestions for Formal Learning Or Independent Learning (Criteria 1, 2, 3, Or 4)
    AOTA PUBLICATIONS AND CONTINUING EDUCATION Specialty Certification in School Systems Suggestions for Formal Learning or Independent Learning (Criteria 1, 2, 3, or 4) There are many publications and continuing education (CE) offerings by AOTA. The list below identifies some that might be helpful in meeting one or more of the Knowledge criteria for certification in this area. The list of publications and CE offerings is always changing. Please check the AOTA Online Store for up-to-date information about new offerings that may meet your interest and needs. The following are suggestions only. It is always an applicant’s decision about whether or not a resource meets their particular needs, applies to their particular practice, and is relevant to a specific criterion. Applicants are not required to use any of the resources listed below in order to become certified. Publications and CE by other providers that is used for professional development may be submitted. Knowledge: Knowledge: Knowledge: Knowledge: Diagnostic Regulations and ORDER # TITLE Evaluation Intervention Considerations Payers PRACTICE GUIDELINES 2212 Children & Adolescents With Autism X X 1260 Mental Health Promotion, Prevention, and Intervention With X X X Children and Youth: A Guiding Framework for Occupational Therapy 2218 Sensory Integration for Children and Adolescents with X X Challenges in Sensory Processing and Sensory Integration PUBLICATIONS 1213B Autism: A Comprehensive OT Approach, 3rd Ed X X 900344 Best Practices for Occupational Therapy in Schools X X X X 1250
    [Show full text]
  • School Improvement Under the Every Student Succeeds Act (ESSA)
    School Improvement Under the Every Student Succeeds Act (ESSA) Results of recent school improvement efforts have been, at best, mixed. Although individual schools and even some districts have made substantial gains, in too many places, student outcomes have barely budged at all. What’s more, too often, decisions about what to do about low performance have been made behind closed doors, without engaging students, families, and community members. The good news is that decades of improvement efforts have resulted in lots of evidence about what works — and what doesn’t. What’s more, ESSA requires state, district, and school leaders to engage families and community members in identifying the main challenges a school faces and developing solutions. This presents an unprecedented opportunity — and responsibility — for equity advocates to be actively involved in making informed decisions that improve outcomes for students of color, students from low-income families, English learners, and students with disabilities. This set of documents is meant to help you do just that. It includes: • This overview, which summarizes ESSA requirements for school improvement and identifies critical opportunities for advocates to engage. • A guide to prompting state, district, and school leaders to use evidence to drive improvement. • A guide to spurring education leaders to make the most of ESSA’s resource allocation review requirements. • Six topic-specific guides on common challenges schools face, including securing quality school leadership, ensuring quality teaching, and building a strong culture and climate. • A document focused on actions states and districts may take if improvement efforts don’t work. KEY QUESTIONS TO ASK ABOUT ANY SCHOOL IMPROVEMENT INTERVENTION 1.
    [Show full text]
  • Differences Between High School and College Disability Services
    DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE DISABILITY SERVICES There is no Special Education at the college level. Educational rights covered by IDEA (Individuals with Disabilities Act) do not apply to postsecondary education. Colleges must comply with ADA (Americans with Disabilities Act), Section 504 of the Rehabilitation Act and the civil Rights Restoration Act. College students have civil rights, but no “education” rights. Postsecondary institutions are required to: Postsecondary institutions are not required to: • Make all programs and services physically • Provide specific auxiliary aids as long as accessible to all students the college provides a method of assistance • Provide auxiliary aids, notetakers, and that allows equal opportunity appropriate equipment to ensure the • Provide academic modifications if these participation of students with disabilities in modifications would fundamentally alter the college classes and activities nature of the course or program or place • Accommodate the academic participation of undue burden on the institution qualified students with disabilities in college • Lower admission criteria for applicants with classes and activities disabilities • Diagnose a disability or conduct testing and assessment of learning difficulties, physical, or mental impairments • Provide personal attendants • Provide personal or private tutors • Prepare “Individualized Education Programs” (IEP’s) Differences in Policies and Procedures High School College • The school is responsible for identifying • The student must self identify or disclose students with disabilities his/her disability • The school must provide the assessment of • The student must provide documentation of disability, classify disability, and involve his/her disability to the designated office parents • School staff will discuss academic progress • The student is considered an adult with with parents or legal guardians privacy and confidentiality protections.
    [Show full text]
  • The Building Blocks of High-Quality Early Childhood Education Programs
    CALIFORNIA POLICY BRIEF The Building Blocks of High-Quality Early Childhood Education Programs By Marjorie Wechsler, Hanna Melnick, Anna Maier, and Joseph Bishop When it comes to early childhood education programs, quality is Abstract critical. High-quality preschool gives children a strong start on the This brief identifies important path that leads to college or a career. Research shows that all children elements of high-quality early benefit from high-quality preschool, with low-income children and childhood education programs as 1 indicated by research and professional English learners benefiting the most. A substantial number of studies standards. These include: demonstrate the benefits of high-quality pre-k programs. These include • Early learning standards and long-term research on Perry Preschool, the Abecedarian Project, and curricula that address the whole the Chicago Child-Parent Centers, as well as ongoing studies of the child, are developmentally appropriate, and are effectively preschool programs in Tulsa and Boston and New Jersey’s Abbott implemented. Preschool Program, among others. Economists also have shown the • Assessments that consider children’s benefits of early education investments, which generate approximately academic, social-emotional, and physical progress and contribute to $7 for every dollar invested.2 However, the potential of preschool can instructional and program planning. only be realized if programs are of high quality. • Well-prepared teachers who provide engaging interactions and classroom This brief summarizes the substantial body of research on environments that support learning. programs demonstrating positive results, as well as the • Ongoing support for teachers, including coaching and mentoring. professional standards for early education, identifying important • Support for English learners and elements of quality.
    [Show full text]
  • Expanding Access to Early Childhood Programs
    Expanding Access to Early Childhood Programs Advocates can play a key role in encouraging P-12 leaders to expand access to high-quality early childhood education (ECE) programs for children from birth to third grade, with a focus on policies that help low-income families and families of color choose the programs that best meet their children’s needs. What do we know? • Early childhood programs have long-term benefits for children, yet fail to reach those who can most benefit. Numerous studies have found that children who participate in high-quality early childhood programs from birth to five that focus on physical, social-emotional, and cognitive health and development have better long-term outcomes than children who do not have these experiences. Yet, data also show that Latino children are less likely to access ECE programs at all; that Black children and those from low-income families are less likely to access high-quality early childhood education programs; and that the child care arrangements they do have are often of lower quality than their peers. • Children need to be supported through planned transitions as they move from early childhood programs into kindergarten. Thoughtful processes that engage parents, teachers, and young students in the process of moving between programs can improve children’s success in school. • There is no one-size-fits-all approach to investments in early childhood programs. Different families have different needs and desires for programs at various stages of their children’s lives. Similarly, different communities may have different early childhood programming needs and desires, especially families of color, bilingual, and low-income families.
    [Show full text]