When Third Graders Can’t Read
* Author(s):
* Lisa Guernsey
Published: April 12, 2011
Issues:
* Reading
* PreK-3rd
The connection between early education and high-school completion has always seemed obvious to many of us who follow the research on how children learn. When children are immersed in high-quality early education and get the support they need to read by third grade, the chances are much greater that they will succeed in school.
A report published yesterday by the Annie E. Casey Foundation provides more evidence to back this up. The 15-page research brief, “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation,” analyzes data from a national study that tracked 3,975 students from their early elementary years through adulthood. It found that reading proficiency in third grade was a significant predictor of whether a student would struggle to finish high school.
Among proficient readers, only four percent failed to graduate, compared to 16 percent of those who are not reading at grade level in third grade, the report showed. Children with the lowest reading scores account for three-fifths of those who do not graduate from high school.
Living in poverty held children back too. When children grew up without financial resources while also struggling to read, they were less likely to graduate, putting them in what the report calls “double jeopardy.” For children who were poor for at least one year and not reading on grade level in third grade, more than one-quarter (26 percent) didn’t finish high school – a rate that is six times higher than that for proficient readers.
The study was not designed to identify and follow children who were born to teenage mothers, so the percentage of children in “double jeopardy” could be even higher. Presumably, those children would have an even greater chance of growing up in poverty and not gaining the benefit of preschool and other language-rich early environments that put them on a path toward reading proficiency.
The brief was written by Donald J. Hernandez, professor of sociology at Hunter College and the Graduate Center at the City University of New York. Hernandez is also a senior advisor to the Foundation for Child Development. (Full disclosure: FCD is a funder of Early Ed Watch and the Early Education Initiative.)
With the Obama Administration’s emphasis on “college readiness,” the brief comes at an opportune time to ensure that policy changes within the Elementary and Secondary Education Act (ESEA) are tailored to give children a strong reading foundation by third grade. It’s time to prioritize dollars and resources to put the earliest years first by building strong systems of early learning for all children – and especially those in poverty – up through the third grade. PreK-3rd reform strategies are at the heart of the solution.
To learn more about PreK-3rd reform, see the Early Education Initiative’s Next Social Contract paper, view some of our recent presentations, and check out our online discussion space on how to make better connections in programs for young children from before birth up through third grade. (All our PreK-3rd blog posts are archived here.)
The PreK-3rd listserv moderated by Kristie Kauerz at the Harvard Graduate School of Education is also an excellent resource. Kauerz highlighted parts of the “Double Jeopardy” report on the listserv yesterday. Are you plugged in yet? If not, send a message to prek-3rd@list.gse.harvard.edu with “subscribe” in the subject line.
Suggested Reading
ESEA Briefing: Where Will Early Ed Fit?
Early Learning in ESEA, Part 5: Recommendations to the U.S. House's Ed & Labor Committee
Early Learning in ESEA, Part 1: Generating Ideas
A Next Social Contract for the Primary Years of Education
Tuesday, April 19, 2011
Monday, April 18, 2011
Another way to wonder about the end of the school year
This comes from the Reggio Listserv and my personal hero, Leslie Gleim
List,
I want to share something I sent to my families recently -- as I have them look ahead -- beyond Kindergarten, beyond elementary, HS and, yes, college!!
How does what we do in our RI preschool connect to the child’s future next year or, even, 20 - 40 years down the road.
Impossible to imagine? Perhaps not!
My pondering and reflecting is in broad strokes -- synthesized from images observed over the week in the classroom.
Image #1
Our last week began in a very unusual manner. For the first time ever, we (teachers) took a huge risk by having the children review the work they have been doing during this year – and, then, having them decided what work is “important” (to them).
We began our meeting by laying out seven possible directions – or, future learning possibilities – from which the children could choose. The choices were drawn from our documentation around the children’s past interests throughout the year – some encounters from recent months -- others from earlier in the year.
We placed seven possibilities on the table, and wondered --- how would the children react -- and how would they handle the choices?
At first – the situation was met with mere silence. Not a peep from the children! No complaints about any of the seven choices. There were no, “I don’t want to do this” comments -- or questions about “why” -- only silence.
Suddenly -- the children began to react! Pondering, discussing and debating the rationale as to why we should do what. When the meeting ended the children had settled on 3 directions -- the beach work, the Mayor/news, and (ocean) bubbles. Each direction full of potential and possibilities -- each choice weighed carefully by the children for validity and strength for continued work --- and learning.
Future-forward -- 20 - 40 years -- I see your children (individually and collectively) -- in whatever career or role they may pursue in life -- the “title” isn’t important -- as competent adults who are able to work with others as they look at facts or scenarios placed before them (in a court room, operating room, classroom, etc.) and not being overwhelmed! They will calmly and rationally weigh each plausible solution or direction that might yield the best positive outcomes for all -- for their families, community or their careers. They will do so in an unselfish and intellectual manor. Few adults in modern society are, currently, able to do this...
Image # 2
Two boys in the block area. They had constructed a plane. Then, they announced, to the teacher, that Continental was boarding. The teacher replied that she was going on Hawaiian airlines. The boys, “No you have to go on Continental -- it’s the only plane leaving.” The teacher shows the boys her pretend ticket, one of the boys looks at the ticket, removes it from her hand, tears it up, stamps a new ticket and announces, “Here’s your new ticket for Continental and it is boarding now!” :-)
Future-forward 20 - 40 years -- I see your children, as adults, who know what is “right” -- and who will not be intimated by “power, title or prestige”. As adults, they will advocate for the good of all people (or even just a planeload) vs. just the one!
Image #3
One of the girls is painting during our outdoor time. As the girl paints, one of the boys -- who needed to go inside -- passes the girl. The boy backs up -- stops behind the girl -- and looks at the painting. He says to her: “Wow -- that is a nice painting, interesting marks. Great job.” He then goes into the classroom. The girl smiles and continues her work.
Future-forward 20 - 40 years -- I see your children, as adults, who value the strengths and abilities of others. Adults who take the time to see and value each person -- be it through the eyes of a CEO, a CPA, an airplane pilot, artist or parent. Adults who see that EVERY person is “special” – and important to the global community.
Image # 4
Two of the children were writing in the message area. They had been there a while and had taken out a considerable amount of materials. The two then decided they wanted to go to the block area. Without a single reminder -- they cleaned up their space, putting everything back before leaving. No one reminded them to “clean up” the area.
Future-forward 20 - 40 years -- I see your children, as adults, who will be able to think and work on their own without being told. I see them, as adults, who have been instilled with the value of finishing one’s work -- no matter how big or small -- and never leaving a “mess” for others to clean up afterward. I see adults who value their home, work and community environment.
Image # 5
At group meeting, on Friday, the children were given 10 plans for the day (their entire day’s appointments). The children accepted the challenge and began to work. As I looked around the room, children were working together trying to remember all the plans for the day. Teachers were there beside them -- but only as a last resort vs. the first resort of the children helping each other.
Future- forward 20 - 40 years -- I see your children, as adults, who have been instilled with a strong belief in themselves -- yet are able to pull strength from colleagues and associates, as needed. Adults who will work as a team vs. relying on a boss to walk them through the work. Adults who are independent, yet collaborative.
Image # 6
This is a “biggie”. This year the children were given a project based on working with natural materials which captured their imagination and interest all the way to Spring Break. Coming back, after two weeks, this project work – naturally -- took shape once again. The important factor is that your children are involved in a year-long project – a project that is complex and all encompassing vs. traditional preschool curriculum projects just based on themes taken from whatever season it might be!
Future-forward -- 20 - 40 years -- I see your children, as adults, who will be able to stick with a job -- or a project within a job -- vs. leaping from thing to thing. I see adults capable of having a vision who are willing to see it through to the end -- adults who can think through both the long-term and short-term processing of becoming the best each can be.
Image # 7
An email came to us this week from another private school wondering about our 1st grade WIND “project”. They were struck by the depth and work of our “first graders”. We had to smile -- as they were told this project was done by “preschoolers”.
Future-forward to next year and beyond:– Presently, the work your children are doing is BEYOND their years and they already possess the tenacity to follow their dreams and interest with thinking that is both “outside the box” and beyond what is encouraged in the traditional preschool curriculum! I see future adults who truly believe: If they can think it -- they can do it!
Image #8 -- This final image comes from our group meeting on Friday. Listen to the children’s words:
Discussion from our Group Meeting Friday.... letting everyone in Hawaii know about the poisonous, yucky water left after bulldozers dredged the canal at Kahala beach last fall. (Note: This has been an ongoing topic of debate ever since – with no resolution).
The teachers are confused – do the children wanting to move forward with creating a TV news article or doing a commercial. Listen as the children “figure” out what they think will be the strongest message... Once again “C” for any child, T for the teacher’s remarks...
C: News tells you if it’s bad or good (things).
C: The news tells you about the bad places like in Japan. When bad things happen the news comes and talks about it.
C: We can go to the news people who are really big and they can talk about it.
C: We can ask the news people who are really big if they can talk about it. We can’t talk about it because we are little kids.
C: But we DO know about the poisonous yucky water!! (Ahhh...they are now beginning to see themselves as advocates with their own voice)
T: Yes! You are the experts about the poisonous yucky water!
C: I think we should do the newspaper instead of the TV news.
C: If you use the newspaper it just talks. If you go on TV they can just see it -- instead of talking.
(What does the child mean by the newspaper just talks? Could they be using the word “read” and “talk” inter-changeably? Let’s listen more.)
C: Hearing it is better than reading it!
T: If we use the newspaper would little children know what we are wanting them to know?
C: If we put a picture they would know! (Clever!!)
C: If we do the news they will know the color of it (poisonous yucky water), the newspaper you won’t show you. (The children are looking at the “literacy” of each media -- one vs. the other – WOW -- high level thinking!)
C: Cartoons are for kids! (The discussion is causing them to think of alternatives)
C: We could do a cartoon and the news then grownups and little kids could watch it. (WOW -- what a great idea!!)
C: Hey -- do a kid cartoon and put it on there (news)!
C: Yeah -- if we put it in the paper they look at the picture very closely they will say it looks like clean water (thinking of the paper as having black and white images). But if they see it on the news and they saw the color is brown they will say: “I won’t go in the water.”
(Summary) The TV news offers a richer medium -- video -- which children see as real time and represents objects as if one is looking at it)
There seemed to be a majority opinion being formed.
At this point we take a vote:
TV News -- 12
Newspaper -- 4
When the results were read shouts of Yea!!! YES!! The arms went up in as if a presidential election result had been announced. A celebratory classroom moment.
Your children’s ideas and voices are indeed valued and are being acted upon. The cheers came because the children knew that WE (children and adults) were about to embark on a new leg of our journey -- that their voices are going to heard and a “million” people will know how to be safe from the yucky poisonous water. :-)
Future-forward: I clearly see your children, as adults, who will -- one day -- look back on this journey and smile as they see how what they learned – in preschool -- was for a lifetime...
Back to listening...
Leslie
List,
I want to share something I sent to my families recently -- as I have them look ahead -- beyond Kindergarten, beyond elementary, HS and, yes, college!!
How does what we do in our RI preschool connect to the child’s future next year or, even, 20 - 40 years down the road.
Impossible to imagine? Perhaps not!
My pondering and reflecting is in broad strokes -- synthesized from images observed over the week in the classroom.
Image #1
Our last week began in a very unusual manner. For the first time ever, we (teachers) took a huge risk by having the children review the work they have been doing during this year – and, then, having them decided what work is “important” (to them).
We began our meeting by laying out seven possible directions – or, future learning possibilities – from which the children could choose. The choices were drawn from our documentation around the children’s past interests throughout the year – some encounters from recent months -- others from earlier in the year.
We placed seven possibilities on the table, and wondered --- how would the children react -- and how would they handle the choices?
At first – the situation was met with mere silence. Not a peep from the children! No complaints about any of the seven choices. There were no, “I don’t want to do this” comments -- or questions about “why” -- only silence.
Suddenly -- the children began to react! Pondering, discussing and debating the rationale as to why we should do what. When the meeting ended the children had settled on 3 directions -- the beach work, the Mayor/news, and (ocean) bubbles. Each direction full of potential and possibilities -- each choice weighed carefully by the children for validity and strength for continued work --- and learning.
Future-forward -- 20 - 40 years -- I see your children (individually and collectively) -- in whatever career or role they may pursue in life -- the “title” isn’t important -- as competent adults who are able to work with others as they look at facts or scenarios placed before them (in a court room, operating room, classroom, etc.) and not being overwhelmed! They will calmly and rationally weigh each plausible solution or direction that might yield the best positive outcomes for all -- for their families, community or their careers. They will do so in an unselfish and intellectual manor. Few adults in modern society are, currently, able to do this...
Image # 2
Two boys in the block area. They had constructed a plane. Then, they announced, to the teacher, that Continental was boarding. The teacher replied that she was going on Hawaiian airlines. The boys, “No you have to go on Continental -- it’s the only plane leaving.” The teacher shows the boys her pretend ticket, one of the boys looks at the ticket, removes it from her hand, tears it up, stamps a new ticket and announces, “Here’s your new ticket for Continental and it is boarding now!” :-)
Future-forward 20 - 40 years -- I see your children, as adults, who know what is “right” -- and who will not be intimated by “power, title or prestige”. As adults, they will advocate for the good of all people (or even just a planeload) vs. just the one!
Image #3
One of the girls is painting during our outdoor time. As the girl paints, one of the boys -- who needed to go inside -- passes the girl. The boy backs up -- stops behind the girl -- and looks at the painting. He says to her: “Wow -- that is a nice painting, interesting marks. Great job.” He then goes into the classroom. The girl smiles and continues her work.
Future-forward 20 - 40 years -- I see your children, as adults, who value the strengths and abilities of others. Adults who take the time to see and value each person -- be it through the eyes of a CEO, a CPA, an airplane pilot, artist or parent. Adults who see that EVERY person is “special” – and important to the global community.
Image # 4
Two of the children were writing in the message area. They had been there a while and had taken out a considerable amount of materials. The two then decided they wanted to go to the block area. Without a single reminder -- they cleaned up their space, putting everything back before leaving. No one reminded them to “clean up” the area.
Future-forward 20 - 40 years -- I see your children, as adults, who will be able to think and work on their own without being told. I see them, as adults, who have been instilled with the value of finishing one’s work -- no matter how big or small -- and never leaving a “mess” for others to clean up afterward. I see adults who value their home, work and community environment.
Image # 5
At group meeting, on Friday, the children were given 10 plans for the day (their entire day’s appointments). The children accepted the challenge and began to work. As I looked around the room, children were working together trying to remember all the plans for the day. Teachers were there beside them -- but only as a last resort vs. the first resort of the children helping each other.
Future- forward 20 - 40 years -- I see your children, as adults, who have been instilled with a strong belief in themselves -- yet are able to pull strength from colleagues and associates, as needed. Adults who will work as a team vs. relying on a boss to walk them through the work. Adults who are independent, yet collaborative.
Image # 6
This is a “biggie”. This year the children were given a project based on working with natural materials which captured their imagination and interest all the way to Spring Break. Coming back, after two weeks, this project work – naturally -- took shape once again. The important factor is that your children are involved in a year-long project – a project that is complex and all encompassing vs. traditional preschool curriculum projects just based on themes taken from whatever season it might be!
Future-forward -- 20 - 40 years -- I see your children, as adults, who will be able to stick with a job -- or a project within a job -- vs. leaping from thing to thing. I see adults capable of having a vision who are willing to see it through to the end -- adults who can think through both the long-term and short-term processing of becoming the best each can be.
Image # 7
An email came to us this week from another private school wondering about our 1st grade WIND “project”. They were struck by the depth and work of our “first graders”. We had to smile -- as they were told this project was done by “preschoolers”.
Future-forward to next year and beyond:– Presently, the work your children are doing is BEYOND their years and they already possess the tenacity to follow their dreams and interest with thinking that is both “outside the box” and beyond what is encouraged in the traditional preschool curriculum! I see future adults who truly believe: If they can think it -- they can do it!
Image #8 -- This final image comes from our group meeting on Friday. Listen to the children’s words:
Discussion from our Group Meeting Friday.... letting everyone in Hawaii know about the poisonous, yucky water left after bulldozers dredged the canal at Kahala beach last fall. (Note: This has been an ongoing topic of debate ever since – with no resolution).
The teachers are confused – do the children wanting to move forward with creating a TV news article or doing a commercial. Listen as the children “figure” out what they think will be the strongest message... Once again “C” for any child, T for the teacher’s remarks...
C: News tells you if it’s bad or good (things).
C: The news tells you about the bad places like in Japan. When bad things happen the news comes and talks about it.
C: We can go to the news people who are really big and they can talk about it.
C: We can ask the news people who are really big if they can talk about it. We can’t talk about it because we are little kids.
C: But we DO know about the poisonous yucky water!! (Ahhh...they are now beginning to see themselves as advocates with their own voice)
T: Yes! You are the experts about the poisonous yucky water!
C: I think we should do the newspaper instead of the TV news.
C: If you use the newspaper it just talks. If you go on TV they can just see it -- instead of talking.
(What does the child mean by the newspaper just talks? Could they be using the word “read” and “talk” inter-changeably? Let’s listen more.)
C: Hearing it is better than reading it!
T: If we use the newspaper would little children know what we are wanting them to know?
C: If we put a picture they would know! (Clever!!)
C: If we do the news they will know the color of it (poisonous yucky water), the newspaper you won’t show you. (The children are looking at the “literacy” of each media -- one vs. the other – WOW -- high level thinking!)
C: Cartoons are for kids! (The discussion is causing them to think of alternatives)
C: We could do a cartoon and the news then grownups and little kids could watch it. (WOW -- what a great idea!!)
C: Hey -- do a kid cartoon and put it on there (news)!
C: Yeah -- if we put it in the paper they look at the picture very closely they will say it looks like clean water (thinking of the paper as having black and white images). But if they see it on the news and they saw the color is brown they will say: “I won’t go in the water.”
(Summary) The TV news offers a richer medium -- video -- which children see as real time and represents objects as if one is looking at it)
There seemed to be a majority opinion being formed.
At this point we take a vote:
TV News -- 12
Newspaper -- 4
When the results were read shouts of Yea!!! YES!! The arms went up in as if a presidential election result had been announced. A celebratory classroom moment.
Your children’s ideas and voices are indeed valued and are being acted upon. The cheers came because the children knew that WE (children and adults) were about to embark on a new leg of our journey -- that their voices are going to heard and a “million” people will know how to be safe from the yucky poisonous water. :-)
Future-forward: I clearly see your children, as adults, who will -- one day -- look back on this journey and smile as they see how what they learned – in preschool -- was for a lifetime...
Back to listening...
Leslie
Friday, April 15, 2011
Tuesday, April 5, 2011
Reggio Emilia, Parma, Bologna 2011
Who doesn't need a mini-vacation (or vacay as my adult children would say) right about now??
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