The Reading Milestones forum, hosted by the Washington Post, on June 4 brought together governors and education commissioners from several states to discuss the importance of reading well by the third grade. High quality early learning opportunities are key to helping children to achieve this goal. Multiple studies show that high-quality early education programs lead to higher reading achievement, in addition to numerous other benefits.[1] Several of the panelists, including Delaware Governor Jack Markell, Mississippi Governor Phil Bryant, Washington State Superintendent Randy Dorn, and Maryland State Superintendent Lillian Lowry, acknowledged this powerful evidence and the important role that early learning opportunities play in providing for successful literacy growth.
Delaware: Governor Jack Markell
- “You can’t fix third grade literacy by focusing only on third graders. So strategy number one has been an immense focus on early childhood. And it’s really not just early childhood generally; it’s really about quality early childhood. Thanks to the support of our general assembly, we’re making a major move: in fact, in the last two years, we’ve gone from one out of every 20 students to one out of every three students who are in preschool who are [now] in a quality preschool. We’ve got a terrific foundation to build on because we already have an excellence rating system for our preschools, with very clear milestones that these centers have to meet, as well as external reviewers. So they know the kind of investments they need to make. We’ve also now made it possible now, thanks to higher reimbursements, that the higher reimbursement is triggered by those preschools investing in quality. That’s a game changer first of all from the perspective of research, because there’s pretty good research that says the most effective economic development investment that states can make is in early childhood education. And number two, from the perspective of anyone who’s met a five year old that’s already behind his peers, that’s a tragedy every single time.”
- There should be an “emphasis on expanding pre-k access.”
- When asked about efforts to meet the needs of children birth to three: “We start at six weeks, and that’s based on the science of brain development that tells us to start early.”
- When asked about the immediate goals to improving third grade literacy: “high standards and increase in preschool access.”
Mississippi: Governor Phil Bryant
- “We have the Building Blocks program, which gave us research on the need for reading intervention in the state. It’s a literacy based pre-k program”
- “Also, home visits make sure that we don’t leave parents out.”
Washington: State Superintendent Randy Dorn
- On new and effective efforts for reading improvement: “Early learning is key to getting kids reading to learn. Our goal is to fully fund kindergarten for 50% of children this year.”
- “Increasing the quality of early learning is a big piece. We need to have data for parents on the quality of programs.”
Maryland: State Superintendent Lillian Lowry
- We have a “focus on zero to five interventions. Our Judy Centers use an integrated approach, and are located in or near Title I schools. It is a one-stop shop with comprehensive services, and engages and educates parents. They have shown success at narrowing achievement gaps, and include a breakfast program, an intervention program, and other efforts to reach the child.”
Virginia: State Superintendent Patricia Wright
- “Little children, they need to feel engaged in a nurturing and inviting environment.”
[1] Frances A. Campbell and Craig T. Ramey, “Effects of Early Intervention on Intellectual and Academic Achievement: a Follow-up Study of Children from Low-Income Families,” Child Development, 65 (2), 1994, 684-698. Arthur J. Reynolds, Success in Early Intervention: The Chicago Child-Parent Centers (Omaha, NE: University of Nebraska, 2000). Lawrence J. Schweinhart, Significant Benefits: the High/Scope Perry Preschool Study Through Age 27 (Ypsilanti, MI: HighScope Press, 1993).
