Starting from birth, children’s cognitive and social-emotional development is deeply influenced by their environment and caregivers. When their first years are characterized by stable circumstances and nurturing relationship, it can set the stage for a lifetime of learning and academic success. In contrast, if those years are characterized by stresses like poverty, neglect, or violence, research suggests it can actually impair brain development and health. As one consequence, lower-income children often arrive at kindergarten as many as two years behind their more affluent peers. To close this gap requires a focus on children from their earliest years. It also calls for new approaches that not only lay the groundwork for academics, but also help children and families access and build resilience.
In 2011, Barr conducted a strategic review of its early education grantmaking. This included extensive conversations with leading thinkers and practitioners in the field, as well as many Barr grantees and colleagues from other foundations. It also featured new research on the developing brain by Jack Shonkoff at Harvard University’s Center on the Developing Child. This research made two things clear: first was the importance of focusing on children from birth – as opposed to waiting until children arrive in formal education or pre-school settings; second was the need for new approaches that take into account the harmful impacts of early adversities.
This research is relatively new. Barr is at the beginning stages of understanding what it means and so is the field. It is not yet clear what the most effective interventions will look like. So, Barr’s emerging focus areas include elements of research and development intended to continue sharpening the Foundation’s approach, and to advance the state of practice in the field.
Emerging Focus Areas
Barr’s early education investments prioritize low-income children in Boston, from birth to age five – especially children living in the “Circle of Promise” and English Language Learners. To promote systems change, Barr will build on past efforts supporting policy and advocacy, and will also provide funding for demonstration projects. All investments will all focus on two areas:
- Strengthening parents and caregivers as first teachers: Children develop more rapidly during their first five years than at any other phase of their lives. During these years, parents and other caregivers have an enormous role to play in whether or not children reach important milestones on the path to school readiness and early literacy. Barr’s grants in this area focus on strengthening parents and caregivers as first teachers. They will also explore innovations that buffer against the harmful impacts of adversity.
- Bridging early and elementary education: Without strong alignment between early education and elementary school, there is risk of “fadeout” – where children who have benefitted from high quality early education programs do not hold on to gains as they advance through elementary school. This happens for a variety of reasons, including different curricula, lack of communication and coordination across systems, and different ways of tracking and using data. Barr’s grants in this area focus on bridging early and elementary education, so that early gains are maintained.
Desired Outcomes
Through its early education investments, Barr seeks to contribute to the following outcomes:
- Early language and literacy development
- Kindergarten readiness
- Smooth transitions to elementary grades leading to third grade literacy
Measures
While the Foundation’s early education investments are not all explicitly focused on early language development and literacy, Barr is focused on third grade reading proficiency as the critical lagging indicator of success of these investments. Research shows that third grade reading proficiency is highly correlated with future academic success. Until third grade, children are “learning to read.” After third grade, they are “reading to learn.” Children who do not meet this benchmark typically fall further and further behind. Many lose confidence, and lose interest in school. Dropout rates and rates of other high-risk behaviors increase. To evaluate progress towards this outcome, Barr pays attention to:
- Kindergarten readiness assessment
- 1st grade literacy
- 3rd grade literacy
An Invitation
While Barr does not accept unsolicited grant proposals, we welcome new ideas for improving our strategies and advancing our goals. If you wish to share your insights, experience, and creative ideas, we invite you to e-mail us at .(JavaScript must be enabled to view this email address).