(This is a guest blog post by Rep. Dina Titus, Education and Labor Committee Member and Member of the Subcommittee on Early Childhood, Elementary and Secondary Education.)
With nearly 12 million of the 18.5 million children under age five in the United States in some type of regular child care or early education setting, we must ensure that high standards are met for the care of these children. A solid early learning foundation helps children succeed later in school, helps America compete in a global market and gives all Americans a better opportunity to succeed in life. In short, we know that those who start earlier, do better, and stay in school longer.
At today’s hearing, Gina Adams, a senior fellow at the Urban Institute, told us that research shows that the general quality of care that children receive in our country is not adequate. She recommended focusing our policies across the age spectrum from birth to age five, investing in efforts that support the ability of working families to access high quality services, and improving the quality of child care.
With nearly 12 million of the 18.5 million children under age five in the United States in some type of regular child care or early education setting, we must ensure that high standards are met for the care of these children. A solid early learning foundation helps children succeed later in school, helps America compete in a global market and gives all Americans a better opportunity to succeed in life. In short, we know that those who start earlier, do better, and stay in school longer. At today’s hearing, Gina Adams, a senior fellow at the Urban Institute, told us that research shows that the general quality of care that children receive in our country is not adequate. She recommended focusing our policies across the age spectrum from birth to age five, investing in efforts that support the ability of working families to access high quality services, and improving the quality of child care.
Harriet Dichter, Deputy Secretary for the Office of Child Development and Early Learning of the Pennsylvania Departments of Education and Public Welfare and co-chair of the Pennsylvania Early Learning Council, stated that there isn’t just one investment or program that is the “silver bullet.” “What matters,” said Dicther, “regardless the program, is a common framework of high standards, accountability, and sufficient investment to make a difference.” Dichter explained that we must expand federal funding that will insist that states have research-based standards and accountability based on nationally acceptable minimums and that it is possible to have a national baseline that does not interfere with the states’ autonomy.
The Deputy Secretary pointed out that we need to develop a consistent national framework of standards. A question I would pose to Dichter and others is how the federal government might both implement national standards and preserve states’ autonomy and creativity in programming. Further, I would welcome her input, and those of others, as to how we might implement national accountability standards without creating a “No Child Left Behind Act” for pre-school children. I look forward to continuing this dialogue with Dichter and others in future Committee hearings on early childhood development.
We know that children’s experiences in the first five years of life greatly influence brain architecture and chemistry in ways that can have lifelong impacts on learning, behavior, and health. And we know that the knowledge and skills gap between children from less advantaged families and those from higher-income families is evident before elementary school. A high-quality early education – one of the most important opportunities we can give our children – will ensure future generations’ success in school and beyond.
The Deputy Secretary pointed out that we need to develop a consistent national framework of standards. A question I would pose to Dichter and others is how the federal government might both implement national standards and preserve states’ autonomy and creativity in programming. Further, I would welcome her input, and those of others, as to how we might implement national accountability standards without creating a “No Child Left Behind Act” for pre-school children. I look forward to continuing this dialogue with Dichter and others in future Committee hearings on early childhood development.
We know that children’s experiences in the first five years of life greatly influence brain architecture and chemistry in ways that can have lifelong impacts on learning, behavior, and health. And we know that the knowledge and skills gap between children from less advantaged families and those from higher-income families is evident before elementary school. A high-quality early education – one of the most important opportunities we can give our children – will ensure future generations’ success in school and beyond.
