|
| | | |
Evidence from the High Quality Title I Preschool Program in the Granite School District in Utah. |
|
| | | |
There is growing state and national attention on addressing the achievement gap and increasing reading proficiency by 3rd grade. As state governments continue to face challenging fiscal conditions, there is a need to identify strategies that will lead to improved school readiness for at-risk children within state education budget constraints. The sustainable financing model for high quality preschool presented in this report is one strategy that could potentially increase the resources available to school districts to invest in high quality preschool programs for at-risk children. |
|
| | | |
The Utah Governor's Education Excellence Commission set a goal that 66 percent of all Utahns ages 24 to 64 will have a postsecondary degree or certificate by 2020. In order to achieve this goal, Utah must graduate an additional 76,000 students above the 33,000 projected increase in high school graduates. Research shows that the greatest predictor of high school graduation is reading proficiency in 3rd grade. |
|
| | | |
Thursday, May 26, 2011
A review of state and federal funding for children’s programs in Utah from FY2006 through FY2011 shows the essential role that federal expenditures play in supporting non-education children’s programs in Utah. |
|
| | | |
HB 302 provides a diagnostic assessment system to school districts and charter schools for reading assessment from kindergarten through the 3rd grade. The bill requires school districts and charter schools to administer benchmark assessments three times a year using the diagnostic system, and to set and attain goals for student reading proficiency in order to qualify for K-3 Reading Improvement Program funding. |
|
| | | |
Information collected from the largest school districts in Utah, as well as several smaller districts from around the state, show that children participating in the state-funded Optional Extended-Day Kindergarten (OEK) program are considered at-risk. |
|
| | | |
| HB 181 would limit family choice and have negative consequences for the academic achievement of children, particularly children from at-risk and low income families. |
|
| | | |
| The Children’s Budget, 2011 examines state and federal funding for children’s programs from FY2006 through FY2011, documents how resources are financed and allocated according to purpose. It is an update of the report by Voices for Utah Children published in 2009. |
|
| | | |
There is growing state and national attention on increasing reading proficiency by 3rd grade. Research shows the best predictor of high school graduation is reading proficiency by the end of 3rd grade. |
|
| | | |
| A power point presentation about the benefits of investing in early childhood development and the advantage to our state and nation. |
|
| | | |
Salt Lake City’s student population is more diverse and economically disadvantaged than the rest of Salt Lake County, and the city faces significant challenges with regard to student achievement and behavior. Salt Lake City ELOs are taking significant steps to address these challenges, making a real difference in academics, attendance, and behavior for some of Salt Lake City’s most at-risk students. |
|
| | | |
| West Valley City Extended Learning Opportunities (ELOs) currently serve approximately 4,800 students-about 22 percent of the city's student population-at 23 sites throughout the city, 80 percent of which are school-based. In comparison, about 10 percent of Salt Lake County's 192,624 students are enrolled in ELOs for which data is available at 109 sites, 66 percent of which are school-based. |
|
| | | |
A new report by Voices for Utah Children examines the educational and life outcomes of at-risk children who participate in three types of early childhood programs: publicly funded high quality preschool, high quality early childhood pilot programs, and evidenced-based home visitation programs.
Economic research shows that investments in children age 5 and younger, improve school readiness and decrease crime, teen pregnancy, delinquency, substance abuse, and welfare dependency. The science of early brain development demonstrates how child development, before the age of 5, is the foundation for success in school and success in life. |
|
| | | |
| West Valley City's 22,296 students are more diverse and econmically disadvantaged than the rest of Salt Lake City. West Valley City faces challenges with regard to student achievement, student behavior and delinquency among other risk factors. |
|
| | | |
| The intent of No Child Left Behind, Title 1, Part A is to provide additional educational services for eligible students who qualify for the National School Lunch Program. These additional services and instruction are necessary to increase the academic performance of economically disadvantaged children. However, despite the allocation of Title 1 funds in grades K through 12, the achievement gap in Utah between children who qualify for the National School Lunch Program and those who do not persists. |
|
| | | |
In 2009, the Utah Department of Workforce Services contracted with Voices for Utah Children to conduct an afterschool program funding study for Utah for fiscal year 2008 (FY08). The purpose of the study is to identify the financial resources dedicated to afterschool programs in Utah, statewide. According to the Utah Afterschool Network (UAN), approximately 114,000 school aged children, or 23 percent of the student population, are responsible for looking after themselves afterschool. Only 5 percent of the student population in the state participates in afterschool programs. |
|
| | | |
| The Children's Budget examines state and federal funding for children's programs in Utah, from birth through age 18, for the fiscal years of 2006 (FY06) through 2009 (FY09). It documents the level of funding, how funding for children is financed (i.e. state or federal funds), and how resources are allocated to children according to purpose (i.e. Early Childhood, Health, or Juvenile Justice) and by age. |
|
| | | |
|
| | | |
The national Head Start project was born out of a campaign to end poverty. In 1964, a Congressional appropriation made funds available to launch the Economic Opportunity Act of 1964 (PL88-452) and created a new federal agency, the Office of Economic Opportunity (OEO) – the War on Poverty's national headquarters. The civil rights revolution, the aftermath of President Kennedy's assassination and President Johnson's election in 1964 generated a political will and deep social commitment to equity and social justice.
The three core concepts of the War on Poverty included: 1) All willing citizens and existing relevant organizations should be enlisted in an effort to fight poverty in their particular community; 2) It is essential to plan and implement all efforts to help poor people WITH them, not FOR them; and 3) It is time to launch an all-out war on poverty. |
|
| | | |
| For some low-income working families, getting a raise may actually leave them with less money. The reason for this is something called the "cliff effect." The "cliff effect" occurs when a family loses its eligibility for a means-tested work support program, like child care assistance, due to increased earnings. When family's earnings exceed the eligibility limits, the benefit comes to an abrupt end, often leaving the family financially worse off than before the increase in earning. |
Early Care and Education 
Voices for Utah Children • 747 East South Temple • Suite 100 • Salt Lake City, Utah 84102