Monfredo: Literacy is Key in Tackling Achievement Gap
Saturday, March 31, 2012
- Paul Vallas, author
Finally the Federal Government and many of our states are starting to realize that if you want to reduce the achievement gap in education one needs to start before the child enters school and continue during those early elementary years. I have espoused that view for many years and have been outspoken on the issue of early childhood education.
The data for years has stated that all children, especially those in the inner city, need to be engaged in early literacy programs if we are to make a difference in their education. Let’s look what’s happening… Nine states will divide $500 million in federal money to foster early learning reform that will improve the quality of programs and the educational outcomes for children birth to age 5… one of the nine states is Massachusetts.
In addition, “A Kids Count” special report released by the Casey Foundation says achieving reading proficiency by the end of the third grade is critical because that is when emphasis shifts “from learning to read to reading to learn.” If they read poorly, they learn slowly. Reading proficiency by the third grade is one of most important indicators of a student’s success in the future. Low income students are the hardest hit, with 83% of low – income third-graders currently reading below grade level. Educators and researchers have long recognized the importance of mastering reading by the end of grade three. The rates are highest for the low, below basic readers, for 23 percent of these children drop out or fail to finish high school on time.
In the Worcester Public Schools, according to last year’s MCAS test, we had 334 third grade students take the test. In that group 72% receive free/reduced lunch and 84% of those students scored below grade level. Thus, as we well know poverty is a factor in academic achievement. Any plan put forth needs to address the needed resources for those children at risk.
The Casey Foundation offers four recommendations for improving reading achievement:
- Develop a coherent system of early care and education from birth through grade three
- Provide the tools and support to help parents, families and caregivers in their role as a child’s first teacher
- Ensure that all children have access to high quality; educational opportunities that raise expectations for student outcomes and close the achievement gap
- Develop and deploy practical solutions to the contributors to underachievement, like chronic absence from school and summer learning loss.
What about the cost? Leading economists estimate a 7 to 16 percent return on investments in high quality early education from children low-income families… from reduced need in special education and remediation in the short term to higher earning and reduced social costs in the long term.
Calling attention to this challenge is the National Civic League for they have announced its partnership with the Campaign for Grade Level Reading that will involve the national coalition of funders, business and community stakeholders. The All-America City Award this year will put the emphasis on grade level reading and they are asking that cities who wish to apply develop community solutions to the problems that are keeping our children from reading on grade-level.
Having read that report, I filed an agenda item with the School Committee and then asked the Worcester Educational Collaborative, headed by Dr. Jennifer Carey, to put together a committee and apply for the grant. Thus far, an application has been submitted and a committee has been formed to address the problem. The committee will have to address three core challenges:
-The Readiness Gap: Too many children from low-income families begin school already far behind…As an end result these children may hear as many as 30 million fewer words than their middle-income peers before reaching kindergarten. Research shows that such interactions are critical for language development.
- The Attendance Gap ( Chronic Absence): Too many children from low-income families miss too many days of school. Research has found that one in 10 kindergarten and first grade students nationwide misses nearly a month of school each year in excused and unexcused absences. These students can ill-afford to lose time on task, especially in the early years when reading instruction in a central part of the curriculum.
-Summer reading loss: Too many children lose ground over the summer months. Without access to the enriching activities available to more affluent peers such as lack of books, research show that children from low-income families lose as much as three to four months of reading comprehension skills over the summer. By the end of the fifth grade, they are nearly three grades behind their peers.
As you can see, the discussion has started but the question is will it continue? A great deal of work needs to be done and my focus, obviously, will be on my community…Worcester. I have stated so many times that we need prevention programs if we are to narrow the achievement gap between those children with resources and those without. I am committed to carrying out this agenda for it’s time that we stop the talking and get busy in finding a solution. Here are a few thoughts as what needs to be considered as we attempt to tackle the problem:
• More full time pre-school programs. Work with the Massachusetts Department of Education on the funding for Early Education for All. That grant could establish additional pre-school programs in our city and coordinate programs with many of our private pre-school providers.
• Continue with our books to babies program Sponsored by the Worcester Public Schools with the assistance of the Retired Senior Volunteer Program)…giving books to new mothers in the hospital. However, let’s go to the second step and have follow-up meetings with the new mothers. The question is who will do it? Could the school nurses be involved in this process as we do for Head Start students? This would be a great way of dealing with health and literacy at the same time. It makes sense!
• Get the Community involved! What can the Worcester Public Library Do? United Way? Social agencies … the Boys and Girls Club, the YMCA and the YWCA, Friendly House, Black Legacy, Hispanic organizations, the churches and Rainbow Child Development? What about other private pre-school programs? Let’s involve them in the discussion.
• Reaching out to parents is a must. Who will do it? We need a Literacy campaign throughout the community for we NEED to remember that children who read succeed in school and in life. How about posters throughout the community that state: “ Have you read to your child today?” or bumper stickers that say “Read to your Child.” How about the community sponsoring workshops throughout the year for parents of children under age five?
The conversation has started so now let’s move forward and seek solutions to the problem. A community’s growth is greatly improved as its children and schools show progress. Families moving to a community always are interested in the school system. Let’s work together as a community to assist our schools in being as successful as possible and encourage the community as a whole to assist the children in becoming lifelong learners.
John Monfredo is on the school committee in Worcester and retired as a principal at Belmont Community School. He also runs Worcester: the City that Reads.
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