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Knowledge Universe EducationKnowledge Universe Education
Returns on investing in early childhood education
“R t f t t d ll“Rate of return to a dollarinvestment made while a person isyoung is higher than the rate ofreturn to the same dollar made at alater age.”
-James HeckmanNobel Prize Economist
Sources: James Heckman, Investing in Disadvantaged Young Children is Good Economics and Good Public Policy, NAEYC: 2007 Annual Conference & Expo.
Our family continuum
3
KUE U.S. early childhood education programs
• The largest private provider of early childhood education in the United States.M th 500 ti ll dit d l hildh d• More than 500 nationally accredited early childhood centers, more than any other private provider
• More than 1,700 centers in 39 states, plus D.C., serving 150,000 children daily
• More than 30,000 educators• Comprehensive proprietary curriculum for children
from 6 weeks – 12 years• A leading provider of early care and education for
universities, corporations, hospitals, and government agencies through CCLC
4
Outreach to vulnerable children• Approximately 50,000 children receive third-party tuition
assistance in partnership with 700 federal, state, county, and local agencies and their fiscal intermediaries
• Nutritious, balanced meals provided for approximately 75,000 children under the Child and Adult Care Food Program
• More than 4,000 identified special-needs children served, p
• 43 centers in MI, OH, KY and OR operate in partnership with Head Start or Early Head Start
5
KU program influences
Early Learning Standards
Operational Considerations
Program
Developmental Psychology
Accreditation Standards
Philosophical Beliefs
Regulatory RequirementsRegulatory
Requirements
Child OutcomesMarket Demands
6
Learning Adventures™ enrichment programs
• Proprietary enrichment programs complement core programs• Implemented outside of the traditional classroom; most
programs are offered three times per week in twenty minute sessions for an additional fee
• Programs feature small group sizes and focal learning approach• Current programs in Phonics, Reading, Mathematics, Spanish,
Music, Active Adventures, Science and Cooking • Programs serve children ages two years and older• Programs serve children ages two years and older• Research-based programs feature hands-on approach, custom-
designed manipulative materials and parent communication tools• High level of parent satisfaction
Learning Adventures™ program descriptions
• Phonics & Reading Adventures– Phonological awareness, phonics, reading, and early writing– Instructional framework aligns to developmental continuum of
di d iti tli d i th j i t iti t t t b threading and writing as outlined in the joint position statement by the International Reading Association and National Association for the Education of Young Children (1998)
– Child assessment tool used to support placement within programs and measure child’s progress
• Math Adventures– Early numeracy skills supporting geometry, number and operations, measurement, and algebra– Instructional framework aligns to national standards for mathematics as identified by the
National Council of Teachers of Mathematics (NCTM)
• Active Adventures– Developmentally appropriate experiences that help children gain confidence in their movement
and develop healthy lifestyles including exercise and nutrition– Instructional framework aligns to the standards and guidelines of the American Association for Health
Education (AAHE) and the National Association for Sport and Physical Education (NASPE)
8
Learning Adventures™ program descriptions(cont’d)
• Spanish Adventures– Capitalizes on the early years as a critical time in children’s language development. – Fosters curiosity about languages and the use of words and word combinations
to convey meaning
• Music Adventures– Developed in partnership with Kindermusik® International for children ages 2-5 years
old– Music Adventures provides developmentally appropriate curricula, CDs, books,
instruments, and activities
• Cooking AdventuresCooking Adventures– Instructional framework covers 30 learning objectives that map to five learning
domains and content areas including science & inquiry, mathematics, social & emotional development, language & communication skills, and physical & motor-skill development
– Children learn nutrition awareness, healthy food-related behaviors and attitudes, and food safety
Philanthropy in Early Childhood Education
April 28, 2010
Daniel PedersenPresident,
Buffett Early Childhood Fund
A staggering challenge
•Opportunity gapOpportunity gap
•Achievement gap
•Productivity gap
National Scientific Council on the developing childDisparities in early vocabulary growth
rds)
1200
um
ula
tive
Vo
cab
ula
ry (
Wo College Educated
Parents
Working Class Parents
Welfare Parents
200
600
Source: Hart & Risley (1995).
16 mos. 24 mos. 36 mos.
Cu
Child’s Age (Months)
Rates of return on human capital investment
n capital
Programs targeted towards the earliest years
rn to
investmen
t in hu
man
Preschool programs
Schooling
Job training
Source: Dr. James Heckman, University of Chicago.
0
Rate of retu
0-3 4-5Preschool School Post-school
A bold visionStart early to change a child’s life trajectory.
Close the productivity gap and erase the p y g pachievement gap by narrowing the opportunity gap.
Ensure that disadvantaged young children –instead of starting school already behind – arrive at kindergarten on par with average students across the country.
Redefine “education” in America to encompass the first five years of life, which are the first five years of learning.
Early childhood Stonehenge
Our approach
Invest in practice
Invest in knowledgeInvest in policy
Our investment strategyPractice:
Educare Centerseducarecenters.orgg
Policy:First FiveYears Fundffyf.org
Policy:Birth to FivePolicy Alliance
birthtofivepolicy.org
Knowledge:Center on the Developing Child & Heckman
developingchild.harvard.eduHeckmanequation.org
Ready for school: Children who spend more years in Educare emerge better prepared for kindergarten
National mean =100
Sources: Yazejian, N. & Bryant D.M. (2009). Promising early returns: Educare implementation study data, March 2009. Chapel Hill: FPG Child Development Institute, Ounce of Prevention Fund.
Number of years in Educare
All Childrenn=87 n=50 n=112 n=83 n=332
3‐5 yrs. in Educare 2‐3 yrs. in Educare 1‐2 yrs. in Educare < 1 yr in Educare
Note: This sample includes English-speaking children only.6-Site 2009 Data – Adjusted Means.
Birth to Five Policy AllianceNational GranteesBUILD InitiativeCenter for Law and Social PolicyCenter for the Study of Child Care EmploymentChild TrendsCommittee for Economic DevelopmentCommittee for Economic DevelopmentCouncil of Chief State School OfficersCouncil for a Strong AmericaNational Association of Child Care Resource & Referral AgenciesNAEYCNational Center for Children in PovertyNational Conference of State LegislaturesNational Council of LaRazaNational Governors AssociationNational Scientific Council on the Developing ChildNational Women’s Law CenterOunce of Prevention FundRhode Island Kids CountSmart Start National Technical Assistance CenterUnited Way of AmericaUrban InstituteVoices for America’s ChildrenZero to Three
Birth to Five Policy AllianceState GranteesThe Advancement ProjectCelebrate Children FoundationChildren NowChildren NowChildren’s Alliance (Washington)Children’s Institute (California)First 5 CaliforniaKansas Action for ChildrenKansas Head Start AssociationKansas Association of Child Care andResource & Referral AgenciesMaine Children’s AllianceMaine Department of Health and Human ServicesMaine Department of Health and Human ServicesPreschool CaliforniaSchuyler Center for Analysis and AdvocacyChild Care, Inc.New York Early Care and Learning CouncilNew York State Association for the Education of Young ChildrenWisconsin Council on Children and Families
First Five Years Fund
0-8 is a Critical
0-8 is a critical developmental Period
0 8 is a Critical Developmental Period
Public Expenditures Miss the Peak Period of Brain Development (0-5)
Brain Growth Compared to Public
Expenditures on Young Children
Percent of total
brain growth
100
40
50
60
70
80
90
Cumulative percent of public dollars spent
on children
Age of child (years)
0
10
20
30
40
151 3 19171311975
A Nation still at risk?
“75% of our nation’s young people fail to meet the minimum requirements for military service because they are obese, did not graduate from high school, or have a criminal record.”
-- A 2009 study by the Rand Corporationcommissioned by the Joint Chiefs
A new roadmap for building essential skills Early in life
P i tt tiPaying attention
Self-control
Memory
Spatial reasoning
Critical thinking
The Kellogg Foundation strategy: 0-8
Racial Equity
Civic Engagement
Closing the achievement gap begins at birth
Connecting the early years and the early grades Lessons from SPARK
Diverse locales and geographiesDiverse locales and geographies8,109 ChildrenProven Strategies SPARK States and D.C.
SPARK evaluation results positive
SPARK children outperform a comparison group of children
Charter school Ka ‘Umeke Ka E’o
240
260
280
300
320
340
2405th Grade Reading 5th Grade Math
DOE Public Charter Ka 'Umeke
Avance centers benefit parents also
30%
40%
50%
60%
70%
80%
AVANCE Parents
0%
10%
20%
annual income increase HS graduation attending college or technical program
employment increase full‐time employment increase
Kellogg mission investing for 0-8
• Debt Financing and Equity
$3M in charter school facilities financing$1M in working capital$500K, Series B Round
Knowledge Universe – a P-16 system?
Childcare Operators ProfessionalD l t
Data‐driven Decision‐making & K‐12 Services &
C t tVirtual Schools &
Alternate GraduationChildcare Operators Development Assessment Content Alternate Graduation
nalUnited States
Internation
Thank you.