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Backup Docs 04/27/2010 (CR)Closing'wo7 the Taleni "14 A Husinuss G a lo P,,..P..ti.,, lei' A 4r gjx (f In Partnership With The FL MCA of commerce (10 A Formed in 1961, the Florida Council of 100 is a private, nonprofit, nonpartisan organization of business leaders, which exists to promote the economic growth of Florida and improve the economic well -being and quality of life of its citizenry. The Council was the first of its kind in the United States, and works in close harmony with the Governor and the state agencies, the Chief Justice, the Legislature, as well as with private organizations, to achieve quality of life improvements for the citizens of Florida.* Since inception, the Florida Council of 100 has had a vital, ongoing interest in improving Florida's education system, publishing such reports as Review of the A+ Plan to Improve Education in 1999, We Must Do Better! in 2004, and Preparing for the Future in 2006.' We have always fervently held that Fiurida needs a world -claw workforce infrastructure if our citizens are to have the career tools they reed to compete and prosper in the ever - changing economy of the 21" century. This report, Closing the Talent Gap, is predicated on the fact that continued enhancement and development of Florida's talent is the leading determinant of the state's ability to build a vibrant and innovative economy. Thus, this research is directed toward identifying the key factors for investing public dollars in each stage of the education delivery process in order to deliver the highest dividend to Florida's students and economy. More specifically, Closing the Talent Gap recognizes that 1. Although Florida has already made significant progress in each stage of the educational process, there is still much work to be done. 2. Loth Florida's current and near -term economies must make a priority of investing public dollars to protect such progress, further develop and retain our "best and brightest;' and ensure educational access for all of our students. Further, such monies should be leveraged whenever practicable. ,,. Necessary linkages must be made in education policy to ensure institutions, providers, policymakers, and the general public value education as an investment in the state's future with a real return in positioning Florida's students and workforce to obtain higher - paying jobs. :x r r{ 4s Within this report, effective prioritization of funding in order to maximize the state's economic rate of return is the paramount priority, rather than qualitative assessment of individual systems, institutions, or programs. In fact, the alignment of these elements is vital to Florida's success. The following 10 principles should drive discussion of all talent- related issues and be a lens through which policies and programs are evaluated and alternatives Market- determined need: Supply and demand must drive program creation, expansion, and contraction. Access: A person's circumstances (demographic, geographic, economic, or otherwise) must not be a barrier to full participation in the education system. • Highest expectations: Performance standards inustbe established and maintained atthe highest levels, nationally and internationally. • Accountability: All participants and providers must answer for their performance. Rewarding performance: Superior results merit superior benefits. • Cost- effectiveness: Resources must be allocated where they have the greatest impact. Administrative efficiency: Front -line funding must be maximized. Leveraging resources: Private and federal monies must be broughtto bear whenever possible. Partnership: Cross - organizational synergies must be fostered, institutionalized, and capitalized. • Data- driven decision - making: Objective analysis must drive policy. The Florida Council of 100 would like tothank the Florida Chanibe -I' Commerce and the Fiend, Chamber Foundation fortheir partnership in developing many of the concepts in Closing the Talent Gap. 4 Vj Florida faces an emerging Talent Gap —an urgentshortage of a resource as basic as food, more valuable than gold, and in higher global demand than oil. This crisis in human capital represents a vast and growing unmet need for a highly skilled and educated workforce — our state's most important resource for driving sustainable economic development and a diversified economy. In the nexttwo decades, new innovations will be developed to address the world's most pressing environmental, medical, and transportation challenges. The site of those breakthroughs will reap the economic rewards of leadership. But without a thriving base of knowledge workers, that place may not be Florida. The time to build Florida's future workforce is now, and education must be its foundation. And while predicting the future of such economic development is difficult, one fact is certain. The leading companies and clusters that will emerge over the next 20 years will locate themselves whereverthey have access to a top - quality workforce. Unfortunately, Florida today is not leading the race in providing its workers with the professional skills and education they need to compete and succeed in the economy of this new century. How big is the problem? Consider: Of every 100 Florida students today, only 76 will graduate from high school, only 51 will attend college, and only 32 will earn a baccalaureate degree within six years? Compounding this, only about half ofthose earning degrees in the science and math fields identified with the global innovation economychooseto stayinthe state morethan eightyears.' And the situation will onlyworsen as many of our state's current class of highly educated professionals near retirement age —we face a changing of the guard with too few replacements., Simply put, the future of Florida's economy hangs in the balance. Every student requiring remedial training costs Florida businesses an estimated, annual average of $459 per worker, or more than $3.5 billion peryear, and everyhigh school drop- outloses a quarter of million dollars in directlifetime earnings and ultimately costs taxpayers up to $288,000 in direct payments and additional costs of health care, public safety, and other social programs' Furthermore, every student who doesn't graduate from college costs the state an additional $6 million in lifetime economic output, and that's staggering when one considers that, to reach the education level of the 10 most productive states within the nexttwo decades, Florida will need 4.5 million adults with baccalaureate degrees (1.3 million more than expected at current attainment rates) and, within five years, will need at least 100,000 more science and technology professionals than we are on track to produce.' In summary, every Floridian pays greatly each time a student slips through our collective educational grasp. So how do we begin to address this conundrum? To say Florida's talent production system is a complex web of interrelated entities, programs, and goals would be a gross understatement, Fortunately, Workforce Florida, Inc., the state's public - private partnership in charge of overseeing the administration of the state's workforce policy, programs and services, has established a lens through which Florida's talent production system can be described, evaluated, and, ultimately, improved: the "Talent Supply Chain." Currently, Workforce Florida defines that chain as: A system of resources and infrastructure that prepares people, on a lifelong basis, to advance the needs of enterprises of all scales, sizes and sectors. Like other supply chains, excellence is achieved through customer satisfaction, on -time delivery, reliability, foresight and seamless coordination and process improvement among and between all participants in the chain. In Florida, %of% 10 A people are participant- owners in the chain, by exerting their own transform ative abilities to learn, apply knowledge and create wealth? in Closing the talent Gap, we ooerationaiize this definition by describing our vision of Florida's Talent Supply Chain, its key elements, and related issues and recommendations. In graphic terms, here's what it looks like — d 010A DA COT t .`.5 1'7'11 Integrated aril (,00rdlilate(l 7 M � :; f1arlcel Driven Focuser) on High Standards, Accountability allici Incentives ._J. 100org Cost Effective ZONE 1 ZONE 2 ZONE 3 ZONE 4 ZOPJE 1; PREKINDFPGAM=EN EDMATIOCI In Zone 1, families with young children (ages birth -5) receive early education services through a multitude of state and federal programs. While the three largest programs are School Readiness, the state's Voluntary Prekindergarten Education (VPK) Program, and Head Start, there are also many others, Including unaffiliated private preschools. Many children are also served in informal at -home settings. Science has proven thatthe formative years of ages birth -5 are keyto children's brain development. Thus, early education of the state's youngest children is paramount— there's a reason why states are preserving prekindergarten funding levels in a time of greatly declining overall revenues. school Colleges & Preschool Districts Universities School Readiness PUBLIC WORK - Voluntary Pre -K Head Start PUBLIC Charter Career Florida State College University FORCE - -- Academies °w° - -; System System Other Private Virtual Other Home School Nonprofit At Home Private For - Profit Virtual /Distance On Job Training WORKFORCE DEVELOPMENT SYSTEM Lifelong Learning Targeted Business Training ZOPJE 1; PREKINDFPGAM=EN EDMATIOCI In Zone 1, families with young children (ages birth -5) receive early education services through a multitude of state and federal programs. While the three largest programs are School Readiness, the state's Voluntary Prekindergarten Education (VPK) Program, and Head Start, there are also many others, Including unaffiliated private preschools. Many children are also served in informal at -home settings. Science has proven thatthe formative years of ages birth -5 are keyto children's brain development. Thus, early education of the state's youngest children is paramount— there's a reason why states are preserving prekindergarten funding levels in a time of greatly declining overall revenues. While the Governor's Children and youth Cabinet addresses high -level policy regarding all types of children's services in the state, from a tactical perspective, responsibility for early education programs in Florida is currently split among multiple state -level entities and local implementing organizations. While agencies are increasingly attempting to coordinate activities, such a configuration results in inefficiencies and, in some cases, inconsistent program direction. We therefore recommend that the state consider replicating the approach piloted in Workforce Development Board Region 3 (Chipola Workforce Board) / Early Learning Coalition of Northwest Florida, in which workforce and early education services co- locate. Questions have also arisen regarding the cost and comprehensiveness of VPK. As a result, we recommend that the state consider greatly enhancing the quality of the VPK program as quickly as cost - effectively possible based on demonstrated best practices, including requiring postsecondary teaching credentials and provider accreditation; using approved, research -based curricula; and requiring initial and ongoing diagnostic and evaluative assessments for students. Furthermore, in order to determine the most cost - effective manner with which to make such improvements, the Department of Education should use its upcoming, initial third -grade FCAT assessment of VPK and non -VPK attendees to target areas of need and develop estimates of cost. The state's Agency for Workforce Innovation and /orthe Departmentof Education should alsotake steps to collect demographic and soc,ineconomic data regarding VPK participants versus non participants in orderto facilitate program targeting (breadth) and effectiveness (depth). Finally,the Legislature's Office of Program Policy Analysis and Government Accountability should continue its study of ways to improve early education in Florida by benchmarking best practices of other states, especially methods for improving coordination and cooperation among Florida's multiple early education programs in orderto better leverage programmatic and funding synergies. IL x �1 4 Research Brief This pradu h parr of the RAND Corparallan research brie: series. RAND research briela prase): pokey- oriented shed. ,emu peerre ;_d ae , Corparale Headquarters 1776 Main BReet P.O. Bon 2138 Soma Mo im, Ca lifomio 90407 -2138 r0 310.393.04) su 310.3934818 ® RAND 2008 www.rand.org a 4�1 Casey fam Ity programs LABOR AND POPULATION What Does Economics Tell Us About Early Childhood Policy? A business increasing chorus of Fortune 500 CEOs, ederal Reserve Bank analysts, Nobel rize — winning economists, and other and economic leaders have led the call to increase public "investments" in early childhood.'Ihis call is driven by research findings that increasingly emphasize the importance of laying a strong foundation in early childhood and that show that a range of early interventions can successfully put children on the path toward posi- tive development, preventing poor outcomes in adulthood. These findings —along with increasing recognition in the public - health and social- service sectors that providing program services in early childhood has benefits over treatment later in life —have contributed to the evolution of econo- mists' support for early childhood investments. To help decisionmakers in the public and private sectors, service providers, and the public more generally, RAND researchers drew on their decades -long expertise in applying economics to early childhood issues to demonstrate how two economic concepts- -hurnan capital theory and monetary payoffs— contribute to a unifying framework that provides evidence -based guid- ance for early childhood policy. These concepts are summarized in this research brief. Human Capital Theory An economic model known as human capital theory is a useful, unifying framework that encompasses many of the disparate threads of current thinking about early childhood policy: that later skills build on earlier skills; develop- ment occurs over multiple stages; human devel- opment involves the interaction of nature and nurture; and human capital, skills, and capabili- ties involve multiple dimensions. The fundamental insight is that human capital theory provides a simple framework that is consistent with observations about skill formation and helps its predict how various policies would be likely to affect skill formation. A few examples highlight how predictions of human capital theory are consistent with patterns documented in the program evaluation literature: • A policy that increaser the education level of women would be expected to have a positive impact on their children i human capital. In fact, research demonstrates this effect for young children. A program that successfully promotes children's human capital development would be more effective if it served children in preschool than if it were delayed until after school entry. This is consistent with research findings that the Chicago Child- Parent Center (CPC) pro- gram produced bigger reductions in special education placement and grade retention when provided in preschool rather than elementary school. Conducting screening of children as soon as they enter the foster care system so that they can he referred to mental health services would he likely to promote healthy development and prevent problems later in childhood. Research suggests that early access to quality mental health services for children in foster care helps reduce emotional disorders in young adulthood and enhance later academic success. Human capital theory implies that "invest cents" in the productive capacities of individuals kv, can improve individual outcomes and that these investments might produce the greatest payoffs when made early in individuals' lives. Characterizing the development ofhuman potential as a production process with parallels to other outlays of money and time that would produce returns in the future helps motivate the analysis of the "monetary payoffs" of early childhood programs. Monetary Payoffs Perhaps the most widely recognized intersection between economics and early childhood policy is the analysis of the costs and benefits of early childhood programs and related analyses that describe the rate of return on investments in early childhood programs. The fundamental insight of economics is manifested in a growing body of program evaluations that shows that early childhood programs can generate government savings that more than repay their costs and produce returns to society that outpace most public and private investments. Table 1 illustrates various child outcomes that may he affected by early childhood programs and the associated monetary savings (or costs) to government (i.e., taxpayers). In addition to the effects on government spending or rev- enue, the program benefits may also generate private benefits to program participants or other members of society For example, as shown, increased labor force participation and earnings in adulthood benefit the government by yielding increased tax revenue, but the increased earnings (net of taxes) are also a benefit to the program participant. Table 1 Monetary Savings (or Costs) from Affected Child Outcomes 2- 140 & Lt terms of assessing the costs and benefits of early childhood programs, Table 2 summarizes the results of earlier RAND research that examined nine early childhood programs or groups of programs, including programs that provide patent education or home visiting and those that combined parent education or home visiting with early child- hood education. Table 2 shows the age at last follow -up for each program, followed by data on program costs, total program benefits, and net program benefits (benefits minus costs). "The final column shows the benefit -cost ratio for each program, cal- culated by dividing total program benefits by program costs. Tills, for example, the benefit -cost ratio for Home Instruc- tion for Parents of Preschool Youngsters (HIPPY) USA is 1.80 ($3,032/$1,681); this means that the program generates a benefit of $1.80 for each dollar invested in the program. This analysis shows, first, that early childhood programs can produce benefits that offset their costs but that not every early childhood program does so. Seven of the nine analy- ses found benefit -cost ratios greater than 1, implying that the benefits outweighed the costs, with a range between $2 and $17 in benefits for every dollar invested. However, even for those programs with positive net benefits to society as a whole, when viewed from the government's perspective, not all programs generate net savings sufficient to offset a full public sector investment in program delivery. Future research needs to identify the features of cosy- effective programs. Second, some of the variation in benefit -cost ratios results from differences in the length of follow -up for the E111cl on Child Outcome -- Man tary Benefits (or Co ts) to Government Lower "It, to h Id velf re system Reduced child maltreatment Reduced child acode is and rnfunes Lower cost, for m rge y room sits and other public health care costs Reduced'nc de ce of an childbearing Reduced grade repet tian —__ — Lower costs for public health care system and social welfare programs Few education - - I y spent K 12 'Low costs for special education (Mon y .rs spent m K -12 education, i.e., drop -out rate reduced) ,. Reduced use of special education _ Increased high school graduation rate Increased college attendance rate Increased labor force participation and earnings adulthood Mot years spent n postsecondary education) I �creas i tax r e -, Red ced administrative costs for social welfare programs, reduced welfare- progra n transfer payments Low costs fr, the nefle,,I jutce system Lower o for public health care system and from premature death Lower medical costs from fewer low birth weight babies Reduced use of welfare and other means -test d p ogra h ___ Reduced crime and contact with criminal justice system Reduced incidence of smoking and substance abuse Improved pregnancy outcomes SOURCE: Adapted from Lynn A.Karoly, M. Rebecca Kilburn, and 1111 S. Cannon, Early Childhood Interventions: Proven Results, Future Promise, Santa Monica, Calif.: RAND Corporation, MG- 341 -PNC, 2005, Tahle 4.1. As of May 1, 2008 . http: / /www. rand.org /pubs /monographs /MG341/ Table 2 Costs and Benefits of Selected Early Childhood Programs M (o A program evaluations and the range of outcomes measured in the evaluations. Higher benefit -cost ratios are associated with programs that have the longest follow -up, such as the Perry Preschool Project, which has followed a group of participants to age 40. The lack of positive net benefits for two of the programs is because there were no significant improvements in the outcomes measured (CCDP) or because the favotable effects were for outcomes that could not readily be expressed in dollar terms (IHDP). Third, the findings show that a spectrum of program types generated payoffs: small- scale, model programs and larger -scale programs that have been implemented for several decades; very expensive and intensive programs and less expensive ones; and early education programs (ix., center - based preschool programs) and home visiting ones. Fourth, there is evidence that returns from early child- hood programs decline under certain conditions, for example, while monetary payoffs may still be positive for universal programs, the rate of return may be higher when programs are targeted toward the groups likely to benefit from them most. - lhere is a growing recognition that reaping the monetary payoffs of early childhood services is tied to the quality of those services. However, although raising the quality of early childhood services in the public or private sector may be appealing to policymakers, features associated with higher quality almost always require more resources. So with no increase in fimding, a shift toward higher quality may entail a reduction in services offered. Thus, the fundamental insight of economics in discuss- ing early childhood— program quality is that there is gener- ally a quality- quantity trade -off in early childhood services unless budget outlays grow. Given the need to allocate scarce resources, how can policymakers decide who should benefit from their policies? Should they choose families or taxpayers, for example? And there is also the question of whether the policy time frame should he short or long. Age atLast Program Follow -up I kt t`• v+l{ 4 1�flr 533q r It k! alt } >�9 wq 5 is i i +p If Comprehensive Child Development Program (CCDP): Case managers provide coordinated 5 services to low - income families with children under 5 �r4,�' 'K7 qy HIPPY USA: Paraprofessionals provide home visits to disadvantaged families with children 6 ages 3-5 wyt '. `r. ` Infant Health and Development Program (IHDP): Home visiting and center -based child 8 t " itr p4�C k i ? t ssr r' A st ,1 r development program for low birth weight ;n��7 �h "' .f r<�3"� ��'4'; s-, .{ srF ai fit babies from birth to age 3 1 ,:W�sil "4h wv 1 y+1^Cv i'1r' �-. Y 'f v �`:r' Nurse - Family Partnership: Public- health nurses home to low- income first 15 provide visits -time a alt x eta+ > a't'( "la`Ki lt. mothers from prenatal period to age 2 a r Home visiting for at -risk mothers and children Varies ° "•p1' ( meta - analysis): Average effect across 13 home �'h ntK r+ i s #* yu4ly tit tyi , , visiting programs, f4 Abecedarian Program: Comprehensive, center- 21 based child development program for at -risk children from infancy to age 5 f r k , rr Chicago CPC: Center-based, one -or two -year 21 part day academic -year preschool program with parent participation High /Scope Perry Preschool Project: Center- 40 based, two -year part- day academic- year '" .;, +7r rdlt' preschool program with home visiting Early childhood education for low- Income 3- Varies and 4- year -olds (meta - analysis): Average effect across 48 preschool programs'' SOURCE: Adapted from Karoly, Kilburn, and Cannon (2005, Table 4.4). NOTE: All dollar values are 2003 dollars per child and reflect the present value of amounts over time, where future values are discounted to age 0 of the participating child, using a 3 percent annual real discount rate. program evaluations and the range of outcomes measured in the evaluations. Higher benefit -cost ratios are associated with programs that have the longest follow -up, such as the Perry Preschool Project, which has followed a group of participants to age 40. The lack of positive net benefits for two of the programs is because there were no significant improvements in the outcomes measured (CCDP) or because the favotable effects were for outcomes that could not readily be expressed in dollar terms (IHDP). Third, the findings show that a spectrum of program types generated payoffs: small- scale, model programs and larger -scale programs that have been implemented for several decades; very expensive and intensive programs and less expensive ones; and early education programs (ix., center - based preschool programs) and home visiting ones. Fourth, there is evidence that returns from early child- hood programs decline under certain conditions, for example, while monetary payoffs may still be positive for universal programs, the rate of return may be higher when programs are targeted toward the groups likely to benefit from them most. - lhere is a growing recognition that reaping the monetary payoffs of early childhood services is tied to the quality of those services. However, although raising the quality of early childhood services in the public or private sector may be appealing to policymakers, features associated with higher quality almost always require more resources. So with no increase in fimding, a shift toward higher quality may entail a reduction in services offered. Thus, the fundamental insight of economics in discuss- ing early childhood— program quality is that there is gener- ally a quality- quantity trade -off in early childhood services unless budget outlays grow. Given the need to allocate scarce resources, how can policymakers decide who should benefit from their policies? Should they choose families or taxpayers, for example? And there is also the question of whether the policy time frame should he short or long. tia Given those considerations, the field of economics also contributes by showing that alternative decisionmaking rules can help when allocating resources: • Need based. In this scenario, policymakers implement policies that focus on outcomes that are particularly bad in the community. For example, if data suggest that child abuse and neglect are higher in a given community than in most other peer communities, then that commu- nity might decide to focus on a home visiting program that specifically addresses this issue. • Outcome based. Policymakers may simply prioritize particular outcomes, based on such considerations as the values their constituents have rather than using the comparative rankings of communities on indicators. For instance, the legislature might choose improving the well- being of children in the foster care system as its signature issue and, as a result, focus on implementing programs that target children in foster care. • Effectiveness based. This rule would lead to a policy that chooses the one approach that provides the greatest impact on outcomes for a given level of funcfing.'lhus, based on this rule, the community would select the one early childhood program that provides the greatest dollar benefits for the number of children that can be served with the available funds. • Cost- saving based. This decisionmaking rule requires that programs or strategies produce enough savings to pay back their costs in the long run. In contrast to the effectiveness - based approach, in this case, a program might have the big- gest effect on outcomes of all the programs, but, Hit did not pay for itself in the long run, it would still not be chosen. • Marginal net benefit based. In this case, policymakers would fund programs or approaches up to the point at which the net benefits to the next person served are equal across programs.'Ihis decisionmaking rule would gener- ally result in funding multiple programs up to the levels at which the marginal net benefits were equal. Economics does not value one of these approaches over another; instead, it provides a framework for selecting opti- mal service levels given that a community has established its goals and priorities in the early childhood field. The fundamental insight from economics is that effi- cient early childhood policy would include a spectrum of services rather than one "best" approach, and economic theory also provides some guidance about how to choose an optimal level of each type of service or program given the total budget available for all services. The efficient portfolio of early childhood services provides the greatest total benefits to the community. Economists would urge policymakers to fund each program or service up to the point at which the last person served by each is generating a similar net benefit. ghis is true because, if programs were funded at other levels, the total benefits to society could be raised by providing fewer services to families in the program that provided the lower marginal net benefits and more services to families in the program that provided the higher marginal net benefits. Implications A common theme that emerges from economic theory and analysis and from other disciplines is the crucial role that early experiences play in laying a foundation for ongoing development and the fact that development is a multiperiod process, with outcomes in each period building on those of the previous period. Both on theoretical grounds and given findings from empirical analyses— including cost - benefit analysis — economic research promotes a reorientation of child and human services coward investment and prevention and slay froth attempting to "treat" poor outcomes that mani- fest themselves later in the life cycle. implementing such an approach would require fundamentally rethinking how nearly every human service is delivered. Shifting toward a paradigm in which resources arc invested in early human capital might Produce better outcomes, save taxpayers money, and improve the quality of life for the people in whom we invest. a This research brief do scribes work done for RAND Labor and Population that was fended and c.- monogsd by Casey Family Programs and documented in iha Economics of Early Childhood Policy: Who? the Dismal Science Has b 5oy About h —,ling in Child— by M. Rebecca Kilburn and Lynn A. Karoly, OP227-CFP, 2008, 48 pp, available at http : / /www.,a.d..,g/ pubs /occasion. l_ papers /OP227/ The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the chall.nges facing the public and private sectors ar.ond tho world. RAND's publications do not necessarily reflect the opinions of Its rosearch clients and sponsors. RAN Dm is a r,gkfn,ad tradomark. RAND Offices canna Man:— CA Wc.h'inylon, DC - Pittsburgh, PA . Jackson, MS /t: e:v O,Icoi,s, LA ..nnibridpc, UK . palm, QA G A _ Nov Convi l View,, ork Fall Childhood Education Dennis P. Lockhart President and Chief Executive Officer Federal Reserve Bank of Atlanta Telluride Economic Summit on Early Childhood Investment Sponsored by the Partnership for America's Economic Success (a collaborative project managed by The Pew Charitable Trusts) and the Telluride Foundation Telluride, Colo. September 22, 2008 Thanks for that introduction. Earlier this year, I was approached by the Metropolitan Atlanta United Way to lead a new commission on early childhood education. My co -chair is Beverly Tatum, president of Spelman College. Although I have been an educator, I am not an expert on education and certainly not on early education. I have been working my way up the proverbial learning curve and have reached the point this morning of demonstrating the zealotry of a recent convert. Since accepting our call to lead the Atlanta commission, Beverly and 1 have been immersed in the literature of the field and have made visits to places we believe are leaders in the field. Speaking for myself only, I have formed some preliminary views on the case for Investment in early (pre- kindergarten) education. I believe that case is compelling —a "no- brainer." If there is debate, I believe it appropriately concerns implementation- -the practical details. For the next several minutes, I'd like to walk you through my noneapert understanding of the early education topic and share with you the preliminary views I will carry into the deliberations of our commission, which kicks off Oct. 1. Starting with myself, our commission is not made up of subject experts. We've recruited prominent citizens from a wide array of backgrounds representing diverse constituencies. These leaders are from business, foundations, government, criminal justice, education, media, entertainment, and the faith community. We're launching our Atlanta commission with the firm conviction that business community involvement and leadership are vital to success, and for this reason we will try to frame early education not just as an education and social policy concern but also as an economic development issue. Framing the topic of early education as relevant to economic development encourages the use of a working vocabulary familiar to business people, including terms such as "Investment" and "return on investment," "[business] model," and "workforce competitiveness." In my varied career, I've spent more time in business than any other sector. As a new zealot for early education, I favor the direct, pragmatic, impatient -with- rhetoric language of my business colleagues. In that spirit, let me put forth five propositions: 1. Kindergarten is too late. At least it's too late for many children, especially those from disadvantaged households. Children who do not arrive at kindergarten ready for the structure and content of the formal education process are behind on day one. Many will never catch up. 2. Early education generates high returns. Return on investment can be calculated, and that return is competitive with or superior to many discrete projects typically justified in economic development terms. 3. We (society) can pay now or pay later. Failure in school forces channeling of resources —tax dollars, philanthropy, and United Way funding —to treatment of social problems that are the consequence of that failure in school. Failure in school unquestionably contributes to the appalling statistics we see on phenomena such as school dropouts, teen pregnancy, crime, and incarceration. 4. Success requires public and private leadership. For the foreseeable future, leadership action and effective delivery of early education will require a hybrid model. Achieving quality in early education requires concerted efforts on the part of the public education system, nonprofit agencies, for - profit providers, churches, and a diverse funding community. Government financing and other support are likely to be necessary, but not sufficient. Business leadership —as is so often the case at the state and community level —is critical to fill gaps and gain traction. S. Finally —my fifth argument —the train is leaving the station. Many states and communities across the country are moving forward on this issue, and momentum for early childhood education is building. There is a growing recognition that this is an idea whose time has come and progressive communities ought to and are getting on with it. With regard to international economic competition, the train has left the station. Many of our competitors are well ahead. M-_j Before I go r',, Yki, I'd like to give at c rt on to s c e rssa1ti TI o C c I I a, r T I i I I r T.aifloi to bulfri with, there is the critical distinction between "care' and "education." T000ften, early ch ildh cod od ucaton -- on rposeIn 1, stnrctu rcl.. n intl um I Jcaining — ls confused with "chi lace re "or "dayca re. " Worse t mightd miss these pregra iii s as gl or lfied baI fitting. While educa£oT car rake plae_ In a d Wore or hr rc. -ttirg, t L -ggest a _ al and economic benefits associated with early education flowfrom investments In high - quality curriculum -based pre - kindergarten programs that begin as early as age 2. The highest returns cc rue from investing In financially daadva rtag dchildenwh great risk Tf ilr.m late - tfe because they haven't gotten a solid educational start. I -ligh- quality early education is nothing like babysltting. It typically involves well qualified teachers, small classes, a research - validated curriculum, and family - support services. This conference will address other early interventions (such as those related to health or Family income) that may complement the educational investments that are the focus In this talk. The end game of early education is school readiness; specifically lundergarten readiness. Kindergarten readiness Is typically defined by preparation in five domains. These are. physical well -being and motor development; personal, social, and emotional development; the arts and creativity; language and literacy development; and mathematical and analytical thinking. Adequate preparedness In all of these at is needed before kids begin formal schooling and make their way through the K -12 system. The neuroscience case A substantial body of research tells us that the foundations for language development, cognitive skills, and social competence —all critical components for success in school and, ultimately, in the workplace —are established before kindergarten. One expert argues If at 85 percent of a child's brain structure develops in the first three years of fife. About half of the children who reach kindergarten are not equipped with these skl l ls. Brain development research has shaped the curricula of "high - quality" early childhood education programs. Programs are geared to provide children with the Kinds of experiences that strengthen the neural circuits underlying the skills needed for school success. Language d—lopm nYs partcul rly mportan I r, -se '.t r - '[ranger .detorof ._h I u"as'. Children with significant exposure to words In family and of settings show up in kindergarten with a vocabulary exceeding 1,000 words. It's been established that the vocabularies at cluldren who grow up in disadvantaged homes are less than half those of children who come from homes vlith high incomes and high parent Iavolvernent. In the muae of their early years, children in advantaged environments are exposed to literally millions more words throul;h conversations or out reading. For young children with special needs or from home environments vvith high levels at economic ic o emotional stress, early education may be especially important in reversing the damage to tha brain's circuitry mused by childhood trauma and stress. In sum, the science underpinning formal early childhood educator is well advanced and compelling. Return on investment Even practitioners of the dismal science have weighed in on the payoff n om early education. Economists perceive early education as reIevantto human capital development, workforce competitiveness, and, by extension, labor productivity and reduction of costly externalities such as crime and remedial public expendil In The work of Nobel laureate James Heckman and ethers builds a very convincing case that early childhood interventions — including enriched preschool centers coupled with home visitation proerarns —are among the most effective investments iu building the skills vital to productivity and success in an economy that depends increasingly on knowledge workers. To quote Heckman (and co- author Dlmltriy Masterov): "Investing In disadvantaged young children Is a rare public policy with no equity - efficiency tradeoff. It reduces the inequality associated with the accident of birth and at the same time raises the productivity of society. I -_ =�,, La, b -err � iec�Y , �r .* , x I n._ h -nl ,i,. �. c r. u�, sv ir,nr ✓en ion;. (c in"iri a nd lntei play r. ,o s�� °ii✓ nhih- s i, IcuuinaL.uci I.Pirr to ti riry sl n.�t he ri<I ?�r nsh t,d a ✓Iloei children .vlth exposure to presdro pro(,,, r arR — periods. One well- documented longitudinal study began more than 40 years ago at Perry Preschool In Michigan. As I understand it, the study has tracked 123 at -risk children, with 58 of them having participated in a high quality pre -K when they were 3 and 4 years old. Studies like this calculate a social rate of return that combines the private return from higher lifetime earnings with the return to society from lower crime and incarceration and reduced need for social services. In this particular study, the annual social rate of return is 16 percent adjusted for inflation. About a fourth of the return accrues directly to individuals, but three- fourths of the benefits flows to society at large. Other studies using different methodology provide different numbers but reach the same conclusion: Investment in early childhood education is money well spent — yielding a stream of benefits from a better - skilled workforce, higher incomes, and a reduced need for taxpayer- funded social programs. A number of you attending this conference work in the economic development field and should be aware of this evidence as you consider decisions to allocate scarce resources. My colleague Art Rolnick, director of research at the Federal Reserve Bank of Minneapolis, makes a compelling case that many project commitments and policies justified under the banner of economic development are low impact compared to early education. For instance, efforts to provide financial incentives for businesses to relocate constitute a zero -sum game, simply moving jobs from one region to another. Raising average competence is a positive -sum endeavor. Given the benefits of workforce competitiveness and the long -term costs of educational failure, Art argues that state and local governments would be much better off over the long term investing in high - quality early education than building costly sports stadiums or subsidizing manufacturing facilities. The international competitiveness situation and case Let me now comment on the international competitiveness case for early learning. According to the Organisation for Economic Co- operation and Development (OECD), early childhood education experienced a surge in policy attention around the world beginning In the early 1990s. In many other countries, children are now starting formal education at younger ages than in the United States. For example, 95 percent of French children go to school at age 3 and the Swedish system offers preschool to children ages 1 to 5, and 78 percent are in preschool by age 2. These and other countries — including several in Western Europe —are more likely to have adopted a national philosophy to guide early education. Thus, the public sector generally drives the early education with a centralized policy. This approach stands in contrast to the education model in the United States, which encourages local control with some flexibility to pursue innovation. As a result, early education and childcare in this country have been largely shaped by market forces; that is, parents pay providers who respond to demand at the individual program level. Market demand has risen as more women have entered and stayed in the labor force. Working mothers are a fact of modern life. The public sector has been getting more involved over the past 10 years as state and local stakeholders have begun to see early education as an important part of the education continuum. A majority of U.S. states now offer pre -K programs for some 4- year -olds. Some states have programs for 3- year -olds. In most states, delivery is through a mixture of private and public programs. The flexibility offered by our system has the potential to contribute more to economic growth over time than a mandated one- size -fits- all model. Admittedly, at any given time, a number of factors will determine how effectively the United States —and its component regions and communities— competes in a global economy. But I think it is reasonable to suggest that early education and its role in human capital development could be a key factor in improving the economic vitality of our communities and the nation's long -term international competitiveness. This topic will be more fully developed in a later session, so I will defer to that presentation. A role for business To realize our workforce potential and the economic development impact of early learning here in the United States, there is a clear need for assertive leadership to bring together disparate public and private actors at a state or community level. And there is a legitimate role for the business community based on pragmatic self - interest. Business is a big stakeholder in the skill level and productivity of the werl<force, so it stands to reason that business should be involved in shaping the early education agenda. The war for talent will be easier If there is more talent. 1 believe business has an important advocacy role, funding mobilization role, and a role of ensuring market Incentives. Implementation realities If the delivery model for early education is destined to be a public - private hybrid, what are its vital elements, Its moving parts? I had that question in mind as I visited Minnesota, Miami, and North Carolina —all places that are known for innovative ideas and practices in this field. I learned that implementation involves coordination of a complex array of important elements— funding, accreditation, training, parental involvement, and overall leadership. a rating system and trusted entity to oversee It, technical assistance for providers, family support services, such as parent mentoring, identification and targeting (fat risk rhildren, and v stable sourcesofadogr t- unding —i Yailarlyi. 'f rg that makes programsaffordableandaccessbleto lessadvantaged families and single mothers. Minnesota is putting emphasis on solving the funding challenge through an endowed scholarship program for st -risk children. Their concept empowers parents to choose providers in a competitive market. Miami is emphasizing technical assistance to providers and overall leadership to be delivered by a center of excellence organized under the auspices of the United Way. North Carolina's approach involves decentralized local program development funded by state and business dollars governed by a public- private oversight board. I know there are other nodes of early education leadership and Innovation. I hope to visit others in the coming months and develop a good sense of the national landscape in this arena. In their communities, committed individuals make a huge dlfferen ce. For example, In Minnesota, leadership comes from Duane Benson Net executive officer of The Minnesota F, rly I earning Foundation), key private sector companies, and my colleagues at the Federal Reserve Bank of Minneapolis. In Miami, David Lawrence, former publisher of the Miami Herold, has developed a national reputation for his leadership in this cause. In North Carolina, former Gov. Jim Hunt played a key role. In addition, a range of leaders from the public and private sector — Including North Carolina's large banks —keep the North Carolina Partnership for Children and its Smart Startinitiative going. The Atlanta case In Atlanta, we're not starting from zero. Georgia benefits from alottery- funded volrmtary universal statewide li program for 4-year- adds that In dudes content standards, approved curricula models, quality assessment, and orri monitoring. But in 2007 -08 this program only reached 57 percent of the nearly 134,000 four-year -olds in the state- The participation rate in metro Atlanta —where about halt of Georgia's 4 -year -olds reside —is barely 70 percent. SmST Start Georgia, led by the United Way of Motropolltnn Atlanta, has worked to significantly increase the number of nationally accredited childcare centea across the state We also have some good -nod( G of teacher training and technical assistance in some communities. Yet we need to find ways to replicate these models and extend their reach. A key challenge fora populous region such as greater Atlanta Is taking hup-iertation strategies that have proven to be effective in smaller settings and extending them to name e children scAirg fhem. While we've made great progress in Georgia, we have reach work to do to achieve a fully built out delivery mechanism with all of the elements I listed earlier. I am encouraged that we are starting with some critical elements already In place and a commission of dlvcne leaders — Including several business leaders— wlllingto learn about this issue, set aggressive goals, and deliver recommendations with practical steps for Implementation. Conclusion As I said up front, this subject matter Is new to rue, and I expect to learn a lot in the coming months. So I must couch my propositions and observations in predictable caveat —they a �._ prcllmina ", tentative, and revisable. but let me make a bold claim about the long- term future. In time, development of our children in formal pre -K programs will begin at age 2. And by age 5, our population of children will be on a much surer path to Individual suca n',(11001 c - adiness to cu. npete as adults in the global econorny. REFERENCES anrc, , n the D tie! on P, Lhl I 1 at H s =d Uneci y A ,Im, based F '-ep - -, 70081. Clifford, Richard M., and GiseIe M. Crawford, eds. Beginning School: U.S. Policies in International Perspective, Teachers College Press, forthcoming. Cobb, Kathy. "Laying the Foundation." The Federal Reserve Bank of Minneapolis The Region, June 2008. Hart, Betty, and Todd R. Risley. "The Early Catastrophe: The 30 Million Word Gap by Age 3," The American Educator, Spring 2003. Heckman, James J., and Dim itriy V. Masterov. "The Productivity Argument for Investing in Young Children." Committee for Economic Development, October 2004. Organisation for Economic Co- Operation and Development, Starting Strong: Early Childhood Education and Care, 2001. Rolnick, Arthur 1., and Rob Grunewald. "Early Childhood Development = Economic Development." The Federal Reserve Bank of Minneapolis The Region, March 2003. - - -. "Early Childhood Development: Economic Development with a High Public Return." The Federal Reserve Bank of Minneapolis The Region, December 2003. - - -. "Early Intervention on a Large Scale." Education Week, Jan. 4, 2007. - - -. 'The Economics of Early Childhood Development as Seen by Two Fed Economists," The Federal Reserve Bank of San Francisco Community Investment, Fall 2007, Southern Education Foundation. Time to Lead Again: The Promise of Georgia Pre -K. 2008. Wat, Albert. Dollars and Sense: A Review of Economic Analyses of Pre K. Pre -K New Research Series, Pre -K Now, May 2007. UA l' Education Week January 2007 Early Intervention on a Large Scale The economic benefits of ensuring good early - childhood development are clear. Now it's time to design and implement a system to do it. .aid Arthur 7. Rolnick, right, is a senior vice president and the director of research at the Federal Reserve Bank of Minneapolis, where Rob Grunewald is an associate economist. The views expressed are the authors' and not those of the Federal Reserve. — sevans /Education Week For well over 20 years, government leaders at the state and local levels have been deeply engaged in efforts to promote economic development. Unfortunately, many economic - development schemes using public dollars are at best a zero -sum game. In the name of economic development and creating new jobs, virtually every state in the union has a history of trying to lure new companies with public subsidies. Previous studies have shown that the case for these so- called bidding wars is shortsighted and fundamentally flawed. From a national perspective, jobs are not created —they are only relocated; the public return is at most zero. And the economic gains that seem apparent at state and local levels are also suspect because they would likely have been realized without the subsidies. In other words, what often passes for economic development and sound public investment is neither. Persuasive economic research indicates that there is a far more promising approach to economic development with government assistance. It rests not on an externally oriented strategy of offering subsidies to attract private companies, but rather on government support of those much closer to home —quite literally: our youngest children. This research shows that by investing in early - childhood education, �11 governments —in partnership with private firms and nonprofit foundations —can reap extraordinarily high economic returns, benefits that are low -risk and long - lived. We would like to put forth a pragmatic proposal for economic development at the state and local levels that capitalizes on the high returns that investment in early - childhood education can yield. We don't pretend to have all the answers to economic development, but we're quite certain that investing in early - childhood education is more likely to create a vibrant economy than using public funds to lure a sports team by building a new stadium or to attract an automaker by providing tax breaks. Careful academic research demonstrates that tax dollars spent on early - childhood development provide extraordinary returns compared with investments in the public, and even private, sector. Some of these benefits are private gains for the children involved, in the form of higher wages later in life. But the broader economy also benefits because individuals who participate in high - quality early-childhood- development programs have greater skills than they otherwise would, and they're able to contribute productively to their local economies. Fou^ c D� rl- sa7_0 I, ; r „o- Ni 'rftR,Wu s o Early oeveicpment- is available from the Federal {. The promise of early - childhood programs is based on fundamental facts about early human development. A child's quality of life and the contributions that child makes to society as an adult can he traced to his or her first years of life. From birth until about the age of 5, a child undergoes tremendous development. If this period of life includes support for growth in language, motor skills, adaptive abilities, and social - emotional functioning, the child is more likely to succeed in school and to later contribute to society. Conversely, without support during these early years, a child is more likely to drop out of school, depend on welfare benefits, and commit crime — thereby imposing significant costs on society. Carly- childhood- development programs recognize this potential —and this risk —and reel: to nurture healthy development from the earliest years. Several longitudinal evaluations all reach essentially the same conclusion: The return on early - childhood - development programs that foals on at risk families far exceeds X14 the return on other projects that are funded as economic development. Cost - benefit analyses of the Perry Preschool Program, the Abecedarian Project, the Chicago Child - Parent Centers, and the Elmira Prenatal /Early Infancy Project showed returns ranging from $3 to $17 for every dollar invested. This implies an annual rate of return, adjusted for inflation, of between 7 percent and 18 percent. These findings, promising though they are, pose a challenge: Small -scale early - childhood- development programs have been shown to work, but can their success be reproduced on a much larger scale? There are reasons to be skeptical; some recent attempts at scaling up early - childhood development have been disappointing. But based on a careful review of past and current programs, we believe that large -scale efforts can succeed if they incorporate four key features: careful focus, parental involvement, outcome orientation, and long -term commitment. Achieving these characteristics in large -scale early - childhood - development programs requires the flexibility, innovation, and incentives that are inherent in markets, as well as the long -term assurance and stability that government backing provides. To establish a successful, large -scale early - childhood - development program, therefore, we propose a permanent scholarship fund for all families with at -risk children. Similar to endowments in higher education, earnings from an endowment for early - childhood development would be used to provide scholarships for children in low - income families who aren't able to afford a quality early - childhood program. ooe,_9 Ipjreschoo0 have long -telrm educatr mall and eca nomilc benefits? Research suggests the answer may be YES. Intensive preschool interventions targeting disadvantaged children have been shown to yield significant gains that may last well into adulthood. Longitudinal studies have been conducted to evaluate the enduring outcomes of several well -known preschool programs. Michigan's Perry Preschool program served 123 4- year -olds for two years. Participants have been tracked to age 40. o North Carolina's Abecedarian preschool served 111 children from age 4 months to 5 years. Participants have been followed to age 21. (L' A Illinois' Chicago Child- Parent Centers served 1,500 children. Participants have been followed to age 20 . How did chfldlrenn served by these programs fare Vater in Jaffe? They were more likely to stay in the regular classroom and out of special education. They were more likely to go through school without repeating a grade. They were more likely to complete high school without dropping out. As adults, they were more likely to be employed and to have higher earnings. Athough long -term benefits of such interventions have been demonstrated, the costs of some exemplary programs can be quite high. On an annual per - student basis, the Perry Preschool and Abecedarian programs, respectively, spent about $9,000 and $10,500 (adjusted to 2000 dollars). As a result, some have questioned the cost - effectiveness of such programs and the extent to which they can serve as models for larger -scale interventions. Citations Barnett, W.S. & Belfield, C.R. (2006). (Early Childhood Development and Social Mobility. The Future of Children; Opportunity in America, 16(2), 73 -98. Borman, G.D. & Hewes, G.M. (2002). The Long -Term Effects and Cost - Effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24(4), 243 -266. Cunha, F. & Heckman, JJ. (2006). "Investing in Cur Voung People." Working Paper. University of Chicago. Ll The scholarships would cover child tuition to qualified programs plus the cost of parent mentoring to ensure parental involvement. Scholarships would be outcomes - based, meaning that they would include incentives for achieving significant progress toward the life and learning skills needed to succeed in school. Parent mentoring would include parent education; information about available financial, health, and human - services resources; and guidance on selecting an early- childhood- development program. Research shows that reaching children with multiple risk factors as early as possible is essential; even age 3 may be too late. So we suggest that while scholarships would pay tuition for a child to attend an early- childhood- VA development program beginning at age 3, the parent - mentoring program could start much earlier. Through parent decisions and provider responses, the market would determine the structure of the early - childhood - development industry. Market participants would Include early- childhood providers from the public and private sectors, which represent a mix of preschools, child -care providers, and home- visiting programs. The market structure, however, would be influenced by standards set by an executive board that manages the early - childhood - development endowment. Providers would have to comply with these standards in order to register the scholarship children. The standards would be consistent with the cognitive and social - emotional development needed to succeed in school. We envision a diverse mix of providers competing to serve at -risk children, leveraging the existing early -child hood - development infrastructure and opening the door for new providers. Based on costs used in previous studies and current programs for at -risk children, we estimate that total resources needed to fund an annual scholarship for a high - quality early - childhood - development program for an at -risk 3- or 4- year -old would be about $10,000 to $15,000 for a full -day program that included parent mentoring. The scholarship either would cover the full cost of tuition or would be layered on top of existing private and public funds, such as child -care subsidies, to enhance quality features that correlate with school- readiness outcomes. The endowment's board could vary the amount of the scholarship to reach children in families just over the poverty line on a sliding scale, or increase the amount of the scholarship for children facing multiple risk factors. gnvesgieng in Early Childhood All but a dozen states now offer some form of state - financed preschool education. But funding levels for such programs vary dramatically across states. while New Jersey provides more than $9,000 per child, Maryland provides only $721 per pupil. *Click image to see the full chart. L, -�V SOURCE: National Institute for Early Educator, 2005 To derive an approximate dollar amount for the endowment, a state would have to estimate the number of children to be covered, multiply that by the average scholarship, and calculate the investment return for the interest derived from investing the endowment funds in low -risk government or corporate bonds. In Minnesota, for example, we estimate that to ensure that all 3- and 4- year -olds living below the poverty line receive high - quality early - childhood development, the state needs about an additional $90 million annually. For children who aren't already involved in an early - childhood program, the scholarship would provide access. For children who are enrolled in a child -care center or preschool, the scholarship would ensure that the quality is at the necessary level to meet school- readiness goals. A one -time outlay of about $1.5 billion —about the cost of two professional sports stadiums —would create an endowment that could provide scholarships to the families of children in Minnesota living below poverty on an annual basis. With the endowment's funds invested in corporate AAA bonds, earning about 6 percent to 7 percent per year, we estimate that $90 million in annual earnings would cover the costs of scholarships, pay for program monitoring and assessments, and supplement existing revenue sources as needed for early - childhood screening and teacher - training reimbursement programs. The evidence is clear that investments in early - childhood- development programs for at -risk children pay a high public return. Helping our youngest children develop their life and learning skills results in better citizens and more- productive workers. Compared with the billions of dollars spent each year on high -risk economic - development schemes, an investment in early - childhood programs is a far better and 1�7A- far more secure economic - development tool. Now is the time to capitalize on this knowledge. To fully achieve the benefits of early investments in children, they need to be followed up with quality education in the K -12 school system. However, if we are successful in getting most at -risk kids ready for school, K -12 will be more successful. In our view, the case is closed for why we must invest in early - childhood development. Now it is time to design and implement a system that will help society realize on a large scale the extraordinary returns that high - quality early - childhood programs have shown they can deliver. Arthur J. Rolnick is a senior vice president and the director of research at the Federal Reserve Bank of Minneapolis, where Rob Grunewald is an associate economist. The views expressed are the authors' and not those of the Federal Reserve. LGA Ready, Willing, And Unable To Serve: -i Percent of Young Adults Cannot Join the Military; irly Ed in Pennsylvania is Needed tro Ensure National Security A Report by i. MISSION: RkADIN17 ' SS [,.,I I I- I T/A PY I E A P L N'S ; 0R K I D ", V4'^ _41". 1, _ t, _ -I IJ Ad"! , i,t Je I',-:'3Tit MISSION: READINI -59 - MIIIIARY 1 "rnDHtS roR Kips is a bipartisan, nonprofit, national security organization led by more than 60 retired generals and admirals. The military leaders Of Ad15SION: READINESS call on all policymak- ers to ensure America's security and prosperity by supporting interventions proven to help America's youth succeed academically, stay physically fit, and abide by the law. MI S1ON: READINEss is supported by tax -de- ductible contributions from foundations, individuals, and corporations. MISSION: READINESS accepts no funds from federal, state, or local governments. MILITARY LEADERSHIP General fienry "Hugh' Shelton, US Army (Ret.) General Wesley Clark, US Army (Rat.) General Johnnie E. Wilson, US Army (Ret.) Admiral Leon A. "Bud" Edney; US Nary (Ret) Lieutenant General Joe N. 13.11nd, US Army (Net.) I ieutenant General Dennis I_ Benchoft US Army (Net Lieutenant General Robert G. Gard, Jr., US Army (Ret.) Lieutenant General Jerome B. Hilmes, US Army (Ref.) Lieutenant General Donald L Kerrick, US Army (Ret) Lieutenant General Ricardo 5, Sanchez, US Army (Rot.) Lieutenant General Joseph H. Wehrle, US Air Force (Ret.) Vice Admiral Donald Arthur, US Navy (Ret ) Vice Admiral L'dwmd IT Martin, US Navy (Ret,) Major General Earl L Adams, US Army (Ret) Major General Buford "Buff" Blount US Army (Ret) Major General Roger R. Blunt, US Army (Rel -) Major General William E Bums, US Army (Ret) Major General George A. Buskirk, Jr., US Army (Ret) Major General George F. Close, Jr, US Army (Ret) Major General James W. Comstock, US Armv (Net.) Major General Wesley E. Craig, US Army (Net) Major General John 'E Crowe, US Army (Ret.) Major General Nelson E. Durgin, US Air Force (Ret) Major General Paul D. Eaton, US Army (Ret -) Major General Peter t Graven, US Army (Net.) Major General Donald R. Infante, US Army (Net.) Major General James A. Kelley, US Army (Ret) Major General Paul E. Mock, US Army (Ret) Major General Paul D. Monroe, Ir., US Army (Ret.) Major General Dmhicl J. O'Neill, US Army (Net_) Major General Joseph E. Pemgino, US Army (RO ) Major General Walter P. Pud lowski, Jr., US Army (Ret) CIVILIAN LEADERSHIP Former Secretary of the Navy John I -I. Dalton Former Under Secretary of the Army Joe R. Reeder Major General Paul E. Vallely, US Army (Ret.) Rear Admiral James A. Barnett, US Navy (Ret.) Rear Admiral James F Carey, US Navy (Ret.) Rear Admiral Roland G. Gutbault, US Nary (Rat) Rear Admiral James E. McPherson, US Navy (Ret.) Rear Admiral Stuart P. Platt. US Navy (Rct) Rear Admiml Alan M. Steinman, US Coast Guard (Ret.) Rear Admiral David M. Stone, US Navy (Net.) Rear Admiml Robert Sutton, US Navy (Net.) Brigadier General James P. Combs, US Army (Rat.) Brigadier General John W. Douglass, US Air Force (Ret.) Brigadier General Michael A Dunn, US Army (Rct) Brigadier General Charles K. Ebner, US Army (Rot.) Brigadier General Evelyn "Pat" Foote, US Army (Rat.) Brigadier General Robert E. Gaylord, US Army (Ret.) Brigadier General Keith H. Kerr, US Army (Ret.) Brigadier General Donald H. khr den, US Anny (Ret.) Brigadier General David L. McGinnis, US Army (Pet.) Brigadier General Preston Taylor, US Air Foxe (Ret) Brigadier General "led Vander Els, US Army (Rot.) Brigadier General Augustine A. V rengia, US Air Force (Ret) Brigadier General John M. Watkire, US Army (Rat) Brigadier General Jack Yeager, US Army (Rat) Chief Master Sergeant of the Air Force Frederick J. Finch (Ret.) Master Chief Petty Officer of the Navy James L. Herdt (Bet) Sergeant' ajor of the Marine Corps John L. Estrada (Ret) Sergeant Major of the Marine Corps Alford L. McMichael (Net.) Serb ant Major of the Army Reserve Michele S. Jones (Ret) Nlaster Chief Petty Officer of the Coast Guard Vincent W. Patton, III (Rot.) Sergeant Major of the Army Jack L. Tilley (Ret.) This report was authored by William Christeson, Awry Dawson Taggart, Ted Eismeier, and Soren Messner - Zidell. Saif Khan, David Kass, Matt Lambert, Zandria Marcuson, and Stephen Duster also contributed to this report. Publication layout by JR Birgy. :..,......m.,...,:: ,..:: u:.:..:,.,.ws�....,.�. +:,,....a .,. .. w .�:�,.:.... ,.. any f_ducatlon Investments in Pennsylvania Ready, illing aid Unable to Serve 75 percent of your- ad I.] CIImL n of join the nrijiIaiyr Early Ed in Pennsyhlania is needed to ensure nalional security The Pentagon reports that 75 percent of Americans 17 to 24- years -old are ineligible to serve in our military. The reasons behind this are serious and - if left unaddressed - could adversely affect the strength of our military. In the interests of national security, we must understand and deal with these problems. Three crucial reasons why young Americans LOW GRADUATION RATES FOR cannot join: SELECT CITIES AND RURAL AREAS Philadelphia„,,,�_L_ 62% Although there are often two, three or even more Pittsburgh 53% reasons why an individual is ineligible to serve m' Scranton ` ',1-282% the military, three of the most significant reasons are Reading - 65% Harrisburg 68% inadequate education, a criminal background, or Williamsport NMWAMNIMNEM 72% excess weight. Altoona 68% Inadequate Education: Approximately one out of four young Americans lacks a high school diploma. Students who have received a general equivalency degree (GED) can sometimes receive a waiver if they score well enough on the military's entrance exam. However, most of those who dropped out and received a GED instead of a regular degree do not possess sufficient math or reading skills to qualify. Though Pennsylvania is doing better than many states, the state's high school dropout problem is alarming: 20 percent of ninth graders fail to graduate from high school within four years, according to one frequently cited analysis. In Philadelphia, impressive progress has been made in recent years, but still 38 percent of ninth graders are not graduating on time. In Pittsburgh, almost half of the city's students are not graduating on fime.' Not only are too many young people failing to graduate, many of those who do graduate still lack the academic skills necessary to take their place alongside others in the workforce or in the military. Mm 2004-05 Grad'sa n Rams ft ,,j mEduct R ch Ce r, 2008 The "Nation s Report Card," the National Assessment of Educational Progress (NAEP), reports that in 2007 only 36 percent of eighth graders in Pennsylvania scored at least "proficient" in reading. Only 38 percent were "proficient" in mathematics z Even with a high school degree, many potential recruits still fail the Armed Forces Qualification Test (the AFQT) and cannot join. The test is used by the military to determine math and reading skills. About 30 percent of potential recruits with a high school degree take the test and fail it.3 Criminality: One in ten American youth cannot join because they have at least one prior conviction for a felony or serious misdemeanor (and for five percent of American youth, trouble with the law is the only thing keeping them out)' To illustrate how serious the crime problem is in Pennsylvania, there were nearly half a million &14 Serve arrests for crimes in the state in 2007 and nearly 25,000 arrests for violent crimes. Most of those crimes were committed by young men in their late teens and early twenties. At the end of 2007, one in every 28 Pennsylvania adults was in some stage of incarceration, parole, or probation.' Weight problems: 27 percent of young Americans are too overweight to join the military.' Just as in the rest of the country, the percentage of Pennsylvanians who are not just overweight but actually obese has risen rapidly. (A person is obese if they have a Body Mass index, BMI, of 30 or above; for example, someone five feet nine inches tall would be obese if they weigh 203 pounds or more). In 1987, less than 15 percent of people in Pennsylvania were obese; by 2007, it had almost doubled with over 27 percent of the population obese. Additional reasons beyond of young adults cannot join because of health issues.? Others are not eligible because they have drug or alcohol problems, are too tall, too short, or have other non- medical reasons making them ineligible. For example, single parents with custody of a child cannot join. The cut -off points for different service branches vary on many standards. Multiple problems: Solving one problem is often not enough to allow someone to join. For example, some of the overweight individuals are also involved in crime or have other medical problems that would disqualify them even if they lose enough weight. those three: Many young people are disqualified from serving for various health problems, such as astluna, eyesight or hearing problems, mental health issues, or recent treatment for Attention Deficit Hyperactivity Disorders. Nearly a third (32 percent) of all young people have health problems - other than their weight - that will keep them from serving. Mien weight problems are added in with the other health problems, over half economy is no formula for a strong military. Once the economy begins to grow again, the challenge of finding enough high - quality recruits will return. Unless we help more young people get on the right track today, our future military readiness will be put at risk_ In summary: when all the requirements are considered, only about two out of ten young people are fully eligible to join the Army without Fewer waivers in 2009 but i- C': 11s D u ring America's current - "' - economic downturn, the military is better able to find well - qualified recruits and is temporarily relying less on waivers for those i:enr'raL LS (Kull ;�rn;y� with academic deficits or former t hairmall. Joint criminal records' But a weak those three: Many young people are disqualified from serving for various health problems, such as astluna, eyesight or hearing problems, mental health issues, or recent treatment for Attention Deficit Hyperactivity Disorders. Nearly a third (32 percent) of all young people have health problems - other than their weight - that will keep them from serving. Mien weight problems are added in with the other health problems, over half economy is no formula for a strong military. Once the economy begins to grow again, the challenge of finding enough high - quality recruits will return. Unless we help more young people get on the right track today, our future military readiness will be put at risk_ In summary: when all the requirements are considered, only about two out of ten young people are fully eligible to join the Army without any waivers, according to the Army's Accessions Command.' The number of others who are eligible with waivers depends on the service branch and where they draw the lines on waivers for educational deficits, legal offenses or health problems. In his March testimony, Curtis Gilroy, the Pentagon's accessions policy director, testified that currently 75 percent of young Americans have problems that will keep them from joining the military.10 Quality early education increases graduation rates and cuts crime Future MISSION: READINESS reports will discuss health issues, but this report is focused on what can be done to increase graduation rates and cut crime. Over forty years of research on early education programs has found they successfully address both problems. Research shows early education builds a foundation for future learning The first years of life build the foundation for what comes later. The "school readiness skills" are more than just learning the ABC's or learning how to count. Young children also need to learn to share, wait their turn, follow directions, and build relationships. Ttris is when children begin to develop a conscience - differentiating right from wrong - and when they start learning to stick with a task until it is completed. Early Educanon Investments in Pennsylvania imperative that the military be able to field not just highly competent individuals who can operate high - tech weaponry and computer systems. The military also needs individuals who will have the ability to work in teams and the excellent judgment needed to successfully carry out their duties while deployed on active duty. That cannot be acquired just in basic. training. QUALITY EARLY ED INCREASES GRADUATION RATES Percentage of children who have graduated from high school by age 40 65 45% Perry Preschool Children Similar children randomly excluded from Perry Preschool Schrveinhan er al, 2005 QUALITY EARLY ED CUTS FUTURE CRIME Chronic lawbreakers at age 27 35% The Nobel- prize - winning economist James Heckman 7 argues that these early social skills provide the dam- fomndation for future success in school and later u1 Perry preschool Similar children who life. As Heckman explains, success builds on success. children did not attend the Perry Unfortunately, failure also begets failure. preschool program The solid research behind early education Those who have served in leadership positions in the United States military recognize that it is At risk 3- and 4 -year olds randomly excluded from the High/ Scope Perry Preschool Program were five times more likely to become chronic offenders (more than four arrests) byago 27. A C f ^adp,A II aldUn c t, .c AT- RISKCIi1LDREN WITHOUT QUALITY EARLY ED WERE 70% MORE LIKELY TO COMMIT VIOLENT CRIMES An arrest for violence by age 18 15.3 9% Child- Parent Center children 0 Similar childre n who did not attend a Child- Parent Center 2a11 Two carefully -designed studies have followed children in high - quality early learning programs for decades. The resulting research has shown that children in the programs had higher rates of high school graduation and lower rates of arrest than the study participants who did not receive the preschool programs. n In fact, of all attempted school reforms that can impact children's chances of graduating, early education has the most solid proof that it can raise graduation rates." - Evidence supporting early education for at -risk children came from a randomized controlled study following children in the Iligh /Scope Perry Preschool Project in Ypsilanti, Michigan. From 1962 -67, preschool teachers worked intensively with low- income children ages 3 and 4. The children attended preschool during the week and teachers came to their homes once a week to conch their parents on appropriate parenting skills. Researchers followed the children up to age 40, comparhtg their life experiences with the children who did not participate in the early education program, the contrast was stark. with just 15 percent of the children in the control group; and 44 percent more of the children in the Perry program had graduated from high school." By age 27, at -risk three- and four- year -olds left out of the Perry Preschool program were five times more likely to be chronic offenders than similar children who attended the program. Significant and meaningful differences in life outcomes continued through age 40" Lhe Child Parent Center preschool program has served over 100,000 at -risk, inner-city children in Chicago. By the age of 18, children left out of the program were 70 percent more likely than program participants to have been arrested for a violent crime. An outstanding charge or conviction for a violent crime usually prevents a young person from enlisting in the military." By age 24, participants in that program were 12 percent more likely to have graduated from high school, and were 11 percent more likely to have either attended college or to have been working steadily than those left out of the preschool program. ° . kc tfu lied tilelrs r,ililon/ L <ra% rrirr ?tools lhr ieLr ;rul rah _ of rar!q f1asr ins:: k: <upw,idini to ia, i3.- i noon: icntcrs 'These snapshots over time of the children's development show that early childhood education Almost half of the preschool children were can have significant long -term impacts on a person's performing at grade level by the age of 14, compared success or failure in school and beyond. Research shows that interventions at age 4 have far - reaching consequences later in life, and all of society benefits. A strong investment with impressive returns Not only does early education advance the educational success of students, it also produces solid savings to taxpayers. Disadvantaged children who repeatedly fail in school do not simply disappear. Too often these children grow up to have very troubled lives, and their struggles can be extremely costly to society. Special education, crime, welfare, and other costs account for millions of dollars in expenses to Pennsylvania's taxpayers. Because the costs incurred by a few of the at- risk kids can be so high, research shows that the benefits of investing in high -quality early childhood education for at -risk kids far outweigh the costs, according to cost benefit studies done of the programs: Net savings minus costs from investing in early education High /Scope Perry Preschool $244,81111 Chicago Child- Parent Centers $70,97719 Unfortunately, Pennsylvania is still spending heavily on recurrent social problems and not enough to prevent them in the first place. Next steps for Pennsylvania Until 2004, Pennsylvania was one of only nine states with essentially no state - funded early education program. By 2008 it had state - funded programs serving 11 percent of four -year olds, and just over five percent of three- year -olds in the state. ` However, Pennsylvania serves a far lower percentage of its four - year -olds than its next -door neighbors New York and West Virginia: New York serves 39 percent of its four- year -olds and West Virgiida serves 43 percent." Early Education Investments in Pennsylvania "T�o J,c °ri1 �1titrrirrr szrt>n�„ pt °nest11a,Imicc skoald be lmwiicg quickly to casure ticnt all rnr- sen-i l al-risk kid.. �tii't acr11ss to high- rjaalitu earl/ ethccation." If those served by Head Start, the federally - funded pre - kindergarten program, are also counted, more than 60,000 at -risk Pennsylvania children from low- income families are being served. That still leaves 65 percent of at -risk three- and four - year -olds who are not served according to figures from the Pennsylvania Partnership for Children.' The United States Congress and the Pennsylvania Legislature should be moving as quickly as possible to ensure that all at -risk kids have access to these programs to ensure our national security. As important as it is to increase access, it is also crucial to deliver high- quality programs. The research is clear that only high- quality programs deliver strong results. Military commanders all know that quantity is no substitute for quality - a strong military unit needs both. The largest state - funded program, Pre -K Counts, has made very impressive progress in improving quality along with access. It recently increased its quality standards, requiring, for example, that its teachers have a Bachelor's degree and training in Early Childhood Education, and it now meets or exceeds nearly every quality benchmark established by the National Institute for Early Education Research (NIEER)." Pre -K Counts will continue to seek out opportunities to increase quality, including ongoing efforts to improve voluntary parent - coaching. Initial data is promising from a comprehensive, on -going data collection and evaluation process for Pre -K Counts. ltshows rapid increases in language, t o cy, l II m ,'d L'nable n Sere. . math, and social skills for children in the program. For example, the kindergarten teachers u1 Erie and Corry School Districts report that 86 percent of the children who participated in Pre -K Counts were doing better in math, literacy and social skills than their kindergarten peers who did not attend that program. Children's needs for special education are also less if they attend the program. For example, in the Pottstown School District, only two percent of the kindergarten children who attended Pre -K Counts needed a special education plan compared to 14 percent of the all Pottstown kids entering Kindergarten7° Conclusion: Early education is an investment in national security The best aircraft, ships, and satellite- guided weapon systems are only as effective as the personnel the military can recruit to operate them. Just as with our evolving economy, tomorrow's military will need young people who are better prepared than earlier generations for tomorrow's challenges. But the trends are not encouraging. Too many young people arc dropping out of school, getting involved in crime, and arc physically unfit. Phis cannot continue. Our military readiness and thus our national security depends on the ability of the tip- coming generation to serve. We need to take action now to reverse our current course. If Pennsylvania's policy makers ramp tip both the quantity and quality of the state's early education programs, they can count on strong support from the retired generals and admirals of MISSION: RcArIN ss. We fully understand what is at stake. Pennsylvania can, and must, do a better job of preparing our children for a successful life with many options in adulthood, including a career in the military if they choose to serve. Continued investments in early education are essential for our national security. Endnotes 1 In Pittsburgh, 48 percent are not graduating on time FPE Research Center. (2009). Graduation rate maps. Bethesda, MD: Educaton Week. Retrieved on May 26 2009 frorn htP://www eclwc,,k raIVipps/eijJrA 2 Lee, J., c.r'gg, W. & D. nahue, P. (2007). The N rations Rep- t t irrl: Reading 2001 (NCES 2007 -496). Nat onal Center for Fdr cat-, Statist ' Irclntnt, of E 1 'r t 5 US. Der—Inient IF Ed t WjsI t, D.C. 3 Jack D'Ibe ck, Resear, n Analyst )United Siates Ar ray /o, -ion, Conn, F t hnoa, KY. Personal Co amun -cat on on May 14, 2009. 4 Jark Dilbeck, Research Analyst, United States Anny Accessions (.oinmand, Fort Knox, KY. Personal Communication on May 14, 2009, 5 Pew(-,,,ter on the states. (2009). 7 in 31: 7h, 1 g reach oft an Corr ] is - Penn )1 -ania. WasJnngton, D C: Author. Retr eyed on May 26, 2009 from hup. /iwww -ps -c ilte I ontI, r t -. -.o IFn ple. d od f i I,.tv. +>N. pn - nterontl -[ tsorg/Faci_ Sheets /1`SPP_1in31_factsheet PA.pdf 6 Jack Dilbeck, Rn. -_arrh Ar alyst U -[ed Sates r\ ) \<res�'io : r -- stand, Fort Knox, KY. F _ nal Comma n cat on on May 14, 2009. Arch, B -J., Buck, C Klcr na n, J.A. Klcyl<amp, M- g L ;bran, D.s. (2009). M'I t- y tlis(mer [ i I hispanic y tl OI sricic- id opportunities. Santa Monica, CA: RAND Corpuration. Retriever) on May 27, 2009 fn,nr hit n / /,,, rand.org /pubs /monographs /2009 /RAN D_MG773 -pdf RAND reports that l 10 t ht t 1 I. I - ,icple, the f _ w Ili net accept r - six toot tall Innte weighing over 20S p.11111b. 1 h' M1 11111A would ad n t helli_r al,, I. Int n 'I, in, tall n l[ 1,1 have to st n d w n to 213 pounds in order to actually ship t 7 Jack D'Ibeck, Research Analyst United States Ally A,-- C r, rand, F rt Knox, Y. f _ onal Corn a[ion on May 14, 2009. TweN v "nI— nt afyorngAn ,m., nr_troI y Irl 11 du 111111,11Y NIIIIII111 I,- ett weight as the only issr k- ping them —L �r �, ,.,,,,, „•�,�,,;� �,,,, -„ , .w......,...- . _" _ _ Eady EduCa001 InveStrents in Pennsylvania �. The others also have other health problems or other problems, as well as being overweight. 8 Vogel, S. (May 11, 2009). Military recruiting faces a tight budget. The Washington Post. Retrieved on May 27, 2009 from http: //www. washingtonpost.com /wp -dyn/ content /article/ 2009 /05/10/AR2009051002172 -html; Under Secretary of Defense, Personnel & Readiness. (2008). Recruit quality - by year since FY 1973. Washington, D.C. U.S. Department of Defense. Retrieved on May 26, 2009 from http: / /www. defenselink.mil/prhome/ciocs /Page.htm 9 lack Dilbeck, Research Analyst, United States Army Accessions Command, Fort Knox, KY. Personal Communication on May 14, 2009. 10 Gilroy, C. (March 3, 2009). Prepared statement of Dr. Curtis Gilroy, director for ssecessions policy, office of the undersecretary of defense for personnel and readiness before the House Armed Services Subcommittee "Recruiting, retention, and end strength overview. Retrieved on May 27, 2009 from http://armedservices. house. gov /pdfs /MP030309 /Gilroy = l es[imony030309.pdf 11 Reynolds, A.1., Temple, ).A., Ou, 5., Robertson, D.L. ,Mersky, J.P, Top ors, J.W., et al. (2007). Effects of a school- based, early childhood intervention on adult health and well - being. Archives of Pediatrics and Adolescent Medicine, 16118), 730 -739; Schweinhart, I_J., Morrie, J., Xiang, Z., Barnett, W.S., Bolted, C.R., & Notes, M. (2005). Lifetime effects: The High Scope Perry Preschool study through age 40. Ypsilanti, ML High /Scope Press; Campbell, F.A., Pungello, EP., Miller- Johnson, S., Burchinal, M., & Ramey, C.T. (2001). The development of cognitive and academic abilities; Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231 "242. 12 Despite all the efforts to increase graduation rates underway, in a meta analysis of research on those programs, only five programs had the quality of research design and then the subsequent results to be sure they delivered increases in graduation rates; and two of those five programs that worked were early education programs. (The others were a comprehensive high school reform effort, raising teacher salaries by 10 percent, and greatly reducing class sizes.) Levin, H., Behold, C., Muennig, P., & Rouse, C. (2007). The costs and benefits cf an excellent education for all ofAmerica's children. New York: Columbia University, Teacher's College. Retrieved on May 26, 2009 from http: / /www.cbcse, org/ media /download _gallery/Leeds_ Report_Final 1an2007.put 13 Schweinhart, L J., Barnes, H. V., & Weikart, D. P. (19931 ..Significant benefits: The High /Scope Perry Preschool study through age 27. Ypsilanti, MI: High /Scope Press; Schweinhart, L1.,Muntie, T,XIan ,,., Barnett,W.Sr Belfield, C.r., & Notes, M. (2005). Lifetime effects: the High Scope /Perry Preschool ,Study through age 40. Ypsilanti, MI: High /Scope Press. 14 Schweinhart, L J., Barnes, H. V., & Weikart, D. P. ( 1993). Significant benefits: The HighLScope Perry Preschool study through age 27. Ypsilanti, MI: High /Scope Press; Schweinhart, L.J.,Montle, 1. Xiang,Z.,Barnelt,W.S., Bellied, C.r., & Nores, M. (2005). Lifetime effects: the High Scope/Perry Preschool Study through age 40. Ypsilanti, MP. Ihligh /Scope Press. I S In the past, the military would sometimes allow waivers for some felonies, but they arc currently not accepting anyone with felonies into the Army. Vogel, S. (May 11, 2009). Military recruiting faces a tight budget. The Washington Post. Retrieved on May 27, 2009 from http:// www.washingtonpost. om /wp- dyn / content / article/ 2009/05/10/AR200905100.2172.html 16 These results were marginally significant. Reynolds, A.J., Temple, TA., Robertson, D.L., & Mann, E.A. (2001). 1 ong -term effects of an early childhood intervention on educational achievement and juvenile arrest. Journal ofthe American Medical Association, 285(12), 2339- 2380; Reynolds, A.J. (2007, March 31). Paths of influence from preschool intervention to adult well- being; Age 24 findings from the Chicago Longitudinal Study. In A.). Reynolds (Chair), Paths of effects of the Child Parent Center preschool intervention on early adult well- being. Symposium conducted at the biennial meeting of the Society for Research in child Development, Boston, Massachusetts. 17 See for example: Campbell, N.E., Appelbaum, J.C., Martinson, K., & Martin, E. (2000). He all we can be: Lessons from the military for improving our nation's child care system. Washington, D.C.: National Women's Law Center. Retrieved on May 27, 2009 from http: / /— .eric. ed.gov:80 /ERICDocs/ data/ ericdocs2sgl /content_storage_01 /0 00 001 9b/80/16/3a/f7.pdf 18 Notes, M., Belfield, C.R., Barnett, W.S., & Schweinhart, 1. (2005). Updating the economic impacts ofthe High /Scope Perry Preschool Program. Educational Evaluation and Policy Analysis, 271 245 -261, 19 Reynolds, A.J., & Temple, J.A., (2006). Prevention and rust- effe,ownes, in early intervention: A 20 -year follow -up ofa Child- Parent Center Cohort. Humphrey Institute of Public Affairs, University of Minnesota, Minneapoli, 20 Barnett, W.S., Epstein, J.D., Friedman, A.H., Boyd, J.S., & I lustedt, J.T. (2008). The state ofpreschool 2008: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education.: the Pennsylvania 1- duration Accountability Block Grant, the Pennsylvania Kindergarten for Four -Year Olds program, the Pennsylvania Head Start Supplemental Assistance Program, and the Pennsylvania Pre -K Counts program 21 Barnett, W.S., Epstein, l.D., Friedman, A.H., Boyd, LS., & Hustedt, l.T (2008). The state ofpreschoo12008: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education 22 Diane Barber, Early Childhood Education Director, Pennsylvania Partnerships for Children. Personal Communication on April 24, 2009. 23 Pennsylvania Pre -K Counts, (2009). March 2009: Pennslyvania Pre -K Counts: Showing results for Pennsylvania's Children. Retrieved from the internet on May 28, 2009 from http://www.pakeys.org/ocdei_Somm[PAPKC-*/`2OShowing-Results _ final_3- 10- 09.pdt 24 Pennsylvania Pre -K Counts, (2009). March 2009: Pennslyvania Pre -K Counts: Showing results for Pennsylvania's Children. Retrieved from the internet on May 28, 2009 from http: // www .pakeys.org /ocdel_comm /PAPKC_ / 20Showirig _Results_tinal_3- 10- 09.pdf _- -__ 1�'� [ �. d I � � �� : ��: i . �, l � 1 � , �crt „_ _ i '� �' �. School or the Streets. FIGHT CRIMMIF. 71Q�,Invef di M%Q;;;i L74 Fight Crime: Invest in Kids is a bipartisan anti -crime organization of over a,000 law enforcement leaders and crime survivors nationwide. Its sheriffs, police chiefs, prosecutors and crime victims promote greater public investments in programs proven to direct kids onto better paths in life, paths that lead them away from crime and towards success. Fight Crime: Invest in Kids' members are from all fifty states including, for example, 45 out of the 63 Major Cities Chiefs. Seattle Chief Gil Kerlikowski chairs the board and David Kass is President. Fight Crime: Invest in Kids has almost so staff members at its national and state offices and receives funding from major foundations, individuals and corporations. Fight Crime: Invest in Kids accepts no funds from federal, state or local governments. Major funding for Fight Crime: Invest in Kids is provided by: The Afterschool Alliance -The Atlantic Philanthropies • The Boeing Company - The Buffett Early Childhood Fund • The Butler Family Fund - The California Endowment • the California Wellness Foundation - Robert Sterling Clark Foundation - Naomi and Nehemiah Cohen Foundation • Sam L. Cohen Foundation - Dr. Scholl Foundation - Early Childhood Investment Corporation -Frey Foundation - Bill e Melinda Gates Foundation • The Grable Foundation • Grand Victoria Foundation - The George Gund Foundation - Evelyn and Walter Haas,Jr. Fund -The Horace Hagedorn Foundation . The Irving Hari is Foundation • The I10hIL Endowments - The William and Flora Hewlett Foundation - The James Irvine Foundation - IEHT Foundation - The Walter S. Johnson Foundation - W.K. Kellogg Foundation - Long Island Community Foundation - McCormick Foundation -Richard King Mellon Foundation -The Charles Stewart Mott Foundation -The New York Community Trust • The David and Lucile Packard Foundation • The William Penn Foundation - The Pew Charitable Trusts - Advancing Quality Pre -K for All - Rauch Foundation - The Robins Foundation - Schumann F7md for New Jersey - The Skillman Foundation. For more information, or for copies of this or any report, see www.fightcrime.org. Authors: Bill Christeson, Brian Lee, Stephanie Schaefer, David Kass and Soren MessnerZidell. Contributors to this report: Siddhartha Aneja, Miriam Rollin, and Matt Lambert. aoey,ight designed 6y: ,.L. Blackmon a � \FIGHT CRIME: Copyright zoos, Alt Right, Neservcd � � Fight Crime:lnvest in Kids '��= in Kids Z0, >. :6.00 "1 • 10 ", 6.0110 Fight Crime: Invest in Kids (% Executive Summary America faces a dropout crisis that poses a significant threat to public safety. Nationwide, an estimated three out of ten high school students fail to graduate from high school on time; and for many cities and minority populations, the numbers are much worse. Nationally, by one account, nearly 50 percent of African - American and nearly 40 percent of Latino youths attend high schools in which graduation is not the norm. IIIGII S( 11001 DR6POIIfS A t MOR1 1IE! (t 10 TURN i0' HIMI_ High school dropouts are three and one -half times more likely than high school graduates to be arrested, and more than eight times as likely to be incarcerated. Across the country, 68 percent of state prison inmates have not received a high school diploma. According to researchers, 10 percentage -point increases in graduation rates have historical- ly been shown to reduce murder and assault rates by approximately 20 percent. Increasing graduation rates by 10 percentage points would prevent over 3,000 murders and nearly 175,000 aggravated assaults in America each year. tt1611-011At. IA Y PRI KINDI- R(,Aft1PN INCRI ASES GRAMIAI ON RAIES AND CUTS CRIME Many efforts are underway nationwide to increase graduation rates, but the most tested and widely adopted school reform shown to greatly increase graduation rates is high - quality pre- kindergarten. Evidence from two long -term evaluations of the effects of pre - kindergarten pro- grams show that participating in high - quality pre- kindergarten increases high school gradua- tion rates by as much as 44 percent. INCRLASED ItIVESI MEN 75 iN f_AMY I DI1Gll10N ARC NEFDED Many states are seriously considering following the lead of Oklahoma, where 68 percent of all of the state's four - year -olds are now enrolled in their voluntary, high - quality pre- kinder- garten program. A few other states are already undertaking serious efforts, but most have a long way to go. Nationwide, the percent of four - year -olds served by state pre -k programs has risen from 14 percent in 2002, to 22 percent in 2007 — definite progress, but far from where states should be. Nationally, funding for Head Start, the nation's premiere pre- kindergarten program for poor kids, is sufficient to serve only half of all eligible children, and Early Head Start serves less than five percent of eligible infants and toddlers. CUTTING DWI €'(11115 SAVES %I (IN f Y AND LIVES America's dropout crisis not only threatens public safety, it also damages America's econo- my. Dropouts earn less, pay fewer taxes, and are more likely to collect welfare and turn to a fife of crime. If America could raise male graduation rates by 10 percent, the country would save over $15 billion every year, including almost $10 billion in reduced crime costs alone. LAW FNIMULMIN[ It - ADEIIS AND (RIME VI( IIMS ARE IINIIED The more than 4,000 members of Fight Crime: Invest in Kids are convinced that in order to cut violent crime and to save lives and money, America should invest far more in high -qual- ity early education programs. School or the Streets: Crime and America's Dropout, p The more than 4,000 law enforcement leaders and crime vic- tim members of Fight Crime: Invest in Kids are committed to taking dangerous criminals off the streets. But years of crime- fighting experience and rigorous research show that tough law enforcement is not enough. In order to most effectively reduce crime and safe- guard our communities, it is necessary to take steps to prevent kids from ever becoming involved in crime in the first place. A good education is not only critical to a young person's success in life, it is also one of the most fundamental crime - prevention tools available. Kids who stay in school and graduate are more likely to become productive citizens, and less likely to turn to crime. ,i;LII k, f16O VOIII CRISIS America faces a dropout crisis that poses a significant threat to public safety. An estimated three out of ten high school students do not graduate from high school on time.' And of the more than 4.2 million Americans who turn 20 each year, 805.000 do rant have a high school diploma or General Equivalency Degree (CED) I Nationally, nearly 50 percent of African - American and nearly 40 percent of Latino youth attend high schools from which graduation is not the nonn.3 For years, the dropout crisis in America and across the nation has been a silent epidemic,a drawing insufficient attention due to differing, and sometimes LOW GRADDAIION RATES IN LARGE STATES AND CITIES srnres California 70u. Texas 699° New York 68, Florida 61w Illinois 77, CRIES New York Los Angeles 44, Chicago . 51. Houston 53, Philadelphia 62. very misleading, methodologies to meas- ure high school graduation rates. Many districts have assumed, without evi- dence, that students who stopped show- ing up for class were enrolled some- where eise. For example, North Carolina reports on its state website that 94 percent of its students graduate, whereas a more real- istic estimate concluded that only 67 percent of its students graduated on time. South Dakota reports a rate of 94 percent whereas the more conservative estimate puts the figure at 76 percent, and Minnesota reports a rate of 9I percent vs. 78 percent for the more credible analy- sis., States across America need to adopt comprehensive data systems that track individual student data starting from the time a student enters the educational sys- tem until he or she leaves it. Lacking such data, there are different methodolo- gies for estimating the scope of the prob- lem, but it is clear to all researchers who study this issue that far too many young people are dropping out, putting America's future at risk. High school dropouts are three and one -half times more likely than high school graduates to be arrested, and over eight times more likely to be in jail or prison. Fight Crime: Invest in Kids L!g � A School or the Streets: Crime and America's DrRpp, tI ,CI INCREASING GRADUATION RATES CUTS MURDERS & ASSAULTS ,N NLAI. MPA(:111 J 11611 ICI I(Y It 61. N _ oAi 111 N It1. I I -1)L' I I N I .11 lnl, l 01N 15 Rigorous research has established the State Murders Prevented Aggravated Asslts. Prevented strong link between high school gradua- Alabama 1, 76 2,093 tion and reduced crime. This is not sur- Alaska 7 692 prising since dropping out can have the Arizona 93 3,856 short-term effect of leaving young peo- Arkansas 41 2,245 California ple unsupervised on the streets, and the 497 22,291 Colorado long -term impact of leaving teens and 32 2,509 Connecticut adults without the skills they need to Delaware 22 8 97t 728 make ends meet. Washington D.C. 34 917 High school dropouts are three and Florida 226 17,408 one -half times more likely than high Georgla 120 5,164 school graduates to be arrested, and over Hawaii 4 419 eight times more likely to be in jail or Idaho 7 540 prison.b Across the country, 68 percent Illinois 156 8,171 of state prison inmates do not have a Indiana 74 2,085 high school diploma.? Iowa t I 1,254 Kansas 25 1,701 While staying in school even one year Kentucky 34 1,194 longer reduces the likelihood that a Louisiana 106 4,419 youngster will turn to crime,s graduating Maine 5 156 from high school has a dramatic impact. Maryland 109 1 4,402 University of California at Berkeley Massachusetts 37 3,760 economist Enrico Moretti and Canadian Michigan 143 7,317 economist Lance Lochner studied the Minnesota 25 1,784 relationship over time between changes Mississippl 45 '.1 870 in graduation rates and crime and con- Missouri 74 4,432 eluded that a 10 percentage point Montana 3 389 increase in graduation rates reduces Nebraska 10 651 murder and assault rates by about 20 Nevada 45 2,035 New Hampshire 3 208 percen0 New Jersey 86 3,130 Increasing the nation's graduation New Mexico 26 1,848 rates from an estimated 71 percent to 81 New York 184 9,077 percent, therefore, would yield 400,000 North Carolina 108 5,121 more graduates annually and prevent North Dakota 2 108 more than 3,000 murders and nearly Ohio 108 3,194 175,000 aggravated assaults each year.IV Oklahoma 41 2,595 The accompanying chart provides a Oregon 17 1,280 state -by -state analysis of aggravated Pennsylvania 147 51910 assaults and murders that could be pre- Rhode Island 6 276 vented by such an increase in graduation South Carolina 72 5,011 � South Dakota 2 175 rates. Tennessee 82 6,445 Texas 277 14,873 Utah 9 712 a I'13E KIN[11 R(;APH N PROGRAMS Vermont Vermont 2 116 - AM PROWN fi) IMPROVE: GRAD - GRA - Virginia 80 e U4TION RATE CH AND H CRIME Washington 38 2,555 Improving graduation rates is not West Virginia 15 754 `s easy. Columbia University researcher Wisconsin 33 1,784 a Henry Levin and his colleagues con- Wyoming 2 � 202 y ducted an extensive search of programs Nationally 3,407 172,171 School or the Streets: Crime and America's DrRpp, tI ,CI A 10 percentage point increase in graduation rates would prevent approximate- ly 3,400 murders and over 170,100 aggravated assaults each year. QUAI-HY PREKINUERGARIEN INCREASES GRADUATION RATES Percent of children who have graduated from high school by age 40 65 => 45, Perry Preschool Children Slmllar chlldrenrandomly excluded from Perry Preschool impacting graduation and "found very few interventions that demonstrably increased high school graduation rates on the basis of rigorous and systematic evaluishorI."I Two of the five programs that had undergone rigorous research that Levin found to be effective were pre- kinder- garten programs.12 Pre - kindergarten is the most widely - implemented school reform that produces solid graduation rate increases. I �jil. ti 1 ) Pi;k -k:.it I . I.: ;..R1 i.': Law enforcement leaders have long known about the impressive crime -pre- vention benefits of high - quality pre- kindergarten. By age 27, at -risk three - and four- year -olds left out of one effec- tive program were five times more likely to be chronic law breakers than similar children who attended the Program.° And youngsters left out of another high - quality progiam were 70 percent more likely than program participants to have been arrested for a violent crime by age 18.w Fvidence from two long -term evalua- tions of the effects of pre - kindergarten programs shows that participating in effective early education also increases high school graduation rates. The High /Scope Educational Research Foundation initiated a study of the Perry Preschool Program in Ypsilanti, Michigan, in 1962. The Perry Preschool Program is a high- quality, one- to two- year long educational program. The pro- gram includes a home - visiting compo- nent and is considered a model of effec- tive early childhood educational pro- grams." According to a long -term study fol- lowing at -risk children through age 40 who attended Perry Preschool, children enrolled in Perry Preschool were 44 per- cent more likely to graduate from high school than similar children randomly assigned to not participate in the pro - gram.16 A separate analysis concluded that the Perry Preschool Program would yield 19 extra high school graduates for every 100 students provided the inter - vention.l' Chicago's federally- funded Child - Parent Centers have served over 100,000 three- and four - year -olds since 196:. The program is a center -based early educa- Fight Cringe: Invest in Kids (,Cj�� A tion program that provides pre - kinder - STATE OR FEDERALLY- FUNDED PRE - KINDERGARTEN garten and family- support services to education economically- disadvantaged childrenJa Stare Pre - kindergarten, Head Start, and Pre -k special Omerr NOne Researchers found that Child- Parent New Hampshire Center participants were 29 percent Nevada 501 more likely to graduate from high school Utah FWIM " than similar children not enrolled in the Hawaii ' program.19 A separate analysis conclud- Indiana - ed that this program yields 11 extra high Idaho .. -. school graduates for every 100 students Minnesota the intervention.- Washington provided P!SKI u71124;A 1t7 F. `! 1'R(1 GILAMS Rhode Island - Iowa�� Ali,. ^1111 1 k( K.IN(i IN M051 Ohio �-r- -s-''u SlAi -t. `, Nebraska Alaska Oklahoma currently serves 68 per- Alabama cent of all of the state's four - year -olds in their voluntary, high - quality pre - kinder- Missouri garten program. Combined with Head Arizona Start and programs for children with spe- Oregon cial education needs, 90 percent of Delaware ;�. Massachusetts Oklahoma's four- year -old children are Vrginia.: being served by state or federal pre- kindergarten programs. A few other Montana California states are already undertaking serious Pennsylvania efforts, but as the chart shows, most have south DakotaiES�.� a long way to go. Nationwide, the num- North Dakota ber of four - year -olds served by state pre- Colorado lff '� k programs has risen from 14 percent in North Carolina 2002, to 22 percent in 2007 — a 57 per- Connecticut ZZ cent increase in five years.21 That is defi- Wyoming nitely progress, but the chart also shows Tennessee .......t.l how much further most states need to Kansas �i� go. New Mexico Nationally, funding for Head Start, the New Jersey nation's premier pre - kindergarten pro- Michigan gram for poor kids, is sufficient to serve Maine Mississippi only half of all eligible children, and Illinois Farly Head Start serves less than five per- Maryland cent of infants and toddlers from poor _ Louisiana EZ:i1 families who are eligible. Arkansas �mmi LIE I:i ION LNG flROP0111" �,AVI ti Wisconsin' South Carolina r T i ivi S IND I'+tF}°FFY Newyork Illil America's dropout crisis not only Texas•' threatens public safety, it also damages Kentucky all the nation's economy. Dropouts earn less, pay fewer taxes, and are more like- Vermont _ Georgia MIT d! �'3 x ly to collect welfare and turn to crime. Washington, D.C. Alternatively, increasing graduation Florida ^' rates will help individuals and the over- West Virginia Oklahoma •other includes local publk educatlon as well as private child care and other center -based programs. School or the Streets: Crime and America's Drop 6ui si" ', t , . &A ,3, _ Al M 71 all economy. Based on the findings of 1011' ac -1is Lochner and Moretti, increasing male high school graduation rates nationwide by ten percent would produce almost The law enforcement leaders and crime survivors of Fight Crime: Invest In Kids $10 billion in annual crime- related sav- call on policymakers to cut crime by investing wisely in high- quality pre- kindergarten: ings and nearly $5 billion in additional ^ The first step for federal and state policy - makers and regulators is to make sure annual earnings, for a total benefit states are accurately counting dropouts and graduates. nationwide of over $15 billion every + State policy- makers should either begin or continue on with their efforts to deliv- year. Total benefits for each state range er more high - quality state pre- kindergarten programs that will produce strong results. from $17 million annually for South o Federal policy- makers should increase support for Head Start, Early Head Start Dakota, to more than $2 billion a year and the Child Care Development Block Grant and do more to ensure continual for California (see Appendix A)?2 improvements in the pre - kindergarten programs paid for by those funding streams. Separate research shows that the America cannot afford to turn its back on wise investments that will increase high Child- Parent Centers' pre - kindergarten school graduation rates and cut crime. Too much is at stake, including the safety of programs cut crime, special education all Americans. and other costs so much that the pro- grams saved more than $10 for every $1 i ovested.23 The High /Scope Perry Preschool program also cut crime, wel- fare and other costs so much that it saved $16 (including more than $11 in crime savings) for every $1 invested ?^ Bottom line: America can't afford not to invest in high - quality pre- kinder- garten. u Fight Crime: Invest in Kids 9 _a r f 4 Appendix A� _ 0 APPENDIX A CRIME - RELATED STATE SAVINGS ADDITIONAL INCOME TOTAL BENEFITS Alabama 164,000,000 85,000,000 249,000,000 Alaska 20,000,000 16,000,000 36,000,000 Arizona 261,000,000 106,000,000 367,000,000 Arkansas 105,000,000 49,000,000 154,000,000 California 1,505,000,000 704,000,000 2,209,000,000 Colorado 98,000,000 85,000,000 183,000,000 Connecticut 63,000,000 63,000,000 126,000,000 Delaware 19,000,000 14,000,000 33,000,000 District of Columbia 1133,000,000 6,000,000 139,000,000 Florida 664,000,000 348,000,000 1,012,000,000 Georgia 377,000,000 181,000,000 552,000,000 Hawaii 13,000,000 22,000,000 35,000,000 Idaho 14,000,000 27,000,000 47,000,000 Illinois 526,000,000 231,000,000 757,000,000 Indiana 191,000,000 112,000,000 303,000,000 Iowa 35,000,000 53,000,000 88,000,000 Kansas 72,000,000 52,000,000 124,000,000 Kentucky 100,000,000 74,000,000 174,000,000 Louisiana 328,000,000 79,000,000 407,000,000 Maine 6,000,000 23,000,000 29,000,000 Maryland 321,000,000 101,000,000 422,000,000 Massachusetts 118,000,000 111,000,000 229,000,000 Michigan 350,000,000 210,000,000 560,000,000 Minnesota 61,000,000 94,000,000 155,000,000 Mississippi 133,000,000 52,000,000 185,000,000 Missouri 1191,000,000 103,000,000 294,000,000 Montana 21,000,000 17,000,000 38,000,000 Nebraska 33,000,000 32,000,000 65,000,000 Nevada 111,000,000 44,000,000 155,000,000 New Hampshire 6,000,000 24,000,000 30,000,000 New Jersey 240,000,000 138,000,000 378,000,000 New Mexico 75,000,000 39,000,000 114,000,000 New York 573,000,000 340,000,000 913,000,000 North Carolina 303,000,000 161,000,000 464,000,000 North Dakota 4,000,000 12,000,000 16,000,000 Ohio 252,000,000 213,000,000 465,000,000 Oklahoma 126,000,000 66,000,000 192,000,000 Oregon 42,000,000 60,000,000 102,000,000 Pennsylvania 364,000,000 212,000,000 576,000,000 Rhode Island 11,000,000 18,000,000 29,000,000 South Carolina 210,000,000 90,000,000 300,000,000 South Dakota 3,000,000 14,000,000 17,000,000 Tennessee 265,000,000 100,000,000 365,000,000 Texas 856,000,000 526,000,000 1,382,000,000 Utah 30,000,000 I 48,000,000 78,000,000 Vermont 7,000,000 11,000,000 18,000,000 Virginia 218,000,000 1 140,000,000 358,000,000 Washington 700,000,000 120,000,000 %00,000 220,000,000 West Virginia 39,000,000 31 70,000,000 Wisconsin 95,000,000 106,000,000 201,000,000 Wyoming 8,000,000 10,000,000 18,000,000 Nationally 9,854,000,000 5,573,000,000 15,427,000,000 9 _a r f 4 Appendix A� _ 0 APPENDIX A APPENDIX B Alaska I Arizona Arkansas California Colorado Connecticut I Delaware Washington DC _ Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota' Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Nationally 68% 73% 73% 70% 74% 78% 60% 58% 61% 58;5 67% 77% 7700 74% 83% 74% 72% 55% 77% 74;0 75 °r6 70 °'a 78% 62% 76% 76% 80"x0 45% 77% 83% 54% 68% 67% 79% 76% 71% 70% 80% 71% 5690 76% 6590 68% 79% 80% 73% 69;0 7390 80% 74:0 71% Appendix B 1. Editorial Projects in Education. (2007). Ready for what? Preparing students for college, careers, and life after high school. Bethesda, MD: Education Week. Retrieved on July 16, 2008 from harp:!www..dweek.orgrmedia-Adc/ oorHOnalion- nI_568orpdfThls estimate of graduation rates uses ninth grade students as the baseline for estimating who graduates within four years. Because a higher proportion of students have been held back In ninth grade as compared to other grades, some analysts have argued that this approach overestimates the verity of the dropout crisis compared to, for ample, using the number of eighth grade students as the baseline. We are aware of this ongoing debate, but choose to use the ninth -grade baseline data in this report because it is available for cities iwell as states. While serious researchers - lack- ng accurate actual data - may not agree on the best method for deriving graduation rate estimates, they all agree that too many students are dropping out and failing to graduate from high spool. And the focus of our report Is not on what the exact rate is but rather what would happen to crime if you could increase graduation rates by tan percentage points. 2. Levin, H., Belied, C., Muennig, P., & Rouse, C. (2007). The costs and benefits of an excellent edu- cation for all ofAmerica's children. New York: Columbia University, Teachers College. 3. Balfanz, R. & Letters, N. (2004). Locating the dropout crisis: Which high schools produce the Nation's dropouts? Where are they located? Who attends them? Baltimore, MD: John Hopkins University, Center for Social Organization of Schools. 4. Bridgeland, J.M., Dilulio, I.J., & Morison, K.B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC Civic Enterprises. Retrieved on November 12, 2007 from hrtp:/ Av, uuagnaesfoundation .orynr /Juwnlnads /xJ?ha5 ilenr£pidemiO 05FINAL.pdf 5. Education First North Carolina School Report Cards. m.d.). 2005-06 school year. Retrieved on July 16, 2008 from harp 1,' www. ncschoalr eporrm rd.arry§rc /sonvi,tails.ispi Poge=lspr 012oo6 -2006. South Dakota Department .f Education. (n.d.). 2005 report card. Retrieved on July 16, 2008 from Mips:. % is.ddncmnpus.nef :6091 /nclb/portol/I+orlol.xslt9 enrocrlO =z Minnesota Department of Education. (2005). State of Minnesota - Report card Informa- tion. Retrieved on July 16, 2008 from htrpl/edu us/ Report Card2oos.SrAOalOisiricrinfo.dol SCHOOL_ NUM-O&DI.STRICT NUM= a- &DISTRICT.T YP£-va. Editorial Projects in Education. (2007). Ready for what? Preparing students for college, ca and life after high school. Bethesda, MD: Edu ration Week. Retrieved on July 16, 2008 from http:lAvwwedw Bak .org /medipPowldc/zoo7'v.norlmr it S6fl-Paf 6. Catterall, J.S. (1985). On the social cost of drop- ping our. Stanford, CA: Center for Education Research; Bridgeland, J.M., Dilulio, I.l., & Morison, K.B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DO Civic Enterprises. Retrieved on November 12 from harp:4'un,.,y, esfoundnaian.org/ni lo,vnlvpds 1ed?Ae5 llant£pidomlc3- o6FINAL.pdf 7. Harlow, C.W. (2003). Education and correctional pop, /arions. Retrieved on June 1, 2007 from htrpllww w .ajp.usdoj.9ov/bjs/puWpdfkcp,Of 8. Lochner, L. & Moretti, 1. 12004). The effect of education on crime: Evidence from prison Inmates, nests, and self reports. The American Economic Review, 94(D, 155 -189. 9. Lochner, L. & Moretti, E. (2004). The effect of education on crime: Evidence from prison inmates, rests, and self reports. The American Economic Review, 9410, 155 -189. I, WA Wd _111V 10. Federal Bureau of Investigation. (2006). Crime in the United States 2006. Washington, D.C.: 11.5. Department of justice. Retrieved on July 16, 2008 from harp: / /wwwfbi.govNCr.'ciusman /data /roble_os. html; Based on 17,034 reported homicides and 860,833 reported aggravated assaults is 2006. childhood intervention on educational achievement and juvenile arrest Journal of the .American Medical Associatlon, 285f I21, 2339 -2380. 20. Levin, H., Belfleld, C., Muennig, P., & Rouse, C. (2007). The costs Alan excellent education for all of America's children. Newyork; Teachers College, University of Columbia. 11. Levin, ff., Belfleld, C., Muennig, P., & Rouse, C. (20071. The costs of an excellent education for all AT 21. Barnett, W.S., Hustedt, J.T., Friedman, A.H., America's children. New York: Teachers College, Stevenson Boyd, A., Ainsworth, P., (2007). The state University of Columhia. ofpreschool 2007. Rutgers Graduate School of Education. 12. The other three tiled by Levin were First Things First in Kansas City teacher salary Increases, and much smaller class sizes. First Things First in Kansas City combined smaller learning communl- tles with staff who monitored and assisted Individ- ual students and their families, plus educational enhancements. it yielded 16 extra high school grad- uates for every t00 students provided the interven- Far, according to an analysis done by Belfield and Levi" But efforts to replicate that success elsewlsere show that more work Is needed before First Things First is ready to be rolled out nationwide. Increasing the salaries of K through 12 teachers can yield an additional five extra high school graduates out of every 100 students, and smaller K -3 classes of 13 to 17 children would yield an additional 11 graduates Per 100 students ac.. all a. to Belfleld and Levin. Another program that has been praised Is experts in the field, Check and Connect, uses monitors who check on troubled student's progress and connect the troubled youth to school with Individual atten- tion, encouragement to Be, their families more effectively involved, and community services If needed. An evaluation by Sinclair et al., In 1998 showed that ninth grade students not in the pro- gram were three times more likely to drop out than participating students. No doubt there are other solid programs impacting graduation rates that have yet to be rigorously evaluated. 13. Schwelnhart, L. 1., Barnes, H. V., & Weikart, D. P.(19931. Significant benefits: The HighlScope Perry Preschool study through age 27. Ypsilanti, MI: Hlgh/SCOpe Press.14. Reynolds, A. 1., Temple, J. A., Robertson, D. L., & Mann, ` A. (2001). Long -term effects of an early childhood intervention on educa- tional achievement and juvenile arrest: A 15 -year follow -up of low- Income children in public schools. Journal of the American Medical Association, 211508), 2339 -2346. Reynolds, A. I., Temple, J. A., Or S., R.benson, D. L., Mersky, J. P., Topitzes, J. W., & Niles, M. D. (2007). Effects of a school- based, early childhood intervention on adult health and well- being: A 19 -year follow -up of low - Income families. Archives of Pediavics & .Adolescent Medicine, 16 7(8), pp. 730 -739. 15. Schweinhan, L.I., Montle, I., & Xiang, Z., Barnett, W.S., Belled, C.R., 8, Hares, M. (2004). Lifetime effects: The HighlScope Perry Preschool study through Age 40. 111gh/Srope Educational Research Foundation. Ypsilanti MI: High/Scope Press. 16. Sd inban, L.I., Monti,, 1., Xiang, Z., Barnett, W.S., Belfleld, C.R., & Nores, M. (2005). Ll/ettme effects: The HighlScope Perry Preschool study through age 40. YpOan0, MI: High /Scope Press. 17. Levin, IT, Belfleld, C., Muennig, P., & Rouse, C. (2007). The costs of an excellent education for all of America's children. New York: Teachers College, University of Columbia. 18. Reynolds, A. I., Temple, 1. A., Or, S., Robertson, D. L., Mersky, J. P., Topitzes, J. W., & Niles, M. D. (2007). Effects of is school - based, early childhood intervention on adult health and well - being: A 19- year fellow up of low - Income families. Archives of Pediatrics &Adolescent Medicine, 161(8), pp. 730- 739. 19. Reynolds, A. J., Temple, I. A., Robertson, D. L., & Mann, E. A. (2001). Long -term effects of an early 22. Based on calculations done by Alliance for Excellent Education, which uses Lochner and Moretti's research on the effects of a one percent increase in the male high school graduation rate on crme savings and additional annual earnings. Aliiance for Excellent Education. (2006). Saving futures, saving dollars: The impact of education on crime reduction and earnings. Washington, D.C.: Alliance for Excellent Education. Retrieved on July 17, 2008 from h1t0 %wn„v.al load .org / /ilas /nrchivomublicotions /Saving Fuaures.pd/; Lochner, L. & Moretti, F. (2004). The effect o(educat /on on crime: Evidence from prison mates, arrests, and self reports. The American Economic Review, 94(1), 155 -189. 23. Reynolds, A.I.. & Temple, I.A., (2006, January 20 1. Prevention and cost effectiveness In early /a, - enarm, A 20 -year follow-up ofa Child- Parent Center cohort Minneapolis, McEvoy Lecture Series on Early Childhood and Public Policy, Humphrey Institute of Public Affairs, University of Minnesota. 24, Schweinhan, Ld., Monte, I., & Xiang, C. (2004). Lifetime effects: The High /Scope Perry Preschool study through Age 40. Hlgh/SCape Educatl ... I research Foundation. Unpublished Manuscript. Endnotes www.fightcrilme.or Job Salary Earnings Comparison - College Degrees and 13igh School Diploma Page 1 of 2 (C 4 http: / /www.earamydegree.com /online- educationllearni ng- center /education - value.html 10/19/2009 Drum, Ed—an 9 164.AVIB9 I E&Q I 19hfr31— It Search `GOJ EarnMYDe Lee COFD A Add to Favorites ©E -h7all Pape '. F$ Share Page Subject Training Courses Online Schools I Campus Schools I Camara Learning Center I Slog erowae by: Degree Level I Dogma I Art & Design Homan LoogmpCenIPf a Value of EE—t- Buslness Value of Education Criminal Justice Does a college degree pay off? Learn how much more money you can make by earning an oafne college degree. Culinary Ann Education/reaching You can make much more money by earning a college degree. Engineering The date shows that a collage degree correlates directly to yeur salary range —and the relationship between compensation and education Health Care Ievoi is becoming even more prominent. Human Services At the turn of the 20th century, American wodeing life was different. Only is minority of adults had a high school diploma. But by 1975, full - lima workers with a Bachelors degree had 1.5 times the annual earnings of workers with a high school diploma. By 1999, thle ratio had Legal /Paralegal edged up to 1.8. As our society has continued to evolve, education hoe Lac —the optimal route to pmfesslanal success: pursuing a Liberal Arts degree Is the best way to receive training, to gain expense in a given field, and even to guide you and help you make choices about your Nursing career. political Science Today, a formal, focused aducano, Is an essential Ingredient. Employers have increasingly used diplomas and degrees as a way to Religious Studio, en applicants. And once yeuve landed the job you want, your salary will reflect your credentials. 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Sin up for our newsletter and By the time you comfortably retire, you'll look back and see that your earnings increase, as figured by your level of education, has enter to win a FREE scholarshipi compoun your a Imo. dad aver rf r yauremall add.... A person with a aac�degivewill earn, on average, almosliwic, as much as workers with a high school diploma over, lifetime ($2.1 million compared to $1.2 million). This is a result of not only higher starting salaries for people with higher alur.lnn levels, but also the -" sharper earnings growth over the course their careers. Work -Life Earnings for Full -Time Employees (in $ millions) - - - - -� Professional Degree -- - -- $4.4 Doctoral Degree $3.4 Masters Degree $2.5 82' 1 Bachelor's Dagree Associate's Degree $1.6 Soma College $1'S High School Graduate $1'2 Some High School $1,0 q g pap-) - n' ¢lent Levc amEaucato\. Seur�.e. U 5. Census Bureau, Curzenl PppuletlBn Surveys, MercM1 1990, 1809, and 2000. http: / /www.earamydegree.com /online- educationllearni ng- center /education - value.html 10/19/2009 The Timing and Quality of Early Experiences Combine to Shape Brain Architecture WORKING PAPER 5 NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD MEMBERS Jack P. Shonkoff, M.D., Chair luli us B. Richmond FAMRI Professor of Child Health and Development; Director, Center on the Developing Child, Harvard University W. Thomas Boyce, M.D. Sunny Hill Health Centre/ BC Leadership Chair in Child Development; Professor, Graduate Studies and Medicine, University of British Columbia, Vancouver Charles A. Nelson, Ph.D. Richard David Scott Chair in Pediatric Developmental Medicine Research, Children's Hospital Boston; Professor of Pediatrics, Harvard Medical School Deborah Phillips, Ph.D. Professor of Psychology and Associated Faculty, Public Policy Institute; Co- Director, Research Center on Children in the U.S., Georgetown University Ross A. Thompson, Ph.D. Professor of Psychology, University of California, Davis Judy Cameron, Ph.D. Professor of Psychiatry, University of Pittsburgh; Senior CONTRIBUTING MEMBERS Scientist, Oregon National Primate Research Center; Professor of Behavioral Neuroscience and Obstetrics & Gynecology, Oregon Health and Science University Susan Nall Bales President, FrameWorks Institute Greg]. Duncan, Ph.D. Edwina S. Tarry Professor of Human Development and Bruce S. McEwen, Ph.D. Social Policy; Faculty Fellow, Institute for Policy Research, Alfred E. Mirsky Professor; Head, Harold and Margaret Northwestern University Milliken Hatch Laboratory of Neurcendocrinology, The Rockefeller University Nathan A. Fox, Ph.D. Distinguished Professor; Director, Child Development Arthur J. Rolnick, Ph.D. Laboratory, University of Maryland College Park Senior Vice President and Director of Research, Federal Reserve Bank of Minneapolis William T. Greenough, Ph.D. Swanlund Professor of Psychology, Psychiatry, and Cell PARTNERS and Developmental Biology; Director, Center forAd- vanced Study at University of Illinois, Urbana - Champaign The FrameWorks Institute The Johnson & Johnson Pediatric Institute Megan R. Gunnar, Ph.D. The National Conference of State Legislatures Regents Professor and Distinguished McKnight University Professor, Institute of Child Development, University of The National Governors Association Center for Minnesota Best Practices Eric Knudsen, Ph.D. Edward C. and Amy H. Sewall Professor of Neurobiology, SPONSORS Stanford University School of Medicine The Buffett Early Childhood Fund The John D. and Catherine T. MacArthur Foundation - Pat Levitt, Ph.D. Professor of Pharmacology, Annette Schaffer Eskind The Pierre and Pamela Omidyar Fund Chair; Director, Kennedy Center for Research on Human Development, Vanderbilt University About the Authors The National Scientific Council on the Developing Child, housed at th e Center on the Developing Child at Harvard University, is a multi - disciplinary collaboration designed to bring the science of early ch IIdh0od and early brain development to bear on public decision- making. Established in 2007, the Council Is cammitted to an evidence -based approach to building broad based public will that transcends political partisanship and recognizes the complementary responsibilities of family, community, workplace, and govern meot to promote the well -being of all young children. For more informat ion, go to www.developingchild.nat. Please note: The content of this paper is the sole responsibility of the authors and does nat necessarily represent th a opinions of the funders or partners. Suggested citation: National Scientific Council on the Developing Child (xoo7). The 7lmiag and Quollty of Early Experiences Combine fa Shape Brain Architecture: Working Paper #5. http://www.develalil,gchild.,ct O December X007, National Scientific Council on the Developing t hid, Center on the Developing Child at Harvard University FIRST PRINTING: FEBRUARY xoaa The Issue t 7 THE FOUNDATIONS OF BRAIN ARCHITECTURE ARE ESTABLISHED EARLY IN LIFE THROUGH A CONTINU- ous series of dynamic interactions in which environmental conditions and personal experiences have a significant impact on how genetic predispositions are expressed.) " Because specific experi- ences affect specific brain circuits during specific developmental stages— referred to as sensitive periods ,9 —it is vitally important to take advantage of these early opportunities in the developmen- tal building process. That is to say, the quality of a child's early environment and the availability of appropriate experiences at the right stages of development are crucial in determining the strength or weakness of the brain's architecture, which, in turn, determines how well he or she will be able to think and to regulate emotions. Just as in the construction of a house, cer- tain parts of the formative structure of the brain need to happen in a sequence and need to be ad- equate to support the long -term developmental blueprint. And just as a lack of the right materi- als can result in blueprints that change, the lack of appropriate experiences can lead to altera- tions in genetic plans. Moreover, although the brain retains the capacity to adapt and change throughout life, this capacity decreases with age.10 "12 Thus, building more advanced cogni- tive, social, and emotional skills on a weak ini- tial foundation of brain architecture is far more difficult and less effective than getting things right from the beginning." The exceptionally strong influence of early experience on brain architecture makes the early years of life a period of both great opportunity and great vulnerability for brain development. An early, growth- promoting environment, with adequate nutrients, free of toxins, and filled with social interactions with an attentive care- giver, prepares the architecture of the develop- ing brain to function optimally in a healthy environment. 14'15 Conversely, an adverse early environment, one that is inadequately supplied with nutrients, contains toxins, or is deprived of appropriate sensory, social, or emotional stimu- lation, results in faulty brain circuitry.""-" Once established, a weak foundation can have detri- mental effects on further brain development, even if a healthy environment is restored at a later age. The considerable susceptibility of the young, developing brain to the synergistic effects of environment and experience has enormous im- plications for policymakers, parents, and soci- ety. An abundance of scientific evidence clearly demonstrates that critical aspects of brain archi- tecture begin to be shaped by experience before and soon after birth, and many fundamental aspects of that architecture are established well before a child enters school."'20` Critical aspects of brain architecture begin to be shaped by experience before and soon after birth, and many fundamental aspects of that architecture are established well before a child enters school. Nevertheless, despite increasing public in- vestment in K -12 education, there remains a persistent tolerance in our society for poor quality care and education in the early child- hood period. In this context, scientific evidence indicates that for children to reach their full potential, communities need to support the capacity of all families to provide a variety of stimulating and appropriate experiences in the earliest years, when a child's brain is optimally programmed to benefit from specific types of experiences, and then build on that sturdy brain foundation through continuous exposures to high quality, age - appropriate experiences throughout the later school -age years.' WWW.DEVELOPINGCH ILD.NET The Timing and Quality of Early Experiences Combine to Shape Brain Architecture a NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD What Science Tells Us The architecture of the brain depends on the mu- tual influences of genetics, environment, and ex- perience. Genetics supplies a basic plan for brain development, just as an architect supplies a blueprint for building a house. The genetic plan instructs the basic properties of the nerve cells and lays down the basic rules for interconnect- ing nerve cells within and across circuits. In this manner, genes provide the initial construction plan for the brain's architecture. The environment in which the brain begins to develop can have a profound influence on its initial architecture. Just as the selection of the best building materials enables the realization of the full potential of an architect's blueprint, a healthy environment beginning in the prena- tal period allows the full potential of the genetic plan for the brain to be expressed. This includes an abundant supply of nutrients, an absence of toxins, and the healthy personal and social Experiences during sensitive periods of development play an exceptionally important role in shaping the capacities of the brain. habits of the expectant mother.) "'r' Conversely, an environment lacking in critical nutrients, or containing toxins that result from unhealthy behaviors such as excessive maternal alcohol intake during pregnancy or lead ingestion in early childhood, can cause neurons to acquire abnormal properties and aberrant connections with other brain cells. "'18'x' In addition, an ad- verse prenatal environment can actually alter the genetic plan for the brain. "" These effects of threatening environmental conditions can cause neural circuits to change in ways that pre- vent them from functioning well, or at all, even in a subsequent healthy environment. Experience refers to the interaction of a child with his or her environment. in humans, such experience begins before birth, as the fetus senses and responds to the environment of the womb." This early experience influences the basic architecture of low -level circuits that ma- ture at this early stage. After birth, experience plays an increasingly important role in shaping the architecture of developing neural circuits so that they function optimally for each indi- vidual 8'15'20'31 Just as a master carpenter modifies the blueprint for a house to adapt to the needs of its setting and the people who will live in it, experience adjusts the genetic plan for the brain and shapes the architecture of its neural circuits according to the needs and distinctive envi- ronment of the individual. "" Consequently, healthy and stimulating experience results in brain architecture that operates at its full genetic potential, and persistent adversity leads to weak brain architecture with impaired capabilities. Early environments and experiences have an ex- ceptionally strong influence on brain architecture. For most neural circuits, the effects that the en- vironment and individual experience can exert on their architecture are particularly potent just as the circuit is maturing! As a circuit be- gins to function, its chemical environment and the electrical information that it processes can have an enormous impact on that circuit, caus- ing adjustments in its genetic plan and changing its architecture in fundamental ways. After most circuits have matured, their genetic plans and architecture can still be modified by experience, but the extent of these later modifications tends to be far more limited. The period of exceptional sensitivity to the effects of environment and experience is called a sensitive period for that circuit. Because it is far more difficult to alter neural circuits substan- tially after their sensitive periods have ended, experiences during these sensitive periods play an exceptionally important role in shaping the capacities of the brain. Some examples of be- havioral capacities that have been shown to be affected by sensitive periods of underlying cir- cuitry include vision, "" hearing," language," and responses to social cues.""" The increased flexibility of the circuitry in a young, developing brain is explained primarily by three factors. First, during its initial stages of formation, the brain develops far more extensive connections than it needs in order to function optimally, and connections that are not useful are pruned away over time." Second, the mo- lecular environment and cellular mechanisms that enable the formation of new connections 2 The Timingand Qualityof Early Experiences Combine to5hape Brain Architecture WWW.DEVELOP I NGCH I LD. NET l� WHAT SCIENCE TELLS US and the elimination of incorrect connections are highly active in a circuit while it is matur- ing.' Finally, neural circuits are far more flexible before a particular pattern of connections has been shaped and fully activated.' Consequently, once a particular circuitry pattern becomes es- tablished, it is difficult for the effects of new and different experiences to alter that architec- ture.36'" This means that early experience has a unique advantage in shaping the architecture of developing brain circuits before they are fully mature and stabilized. Different mental capacities mature at different stages in a child's development. Aspects of men- tal function are carried out by different hierar- chies of neural circuits in the brain. The hierar- chies of circuits that analyze visual information are different from those that process auditory information, learn language, remember recent events, plan future actions, or determine emo- tional responses. Because these various hierar- chies mature at different times in a child's life,` the same environmental conditions will produce different cognitive and emotional experiences for a child, depending on his or her age.11,11,26 Even within a single hierarchy —such as visu- al, auditory, or language development — different neural circuits mature at different times. Circuits that process lower -level information mature earlier than those that process higher -level in- formation." For example, in the neural hierar- chy that analyzes visual information, low -level circuits that analyze color, shape, or motion are fully mature long before the higher -level circuits that interpret complex stimuli, such as facial ex- pressions, or identify meaningful inputs such as frequently used objects'6'28- For the develop- ing brain, this means that the ability to perceive simple aspects of the world and to make simple emotional and social judgments develops long before the ability to make sophisticated, cogni- tive analyses .21,11 Stated simply, children's ability to interpret what they see changes over time as their brain circuitry is built. Thus, it is impor- tant that experiences provided in the earliest years are appropriate for the young child's stage of development. Reading a picture book with a toddler who is learning to speak, for example, provides an important opportunity to point to and talk about the pictures, not to focus on the written words. The ability to decode written lan- guage comes later, when the appropriate, higher - level brain circuitry will be built. Sensitive periods occur at different ages for dif- ferent parts of the brain. Different neural circuits pass through sensitive periods at different ages. The sensitive periods for neural circuits that per- form low -level analyses of sensory stimuli tend to end before or soon after birth.'"' In contrast, the sensitive periods for high -level circuits that process sophisticated aspects of the world, such as communication signals (including language) a�or�hths� WWW.DEVELOPIN GCH I MNET The Timing and Quality of Early Experiences Combine to Shape Brain Architecture 3 NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD or the interpretation of facial expressions, end much later in development. ","," Because low -level circuits mature early and high -level circuits mature later, different kinds of experiences are critical at different ages for optimal brain development, " a concept called age- appropriate experience. Soon after birth, ba- sic sensory, social, and emotional experiences are essential for optimizing the architecture of low -level circuits. At later ages, more sophisti- cated kinds of experiences are critical for shap- ing higher -level circuits. When adults or com- munities expect young children to master skills for which the necessary brain circuits have not yet been formed, they waste time and resources, and may even impair healthy brain development by inducing excessive stress in the child. Stimulating early experiences lay the foundation for later learning. High -level neural circuits that carry out sophisticated mental functions de- pend on the quality of the information that is provided to them by lower -level circuits. Low - level circuits whose architecture was shaped by healthy experiences early in life provide high - level circuits with precise, high - quality informa- tion. High - quality information, combined with sophisticated experiences later in life, allows the architecture of circuits involved in higher func- tions to take full advantage of their genetic po- tential. Thus, early learning lays the foundation for later learning and is essential (though not sufficient) for the development of optimized brain architecture. Stated simply, stimulating early experience must be followed by more so- phisticated and diverse experiences later in life, when high -level circuits are maturing, in order for full potential to be achieved. " " "" Impoverished early experience can have severe and long- lasting detrimental effects on later brain capabilities. Sensitive periods act as double - edged swords. On the one hand, a sensitive pe- riod enables a neural circuit to optimize its ar- chitecture for the needs and environment of the individual . " ° "" On the other hand, this period of extreme receptivity also makes the circuit vul- nerable to the damaging effects of adversity.16h5 Just as a faulty foundation has far - reaching det- rimental effects on the strength and quality of a house, adverse early experience can have far - reaching detrimental effects on the develop- ment ofbrain architecture. L ;4 Stressful experiences during sensitive pe- riods alter the function and architecture of specific neural circuits, as these circuits adapt their functional properties to the adversity that has been experienced.1'10.3a As shown by experi- ments in which animals have been subjected to significant stress, when the adverse conditions last through the end of a circuit's sensitive pe- riod, the changes in the circuit's architecture become stable and tend to persist in the adult brain. "E," Subsequently, although the brain's residual capacity for plasticity can mitigate the adverse effects of the altered circuit architec- ture,10 the affected neural circuits do not pro- cess information as well as they could have if the animal had been exposed to an appropriate experience during the sensitive period. The de- graded information that is transmitted by the altered neural circuit can prevent high -level cir- cuits from receiving the information they need to shape their architectures optimally, even af- ter a rich environment has been restored later in life. Brain plasticity continues throughout life. Neural circuits, particularly those that are specialized for learning, continue to adapt their architec- ture in response to experience throughout the adult years. "" Even circuits that pass through sensitive periods maintain a degree of flexibil- ity that allows them to adapt their architecture, at least partially, to experience in adulthood. " - "a 'the plasticity of many of these circuits in adult animals can be enhanced significantly by in- tentionally drawing attention to the infor- mation that is being processed by the circuit.10 For example, plasticity in the representation of sound frequencies in the auditory cortex can be induced in adults —long after the appropri- ate sensitive period has ended —by having adult animals attend to particular sound frequencies to receive a food reward."v The residual capac- ity for plasticity in mature neural circuits thus allows for sonic recovery of brain capabilities, even in adults. In order for the brain to take full advantage of this plasticity, experience needs to be tailored to activate the relevant neural circuits and the individual's attention must be engaged in the task.' The implications for later interven- tions in development are clear - -the task wilt be harder, more expensive in terms of societal and individual effort, and potentially less exten- sive and durable. 4 The Timing and Quality of Early Experiences Cc m bin e to Shape Brain Architecture WWW. DEVELOPING CHI LD.N ET Popular Misrepresentations of Science AS ADVANCES IN NEUROSCIENCE HAVE RECEIVED increasing attention, there has been parallel growth in the appetite for information about how to use scientific knowledge to enhance early brain development. This creates both important opportunities for more informed investments in young children, and the danger of unrealistic or misleading applications, sometimes with al- truistic intentions and at other times simply for commercial profit. Within this context, it is es- sential that we differentiate scientific fact from common misperceptions. Although a great deal of brain architecture is shaped during the first three years, claims that the window of opportunity for brain development closes on a child's third birthday are completely unfounded. Basic aspects of brain function, such as our ability to see and hear effectively, do de- pend critically on very early experiences. Some aspects of emotional development also conform to this concept. Nevertheless, vast regions of the brain that are responsible for higher order functions — including most cognitive, social, and emotional capacities —have not yet begun to mature by age three or are at extremely early stages of maturation. Thus, although the basic principle of early plasticity generally applies (i.e., "earlier is better than later "), the impor- tant time periods for experience depend on the specific function of interest. For most functions, the window of opportunity remains open well beyond age three. Studies of the adverse effects of deprivation on brain development tell us little about the bene- fits of enrichment. Much of what we know about the impact of early experience on brain archi- tecture comes from animal or human studies of deprivation. Examples include the nega- tive effect on the development of vision from a cataract present at birth or an untreated stra- bismus (i.e., "lazy eye ") early in life; adverse im- pacts on language and behavior as a result of delayed detection and intervention for a con- genital hearing impairment; and the devastat- ing effects on all aspects of development when a child is brought up in a bleak and neglectful Ce� POPULAR MISREPRESENTATIONS OF SCIENCE orphanage. It is important to emphasize, how- ever, that well- documented, scientific evidence of the negative impacts of deprivation on brain circuitry does not necessarily mean that exces- sive enrichment produces measurable enhance- ments in brain architecture. There are no credible scientific data to support the claim that specialized videos or particular mu- sic recordings (e.g., "the Mozart Effect ") have a positive, measurable impact on developing brain architecture. Beyond recent research that has argued against such claims," evidence from de- cades of scientific investigation of experience- Well- documented, scientific evidence of the nega- tive impacts of deprivation on brain circuitry does not mean that excessive enrichment produces measureable enhancements in brain architecture. induced changes in brain development makes it highly unlikely that the potential benefits of such media would even come close to match- ing (much less exceeding) the more important influences of attentive, nurturing, and growth - promoting interactions with invested adults. Although a varied array of experiences clearly stimulates learning in the preschool years, pro- motional statements about the superior brain - building impacts of expensive "educational" toys and videos for infants and toddlers have no scientific support s''s' Similarly, didactic in- struction in skill areas that are developmentally inappropriate for young children (i.e., the un- derlying neural circuitry necessary to master the particular skill has not developed) is an ex- erciseni futility. Attempting to teach one -year olds to read is an example of such misguided efforts. The issue is not whether the child is "smart enough" or "motivated" to learn, but whether the necessary brain circuitry is suffi- ciently "wired" to support the specific domains required for that learning. WWW.DEVELDP I NGCH I LD.NET The Timing and Quality of Early Experiences Combine to Shape Brain Architecture 5 NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD The Science - Policy Gap PRACTICAL EXPERIENCE TELLS US THAT IT IS easier to teach a "slow" first grader how to read than it is to train an illiterate adult for a job that pays a living wage. We don't need sophisticated research to prove that aggressive preschoolers are easier to "rehabilitate" than violent crimi- nals. Common .sense tells its that the learning and behavior problems of young children can be fixed more easily and at less cost than those of adolescents and young adults. Neuroscience tells us why these statements are all true. Scientific evidence about how brains develop makes it very dear that neural circuits are shaped by time - specific experiences, and that the impact of a given experience is influenced by the nature of the circuits that are being formed at that time. The convergence of neuroscience and econom- ics tells us that the clock is always ticking, and the costs of ignoring problems keep rising. Moreover, the convergence of neuroscience and economics tells us that the clock is always ticking, and the costs of ignoring problems keep rising as time passes. Notwithstanding these fundamen- tal principles of biology and human capital for- mation, the critical importance of time is often ignored in the world of early childhood policy. This striking gap between science and policy is illustrated by the following examples. The child welfare system is typically character- ized by cumbersome and protracted decision - making processes that leave young children vulnerable to the adverse impacts of significant stress during sensitive periods of early brain de- velopment. The powerful and far - reaching ef- fects of severely adverse environments and ex- periences on brain development make it crystal clear that time is not on the side of an abused or neglected child whose physical and emotional custody remains unresolved in a slow - moving bureaucratic process. The basic principles of neuroscience indicate the need for a far greater sense of urgency regarding the prompt resolu- tion of such decisions as when to remove a child from the home, when and where to place a child in foster care, when to terminate parental rights, and when to move towards a permanent place- ment. The window of opportunity for remedia- tion in a child's developing brain architecture is time- sensitive and time - limited. Education reform efforts that invest significant resources in the training, recruitment, and reten- tion of skilled teachers for K -12 will have greater impact if they also include higher standards and more rigorous professional credentials for pre- school programs. Research shows that staff knowledge and skills are among the most im- portant determinants of the impact of early childhood programs...... Consequently, when model programs that have been proven to be effective are "taken to scale" with less well-com- pensated personnel who have less expertise, it is not surprising that comparable benefits are often not realized." Stated simply, effective pre- school investments require well- trained staff whose knowledge and skills match the needs of the children and families they are asked to serve. poorly qualified personnel (whose low salaries provide immediate cost savings) com- promise the effectiveness of preschool educa- tion programs and diminish the ultimate re- turns that can be achieved from subsequent K -12 investments. Education policies disregard fundamental con- cepts of neuroscience when they delay teaching second languages until early adolescence and si- multaneously undervalue bilingual programs for young children. Beginning at birth, all children have the capacity to learn any of the world's languages. This ability is encoded in our genes and activated by exposure to everyday conver- sation in an interactive way. Unless a child has a specific disability, the achievement of fluency in any language, as well as the mastery of more than one language at the same time, does not re- quire formal instruction or intervention in the early childhood years. It simply requires ongo- ing communication with others. Moreover, the younger the brain, the greater its capacity to master more than a single langauge. If education policies were guided by what we know about the development of the brain, second - language learning would be a preschool priority. 6 The Timing and Quality of Early Experiences Combine to Shape Brain Architecture WWW.DEVELOPINGCHILD.NET Implications for Policy and Programs THE SCIENCE OF EARLY BRAIN DEVELOPMENT is sufficiently mature to support a number of evidence -based implications for those who de- velop and implement policies that affect the health and well -being of young children. Central to this conclusion are the core concepts of sensi- tive periods and neuroplasticity, which convey three important messages. First, both brain de- velopment and behavior are shaped by experi- ence over time. Second, both the architecture of the brain and established patterns of behavior are increasingly difficult to change as individu- als get older. Third, it is more effective and more efficient to get things right the first time than to try to fix them later. There is considerable evidence that public policies can have a significant impact on pro- moting the healthy development of young chil- dren, above and beyond the central importance of family influences. This is particularly com- pelling for children who experience significant adversity during the early childood years. The following four points are particularly worthy of thoughtful consideration. The basic principles of neuroscience and the econometrics of human capital development both suggest that early and effective intervention for the most vulnerable children will generate the greatest financial payback. In recent years, a growing body of sophisticated economic analy- ses has contributed an important new dimen- sion to the public debate about the value to so- ciety of investing in the care and education of young children who are at risk for later failure in school and in the workplace. Extensive data now indicate that policymakers can achieve greater return on investments in early education for children from families with low income and limited parent education than they can from in- vestments in remedial programs for adults with limited workforce skills. "'" In short, although optimal financial benefits depend on continued investment throughout the middle childhood years, the greatest returns are realized when in- vestments are made in the lives of vulnerable children well before they begin school. Increasing the availability of evidence- based, two - generation programs that begin immediately to IMPLICATIONS FOR POLICY AND PROGRAMS after birth (and preferably prenatally), can en- hance the experiences of young children in fami- lies with limited education and low Income. The environment of relationships in which young children live literally shapes the architecture of their brains. Effective programs provide center - based, growth - promoting experiences for the children, as well as help their parents create a home environment that provides the kind of positive social interactions, rich language expo- sure, and early literacy experiences that increase the probability that their child will enter school with the social, emotional, and cognitive skills needed to succeed. These supportive interven- tions can be made available through voluntary associations, community-based organizations, and employer- sponsored initiatives, as well as through government - funded services. Because not all such services are effective, it is essential that funds be invested in programs that have been shown to have measurable impacts" Enrolling all children who meet the eligibility criteria for early Intervention programs as early as possible would help infants and toddlers with developmental delays and disabilities build the foundational skills needed to realize their full potential. When compensatory adjustments are facilitated as early as possible, they help build a rI rn o Retun Investent(erT�mg. Z school programs r�Ar w i 0a OPP�SLDA^LLC °�s} y �Cy r I '� schoolln8 t z 4, sch ol*schoo� t WA M1d i D M, kar, a Ies I rr l tTqqt, h m WP¢ I �unsEt 4 s ay iti I [pa Ili led Th d [ W rtd dr Ikfl/ 1 del fd�5i t f a �� mT¢lplped a dlyofi��'� r f a ze K P�,f l raf L rIh ti d rP a r c fy. WWW.DEVELOPINGCHILD.NET The Timing and quality of Early Experiences Combine to Shape Brain Architecture NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD References sturdier foundation for the later achievement of higher -level skills. This underscores the urgent need to identify sensory impairments as soon after birth as possible, so that corrective devices (e.g., hearing aids and eyeglasses) as well as ap- propriate habilitative services can be provided during the time that basic neural circuits are being established. Outcomes for children with cognitive impairments are also improved sig- nificantly by the facilitation of early learning ex- periences that build a stronger foundation upon which increasingly higher -level brain circuits and more complex skills can be built over time. Providing developmental assessments and in- tervention services for young children experi- encing significant adversity before they exhibit problems in their behavior or development will increase their chances for more positive life out- comes. Strong and persistent activation of the body's stress response systems (i.e., increases in 1. Hensch,'I.K. (2005). Critical period mechanisms in de- veloping visual cortex. Current Topics in Developmental Biology, 69, 215 -237. 2. fIorn, G. (2004). Pathways of the past: the imprint of memory. Nature Reviews Neuroscience, 5, 108 -120. 3. Friederid, A.D. (2006). The neural has is of language development and its impairment. Neuron, 52, 941 -952, 4. Katz, L.C. & Shatz, C.J. (1996). 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Cambridge, MA: National Bureau of Economic Research. �' A_ REFERENCES WWW.DEVELOPINGCNILD.NET The Timing and Quality of Early Experiences Combine to Shape Brain Architecture 9 ky VA COUNCIL WORKING PAPER SERIES Working Paper #1 Young Children Develop in an Environment of Relationships (2004) http://developingchild.net/pubs/wp-abstracts/wpi.htmi Working Paper #z Children's Emotional Development is Built into the Architecture of their Brains (2004) http://developingchild.net/pubs/wp-abstraCtS/WP2.html Working Paper #3 Excessive Stress Disrupts the Architecture of the Developing Brain (2005) http: / /developingchild.net /pubs /wp- abstracts /wp9.html Working Paper #4 Early Exposure to Toxic Substances Damages Brain Architecture (2oo6) http: / /developingchild.net /pubs /wp- abstracts /wP4.htmi Working Paper #5 The Timing and Quality of Early Experiences Combine to Shape Brain Architecture (2o07) http://developingchild.net/pubs/wp ab5tracts/wp5.html ALSO FROM THE COUNCIL A Science -Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children (2007) http: / /developingchild .net /pubs /pubs.html The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do (2oo7) http: / /developingchild .net /pubs /pubs.htmi NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD Center on the Developing Child ® HARVARD UNIVERSITY 5o Church Street, 4th Floor, Cambridge, MA 02138 617.496.0578 www.developingchi(d.harvard.edu www.developingchild.net Range of Quality Child Care Environment Ratings Scale 7 U W 6 7d 5 QD II OU 3 2 1 facility accreditation Staff well trained positive staff - -child interactions family involvement cultural sensitivity low staff turnover children thriving many and varied toys children safe and healthy facility well maintained positive approaches to discipline children engaged well- planned activities proper sanitary procedures nsed Department of Children and Families Licensing Standards minimal staff -child ratio custodial care minimal staff training minimal health and safety standards few activities �Activiti" nut age or developmentally appropriate \9ijor soicty hazards prescntin cnvirourent Little or no suaff interaction with children Poor IiyOcne for staff and childrn Poor huildine 111aioteuauce I'ew activities mid Ioys Insullicient personnel ('hildren not clwahcd Poor record keeping Chaolic atwosphcrc Poor superci�,ion shush dixiplirnc I inurainal staff 0 r+ 0) m a X v -i of 0 0 0 r yJ lD fa � W —h N p O � N o N O O lD N O L" A Ql U'1 A W O O O O O O N V Ol Ul A W O O O O O 0 r+ 0) m a X v -i of 0 0 0 r yJ lD fa � W —h N p O � N o N O O lD N O L" A V M1. � O � e-I O O N V � s � o � � t i O V i ca O v � 3 0 0 O -------------------- O O O O O O O O ! I 0 i 1 I Vl Q ID O d O ^ i� CD l h O a n II III I � N I v rn �' fD N A 0 S v N CD v •y � 0 C rt o n C II _ n 3 I ID rn II n I O I I� 00 co & \ \� / \. z \/ C)IZ NrL* G- zic') /\ \/ � o � G \ � CD \ \\ \ \ \ \ \\ � \ \� \� \ \\ EL EP � � \� \ \ \ {� |// ;/ Pg. \ \ \ \ \ \ \ \\ \ $ \\ `� x Zz $ \ t7' \ \ \ \� Cc) r) m C)IZ zic') 11 7 ti Page] of] 1-� C� q 1 H-u)(VI1?� http: // maps. col lierappraiser.com /output/Co1Ger 2009_sdeO2377610809764.jpg 41512010 r" y-. c a ♦ rtbh T gar M a rJi'.m.Y m x• r a A a a i e a C b ,px Nie y v a t r" y-. c a ♦ rtbh T gar M a rJi'.m.Y FINAL REPORT UPDATE Figure 2a. Feasibility Flowchart I i Begin Evaluation Was site developed after _ _ Y. date of public knowledge? . Method 1: Use _. equation 5 if volumes No known t Method 2: Use Table if volumes not known I Is the she used- � ' No ". during peak !refit Method 3: Use default noise conditions? - 1dB(A) for weekdays or- 2dB(A)for weekends i Y es Is the NAC 4 —.No.. approached or Yy_..� .... exceeded? is there substantial. Project not feasible for noise level increase; - Yes -. �, Can 5 d8 insertioh.. No barriers. END loss be obtained? 15dB(A)? � ANALYSIS I I No No abater" SEND ANALYSIS ed �_.. —NO 13 i i Yet I " Do the owners want abatement?. Ys. 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