The Campaign for Grade-Level Reading
The Campaign for Grade-Level Reading is a determined effort to mobilize foundations, nonprofit partners, states and communities around moving the needle on third grade reading over the next decade.
The Campaign and Attendance Works are collaborating on the Make Every Day Count Call to Action for school superintendents. The initiative challenges district superintendents to own the issue of attendance starting in the early grades, mobilize the community around reducing chronic absence and drive with data to identify students and schools in need of extra support.
Following up on a resolution unanimously approved by the U.S. Conference of Mayors in June, the Call to Action asks superintendents to reach out to parents, teachers and the community with a powerful message about the consequences of chronic absence. The effort is open to all superintendents nationwide, with particular attention to the 350 school districts within the Grade-Level Reading Communities Network.
Superintendents began registering this week and will continue through the fall. To see who has signed up, go to the Attendance Works Call to Action web page, which also provides access to the letter inviting participation and other materials. Feel free to encourage superintendents in your communities to participate, if the effort fits with your community solutions action plans.
Barbara O’Brien, former Colorado lieutenant governor and the Campaign’s national policy director, gave the keynote address at an August 16 forum at the Brookings Institution, calling for a responsible approach to student promotion that recognizes the importance of starting early to achieve reading proficiency.
“Long before having to make the difficult decision of whether to retain a student in the early grades, everything in our power should have been done to give that child a good start in life,” O’Brien said.
In conjunction with the forum, Brookings released a policy brief by Harvard professor Martin West, suggesting that studies from Florida show that retention can improve academic achievement. University of California Santa Barbara professor Shane Jimmerson argued that other interventions — particularly early assessment and summer learning — have more to do with Florida’s positive results than its retention policy does.
To learn more about the Campaign’s position on the issue, please read our one page handout.
Recently, some communities have reached out to the Campaign to request letters of support for grant applications to both public and private entities. The Campaign is able to provide a letter of support for any charter member of the Network. A letter of support outlines the purpose and goals of the Campaign and confirms a community’s participation.
A draft letter of support can be reviewed on the Ning site. Requests for letters should be sent to Susanne Sparks at susanne@smarterlearninggroup.com.
Please allow one week for your request to be fulfilled.
Stay on top of all that is new with the Campaign and with grade-level reading by making a regular visit to the website: www.gradelevelreading.net. The site offers a comprehensive news source on issues related to early childhood, reading development, and achievement. Additionally, get the latest updates on federal initiatives, state campaigns, and local efforts, or read recent studies on child development and literacy.
The U.S. Department of Education has released its application for the 2012 Race to the Top-District competition, which will provide nearly $400 million to support school districts in implementing local reforms that will personalize learning, close achievement gaps and take full advantage of 21st century tools that prepare each student for college and their careers. Letters of intent are due Thursday, Aug. 30.
Of note for our Network, the department will offer competitive preference to applicants that form partnerships with public and private organizations to sustain their work and offer services that help meet students’ academic, social, and emotional needs, as well as enhance their ability to succeed.
After several rounds of grants to states, this phase of Race to the Top targets school districts and invites applicants to demonstrate how they can personalize education for all students. It’s aimed squarely at classrooms and the all-important relationship between teachers and students.
More information, including the finalized application for the Race to the Top-District competition, can be found at: www.ed.gov/programs/racetothetop-district. Final applications are due Oct. 30, with awards being announced by the end of the year.
The case for financial investment in the early years of childhood has become stronger and more urgent over recent years. Research has shown time and time again that high-quality early education programs are essential for future economic growth and maintaining a highly skilled workforce. Support and investments at the national, state, and local levels for early education programs must continue to be a priority, and business leaders must assume a more active role in advocating for early education programs.
A new report by the Committee for Economic Development, titled “UNFINISHED BUSINESS: Continued Investment in Child Care and Early Education is Critical to Business and America’s Future”, shows how investing in high-quality child care and early education builds a strong foundation of cognitive and social skills in young children that can improve their engagement in school and increase per capita earnings and economic development.