New York State’s education reform commission delivered a preliminary set of recommendations to Gov. Andrew Cuomo this week, and there’s a lot to like here. The commission recommends a cradle-to career approach that includes:

• Access to full-day preK to expand school readiness for the neediest students. “The Commission recommends that, for the first time, New York provide high quality full-day pre-kindergarten for highest needs students in order to close the achievement gap and ensure that New York’s children are ready for college and careers. Early literacy should be a particular focus in such programs and the State should ensure that children at-risk have access to diagnosis, supports and all the components of proper early reading instruction so that the groundwork is established for reading on-grade level.”
• A coordinated system of supports and services. “Building on homegrown success stories like Children’s Aid Society, Community Schools, the Harlem Children’s Zone, Say Yes to Education, and Strive, the Commission recommends New York launch a competitive grant program that would encourage highest needs communities and school districts to re-configure or integrate existing programs and funding streams to reach and support every student in the community….The grant design should include performance metrics, including, but not limited to the use of research-based curriculum and material that address the components of effective reading instruction, assessments and screening tools to monitor children’s progress in acquiring key literacy skills, and providing additional support to ensure children are reading at grade level by the end of third grade. (emphasis added)
• A restructured school day and year to expand learning opportunities. The recommendations do not specifically mention summer learning programs, but note the benefits for low-income children of spending more time in enriching activities. “By extending learning time and closing the achievement gap, we can ensure that our students are on track to be college and career ready.”
• Smart and innovative use of technology to engage students and families. “Technology holds the potential to improve student learning by providing teachers with the tools to personalize instruction, engage students, and create access to learning opportunities that would otherwise be impossible. Technology breaks down school walls to make learning accessible in different ways, even beyond the typical school day.”

The report does not offer any specific recommendations about attendance, but includes a shout out to chronic absence, which was raised by several speakers at hearings around the state: “Data has been tracked and reported concerning average daily attendance rates by school district category. However, recent education research has suggested that the gaps between districts in the rates of chronic absenteeism may be a more relevant measure – and that this measure might show wider variation between school district types. That data is not currently collected by the State, but may become accessible as new student level data systems are brought on-line.”

The report also makes several recommendations about college preparedness, teacher preparation and training, and school district consolidation.

Here are links to the full report and a presentation:

http://www.governor.ny.gov/assets/documents/education-reform-commission-report.pdf

http://www.governor.ny.gov/assets/documents/education-commission-report-presentation.pdf