This is a public collection of knowledge funded and/or published by the W.K. Kellogg Foundation (WKKF). Views, opinions, findings, conclusions or recommendations expressed in these publications are those of the authors and their respective organizations. They do not necessarily reflect the views, policies or positions of WKKF.

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Black Child National Agenda: America Must Deliver on its Promise

September 30, 2021

Black children's lives matter. Unfortunately, Black children in the United States of America face a dual reality: growing up in the "land of opportunity" while also experiencing the reality of racism and inequities that impact their daily lives. The Equity Research ActionCoalition, POINTS of ACCESS, LLC, and the National Black Child Development Institute have collaborated in creating the Black Child National Agenda because of the urgent need to challenge the negative and stereotypical narrative of Black children, families, and communities and to challenge policies and systems that undermine basic human rights and community wellness.

Racial Equity and Healing

Early Education Essentials Illustrations of Strong Organizational Practices in Programs Poised for Improvement

December 19, 2018

Extensive evidence demonstrates that high-quality, well-implemented early childhood education (ECE) positively impacts the learning trajectories of children, especially those from vulnerable populations. Yet many early childhood programs across the nation struggle to implement high-quality programming and, consequently, fail to sufficientlyadvance children's early learning. A growing body of research on school improvement demonstrates that strong organizational conditions will be necessary to lift stagnant levels of quality in early childhood settings. But this begs the question: What do strong organizational conditions look like in ECE settings?The Ounce of Prevention Fund, in partnership with UChicago Consortium, developed and validated the Early EducationEssentials™ surveys to provide the field with reliable and valid measurement of organizational conditions. As part of ourmeasurement work, we spent time observing and talking with leaders, teachers and families in ECE programs whosesurvey responses indicated that their essential supports were either very strong or very weak. Differences in their organizational climate and conditions were stark and unmistakable. Simply put, strongly organized programs created contexts far more supportive of teaching, learning and family engagement than the contexts created by weakly organized programs. In this paper, we describe those strong organizational contexts and how they empowered leaders, teachers and families to aspire to and realize higher-quality practices and better outcomes for young children.

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