The State of the Child2006

Education Policy & Leadership Conference

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The State of the Child

Pennsylvania Partnerships for Children– Advocacy organization– Independent, non-profit– Prevention-focused, research-based

Pennsylvania Partnerships for Children is a strong, effective and trusted voice for improving the health, education and well-being of the Commonwealth’s children.

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The State of the Child

1 child in 3 lives in poverty 1 child in 6 is born to a mother with less than a high

school degree 1 child in 11 is born to a single, teen-aged mother There were 1,790 substantiated cases of abuse and

neglect for children ages 0-8 (2004) 1 in 12 children is born at low birth weight 3.2% of children 0-4 are in families where English is

not the primary language spoken at home 30.7% of children 0-8 live in single-parent families

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The State of the Child

Impact of poverty 200% Poverty = $40,000 for a family of four 100% Poverty = $20,000 for a family of four– Impact: Greater likelihood of:

– Learning disabilities– Grade retention– School dropout– Substance abuse

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The State of the Child

Impact of living in single parent household 30% of children under age 18 live in families

with one parent. (ACS 2004)– Impact: Children of single parent are more likely

to:– Live in poverty– Have fewer relationships with male role models– Have less time to interact with parents– Have diminished social supports– Have lower academic and social well-being

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The State of the Child

Impact of low birth weight 8.1% of babies born in 2003 were born

at low birth weight, less than 5 pounds, 9 ounces. – Impact: Babies born at low birth weight are

likelier to die in the first year of life. They can also have disabilities and health problems that impair learning.

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The State of the Child Impact of being uninsured 133,000 of PA children under age 19 are

uninsured 68% of uninsured kids are between ages of

11 and 18; (Office of Health Care Reform, 2004) One child in 3 is enrolled in Medicaid or

CHIP. – Impact: Uninsured children are more likely to miss

school, may not have relationship with primary care provider, and are more likely to need costly emergency room care.

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The State of the Child

Impact of disabilities & language barriers For 2004-05 school year, 14.7% of students were

enrolled in special education 1.6% have severe disabilities 2.3% of students have limited English proficiency;

LEP students are in rural, urban and suburban school districts alike (Conestoga Valley, Upper Adams, York City)– Impact: Students with limited English proficiency

& disabilities face greater challenges making progress in school.

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The State of the Child

Impact of being placed out of home 20,920 children in PA (ages 0-20) are in

foster care 9,962 are youth 13-20

– Impact: Children who endure disruptions in parenting are likelier to have poor academic performance as well as diminished physical and behavioral health.

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The State of the Child

Early Education 66.5% of income-eligible children ages

3 and 4 are enrolled in Head Start 10,127 children were enrolled in public

school pre-K in 2004-05 51% of PA kindergarteners are enrolled

in full-day K compared to 65% nationally

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Why Pre-K Matters

Kids in pre-K learn social skills, self confidence and the ability to deal with others

Pre-K creates successful students Pre-K creates solid citizens Pre-K creates better communities

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Why Pre-K Matters

90% of brain growth occurs before kindergarten

Kids who start behind, stay behind Nearly 90% of children who are poor readers

in first grade will still be poor readers by fourth grade

One-third of children entering kindergarten cannot recognize the letters of the alphabet and more than half do not know basic math concepts. (Source: Pew Center on the States and National Conference of State Legislatures)

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Pre-K in other States

Florida, Georgia and Oklahoma are the only states that make pre-K available to all 4-year-olds. Florida’s new universal pre-K program received first-year funding of $387 million

Illinois governor just committed to UPK New York and West Virginia have multi-year

plans to implement pre-K for all 4-year-olds Five states – Maine, Oklahoma, Vermont, WV

and Wisconsin – plus DC – include pre-K as part of their school funding formulas

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The State of the Child

Basic Education 2004-05 PSSAs

35.8% of fifth graders scored below proficient in reading

31% of fifth graders scored below proficient in math

36% of eighth graders scored below proficient in reading

37% of eighth graders scored below proficient in math

– Pennsylvania schools face NCLB mandate of 100% proficiency by 2014

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The State of the Child

2003-04 expenditures per pupil - $9,204– Gap from highest-spending district to

lowest: 2.6 to 1. From a high of $16,803 per student in Lower Merion (Montgomery County) to $6,344 in Northwestern School District (Erie County).

– Funding equity remains a problem in PA

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Full-Day K in PA

Accountability Block Grant Spending– 63.6% percent of districts used 58.6% of

Block Grant funds for full-day K making it the most popular use

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Why Full-Day K Matters

Children in full-day kindergarten programs make more progress in literacy and math than those in half-day programs, concludes a new study published in the February issue of the American Journal of Education.

Children who attend full-day K have lower retention rates in the primary grades

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Why Full-Day K Matters

Parents and teachers report greater satisfaction with full-day programs

Studies indicate that children who attend full-day K receive better report card grades in literacy, math, general learning skills and behavior

Full-day kindergarteners outscore children in half-day programs on standardized achievement tests up to two years after kindergarten (NIEER, March 2005)

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Class Size in PA

Only 16.8% of students in pre-K through third grade are in classes with 17 or fewer students

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Why Class Size Matters

Smaller classes increase parental involvement

Reduce disciplinary referrals Improve teacher morale and

retention

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Why Class Size Matters

Teachers with small classes can spend time and energy helping each child succeed. Smaller classes also enhance safety, discipline and order in the classroom.

When qualified teachers teach smaller classes, kids learn more.

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The State of the Child

Youth in Transition/Ready by 21™ Young adults need an education that

prepares them for the rigor of college or a competitive labor force; they need skills that create potential to one day earn a family sustaining wage

They need to avoid risky behaviors They need strong interpersonal relationships

with friends, family & community

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The State of the Child

Graduation Gap Two out of 5 urban ninth graders fail to graduate from

high school in the same district four years later One out of 6 rural ninth graders fails to graduate from

high school in the same district four years later One out of 8 suburban kids fails to graduate

– Impact: Adult life for young people without at least a high school diploma is full of economic problems and few opportunities to advance skills.

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The State of the Child

In 2003-04, 76% of school district graduates said they planned to pursue further education– School districts with lowest number of

graduates planning further education are a mix of rural and urban: Chester Upland School District, Fannett-Metal, Turkeyfoot Valley and Northern Potter

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The State of the Child

High school graduates earn three times more than those who did not graduate.

College graduates earn six times more. Dropouts have higher rates of teen

pregnancy, substance abuse and crime. 80% of those incarcerated are dropouts.

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Ready by 21™ Coalition

The Pennsylvania Ready By 21™ Coalition is committed to youth-centered public policies and programs designed to ensure that all Pennsylvanians aged 12-21 have equitable access to high-quality education and support services that meet their needs, prepare them one day to earn a family-sustaining wage, be active citizens, lifelong learners, and enjoy healthy physical, social and emotional health.

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State of the Child

Evidence-based, proven and promising programs and polices that are youth centered and that respond to their needs and aspirations.

Equitable access to high-quality basic, career/technical and post-secondary education that prepares them for work and life.

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State of the Child

Career guidance that builds upon their strengths and interests; and which is informed by the knowledge base of available 21st Century careers/jobs in Pennsylvania that lead to a family-sustaining wage.

Afterschool programs and other extra learning opportunities, often fostered by school and community partnerships, which enhance academic, recreation and social needs.

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State of the Child

Appropriate work experiences that do not interfere with their education achievement and provide opportunities to explore, build and seed a career.

Comprehensive health and human services. Programs and systems of support and

encouragement by families, schools, communities and workplaces.

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The State of the Child

Our Vision - By 2014, PPC has helped Pennsylvania move into

position as one of the top 10 states in the nation to be a child and to

raise a child.

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The State of the Child

Pennsylvania Partnerships for Children

www.papartnerships.org

800-257-2030

Joan L. Benso

President & CEO