A new PARCA report shows kids who attend Alabama’s First Class Pre-K program are more likely to be proficient in reading and math, an advantage that continues through their middle school years. Read the report.
The excitement in the room is hard to miss – and it’s coming from the kids as well as the teacher.
“Kiss your brain for knowing that!” Dr. Stephanie Parker exclaims to her students at Huffman Academy Pre-K this cool December morning in Birmingham. The class is part of Alabama’s First Class Pre-K program.
Surrounded by colorful charts, educational photos and pictures of kids and their art, Parker takes her eager students through a recitation of the previous day’s Gingerbread Man story, as part of their “morning meeting.” She’s sitting in her wooden rocker at eye level with the kids, who talk and shout excitedly in answering her questions.
When they get something right, she applauds them with either a “kiss your brain,” or after a particularly significant achievement, encouragement to do a “standing Saturday Night Fever,” – with more than a dozen kids mimicking John Travolta’s hand-across- the-body dance move.
In the classroom next door, Denise Dennis’s preschoolers, after their morning meeting, are putting together gingerbread houses, some sitting at a small round table with their teacher, others at another table with her auxiliary teacher Wyesha Pullum.
There are two teachers in each pre-K class at Huffman Academy, and that is just one of the reasons Alabama’s public pre-K program got high marks in July from the Rutgers University-based National Institute for Early Education Research. NIEER ranked the efforts of 43 states and the District of Columbia to provide quality instruction for kids before kindergarten age.
For those who expect Alabama to be at the bottom of the list in educational achievement, the NIEER report may come as a surprise.
“I think if you look at this report, the conclusion would be Alabama’s the national leader here,” says Steve Barnett, the founding director of NIEER and a member of the team that put together the report, “Implementing 15 Essential Elements for High-Quality Pre-K: An Updated Scan of State Policies.”
Breaking down the rationale behind the 15 essentials, Barnett says: “They’re the result of a project which was developed to reverse engineer successful preschool. … Rather than saying ‘On average how much do any of these things matter?’ the question was ‘Well, if we focus on the programs that seem to have succeeded in doing great things for young children, what do they look like? What do they have in common?’ … What is it that seems to have to be in place to really have a high-quality preschool program that delivers excellence?” Read more.
This article was published in collaboration with 100 Days in Appalachia, a digital news publication incubated at West Virginia University in collaboration with West Virginia Public Broadcasting and the Daily Yonder.