Reading proficiency in the early grades sets children on a path to lifelong success. Children who read well by third grade are far more likely to graduate high school, enroll in college and thrive across all subjects. Communities can close reading gaps through high-quality instruction aligned to the Science of Reading, well-trained teachers, early intervention and coordinated support across education and neighborhood systems.
This is part 8 of StriveTogether’s Cradle-to-Career Outcomes Playbook: Early Grade Reading. The playbook synthesizes research and practical guidance communities can use to improve early grade reading.
Question 15: Do families live in well-resourced neighborhoods (including well-resourced and accessible libraries)?
Why it matters
Neighborhoods play a central role in supporting families’ stability and well-being, their access to social and economic opportunities, and their children’s chances to thrive and succeed. Neighborhoods are where children experience critical stages of socio-emotional and physical development, where social ties form, and where people access resources and life opportunities. The ability to find and afford quality housing, to feel welcomed and respected in one’s community and social circles, and to have equitable access to local resources all reflect essential aspects of an inclusive neighborhood (Urban Institute).
Students and families in neighborhoods experiencing poverty have limited access to resources and opportunities that promote economic mobility. The size of the middle class in an area is associated with levels of upward mobility. Moving to a lower-poverty area before age 13 improves the likelihood of students eventually attending college and earning more as adults. Economic segregation varies by race, with a higher percentage of Black and Latine people experiencing poverty living in low-income communities compared to white people from similar economic backgrounds (Education-to-Workforce Framework).
Access to affordable housing: A lack of affordable housing leads to material hardships like reduced access to food, clothing, medicine and transportation, while also negatively impacting mental and physical health, such as increased depression among tenants behind on rent and developmental delays in children living in poor housing conditions. This issue is also linked to higher eviction rates, disproportionately affecting families experiencing poverty, women and people of color (Education-to-Workforce Framework). Families experiencing poverty are more likely than middle-income families to live in substandard housing, which is associated with exposure to lead paint, asbestos, mold, roaches and rodents. These conditions can affect children’s cognitive functioning and behavior, and can increase the incidence of asthma, which can cause school absences (Annie E. Casey Foundation). Families experiencing poverty also are more likely than middle-income families to move frequently, often causing their children to change schools mid-year. Students who have changed schools two or more times in the previous year are half as likely as their stable peers to read well, and third graders who changed schools frequently are 2.5 times more likely to repeat a grade (Annie E. Casey Foundation).
Access to libraries: Access to libraries provides valuable educational and community resources, particularly in low-income areas where residents may have limited access to books, technology and quiet study spaces. Libraries support literacy development and lifelong learning by offering free reading materials, internet access and educational programs (Neuman & Celano, 2012). Their location within a reasonable walking distance or along accessible transit routes increases their use, especially for families without at-home learning resources. Libraries serve as important community hubs that support education, job readiness and civic engagement (Kranich, 2013). Ensuring that libraries are well-placed and well-funded helps provide equitable access to information and learning opportunities.
Well-resourced neighborhoods and family well-being: A well-resourced neighborhood, in contrast, has affordable housing in safe communities, diversity of income and demographics, access to technology, transportation and other resources that help families thrive. Affordable, stable and safe housing is foundational to individual and family well-being. Children who grow up in safe and stable housing are more likely to enter kindergarten ready to learn, succeed in elementary and middle school and graduate from high school. Adults living in stable housing are more likely to complete postsecondary training and obtain and keep high-quality employment. And individuals with lower incomes living in mixed-income neighborhoods tend to experience better outcomes at all life stages (Results for America).
Environmental quality: Good and stable health helps people of all ages surmount life’s challenges, excel in school and on the job, ensure their families’ well-being, and fully participate in their communities. Environmental quality reduces people’s risk of health complications that may undermine school or work performance. Access to and usage of health services can help parents ensure that their children receive basic care through critical formative years and enable adults to obtain the tests needed to screen for early detection of diseases, enhancing the likelihood of effective treatment (Urban Institute).
Political participation and representation: Governance that is attentive to the needs of all community members and residents who are deeply engaged in collective decision making are hallmarks of a community that supports upward mobility. A responsive local government empowers the people it serves by ensuring their concerns are addressed. By allocating resources equitably, local governments can help ensure all residents have good prospects for economic success. And when public institutions that are intended to serve and protect communities act with justice and restraint, residents feel that they are valued and respected members of the community (Urban Institute).
Contributing factor | Key source: E-W Framework
Access to affordable housing
Percentage of residential units that are unoccupied, or vacant, in a given year, disaggregated by rentals and homeownership (US Census Bureau).
Average age of housing stock, which helps communities isolate potential issues, like exposure to asbestos and/or lead paint and connect people to resources (US Census Bureau, American Community Survey).
Students experiencing housing instability and changing schools as a result (Data sources: Local SEA, LEA or school records or analysis) (StriveTogether 2021).
Number of students experiencing housing instability that requires changing schools(StriveTogether 2021).
Ratio of affordable and available housing units to households with low, very low, and extremely low income levels. Families and individuals need the security and stability of a decent house or apartment they can afford, where family budgets are not stretched too thin to pay for other basic needs like nutritious food, health care, and educational opportunities (Urban Institute).
Number and share of public school children who are ever homeless during the school year. Housing instability and homelessness represent extreme manifestations of powerlessness and the loss of dignity and belonging, disrupting family stability and undermining both physical and emotional health (Urban Institute).
Ratio of (1) the number of affordable housing units to (2) the number of households with low and very low incomes in an area (city or county). Housing units are defined as affordable if the monthly costs do not exceed 30 percent of a household’s income. Households with low incomes are defined as those earning below 80 percent of area median income (AMI), and very low-income households are defined as those earning below 50 percent of AMI (Education-to-Workforce Framework).
Percentage of families with children under age 6 paying more than 30% of their income for housing (rent or mortgage plus heat and utilities) (Rhode Island Kids Count and StriveTogether 2021).
Number of affordable and available housing units per 100 households with low, very low, and extremely low incomes. This metric reflects the extent of housing options for households with low incomes. Housing is considered affordable when monthly costs fall at or below 30 percent of a household’s income (Urban Institute).
Environmental racism, as measured by air quality index (StriveTogether 2021).
Environmental racism, as measured by environmental health hazards (StriveTogether 2021).
Level of public investment in neighborhoods as measured through programs like Opportunity Zones, Community Development Blocks and tax credits (StriveTogether).
Share of people experiencing poverty who live in high-poverty neighborhoods. A high-poverty neighborhood is where more than 40% of residents are experiencing poverty. This metric reflects the extent of economic segregation in a community (Urban Institute).
Healthy home environment assessments: Professional home inspections evaluating environmental health risks (Results for America).
Proactive inspections to help maintain safe and healthy housing. The foundation of many effective programs is a more strategic deployment of a jurisdiction’s home inspection capacity. Oftentimes, this includes using data analysis to identify high-risk blocks or neighborhoods and then sending inspectors to walk those areas, conduct visual exterior assessments, speak to residents and schedule proactive inspections (Results for America).
Raising tenant and landlord awareness about maintaining safe and healthy housing. Many successful programs include a robust education component — often run by inspectors — to help landlords and tenants identify home hazards and other threats to home safety. This can include written materials, videos and public workshops (for instance, walking through a home to demonstrate an inspection). Such efforts also often include information on how to request a home inspection (Results for America).
Guided play through playscapes, like Play on Purpose sites that encourage children and adults to engage in “guided play” (Results for America).
Housing rehabilitation loan and grant programs: Funding in the form of loans and/or grants to income-eligible owner-occupants to assist with repair, rehabilitation and/or reconstruction of homes (Results for America).
To ensure property owners have the financial capacity to address home hazards, some programs provide income-eligible property owners with grants and/or loans to assist with repair, rehabilitation and/or reconstruction of homes. Funding is often tied to specific forms of home improvement, such insulation, plumbing or mold removal (Results for America).
Lead paint abatement programs: Programs focused on removing lead-based and contaminated surfaces from homes and other buildings (Results for America).
Ratio of the number of affordable housing units to the number of households with low and very low incomes in an area (by city or county). Housing units are defined as affordable if the monthly costs do not exceed 30% of a household’s income. Households with low incomes are defined as those earning below 80% of area median income (AMI), and very low-income households are defined as those earning below 50 percent of AMI (Education-to-Workforce Framework).
Adopting rent regulation, eviction prevention, just-cause eviction and right-to-counsel policies to protect tenants (Urban Institute).
Balancing community development with creating opportunities for residents with low incomes to move to more resource-rich communities (Urban Institute).
Creating affordable homeownership opportunities, including by providing down payment or closing-cost assistance and expanding access to financing, such as through the use of subsidized or shared appreciation (Urban Institute).
Creating more dedicated affordable housing, including by subsidizing affordable housing development, establishing incentives for developers to create affordable units (e.g., density bonuses) and exploring ways to build affordable housing on publicly-owned land (Urban Institute).
Creating permanent supportive housing for individuals and families experiencing chronic homelessness (Urban Institute).
Enacting foreclosure prevention, property tax relief and rehabilitation assistance programs to assist homeowners (Urban Institute).
Expanding affordable housing in resource-rich neighborhoods (Urban Institute).
Increasing the overall housing supply, including by reforming zoning and land-use policies, streamlining permitting processes and creating incentives for developers to build new housing (Urban Institute).
Preserving subsidized and unsubsidized affordable rental housing (Urban Institute).
Providing rental assistance to residents and incentivizing landlords to rent to tenants receiving assistance (Urban Institute).
Reforming property taxes and property assessment processes to ensure that they do not disproportionately burden residents with low incomes (Urban Institute).
Supporting community development in high-poverty neighborhoods, including by addressing vacancy and blight; and investing in schools, transportation and job creation (Urban Institute).
Supporting permanently affordable housing models, such as community land trusts (Urban Institute).
Contributing factor | Key source: E-W Framework
Access to technology
Percentage of individuals who have both (1) access to at least one desktop or laptop computer owned by someone in the home and (2) reliable broadband Internet (Education-to-Workforce Framework).
Access to internet and computer/devices and technical support (StriveTogether 2021).
Percentage of the community that has access to a desktop or laptop, a smartphone, a tablet or another computer (Data source: American Community Survey) (StriveTogether 2021).
Percentage of households that have broadband internet subscriptions (Data source: American Community Survey) (StriveTogether 2021).
Percentage of individuals who have both (1) access to at least one desktop or laptop computer owned by someone in the home and (2) reliable broadband internet (Education-to-Workforce Framework).
Share of households with a computer and broadband internet subscription in the home. This metric reflects a community’s digital divide by measuring in-home access to a computer and the internet, including DSL, cable modem, cellular data and fiber connections. Without reliable access to online resources, young people and adults are locked out of opportunities to learn, build skills, and gain the credentials they need to advance economically (Urban Institute).
Technology to support learning and assessment in the classroom and online (Annie E. Casey Foundation).
Local and state coalitions who advocate for access to broadband with city and state officials and by partnering with telecommunications companies (National Council of State Legislatures).
Addressing financial barriers to home broadband internet access, including by providing direct cash transfers or subsidies for the costs of broadband service and devices, such as laptops, tablets and phones (Urban Institute).
Addressing physical barriers to home broadband internet access, such as the lack of appropriate infrastructure or wiring (Urban Institute).
Creating free, public options for accessing the internet, including by providing Wi-Fi in public, accessible spaces like libraries (Urban Institute).
Providing digital literacy training for residents, particularly underserved residents, to close the digital divide (Urban Institute).
State subsidizes broadband subscriptions for families with limited incomes (FCC).
Federal Bipartisan Infrastructure Law: Offers broadband infrastructure and digital equity grants (Connected Nation).
Average commute time to work, school, or college as reported in the American Community Survey (Education-to-Workforce Framework).
The Low Transportation Cost Index, from the U.S. Department of Housing and Urban Development, which estimates the average transportation cost for a three-person, single-parent family earning 50 percent of the median income for renters in a region (Education-to-Workforce Framework).
Average travel time to school (Data sources: Local SEA, LEA or school records or analysis) (StriveTogether 2021).
Average travel time to work (Data sources: Center for Neighborhood Technology; American Community Survey) (StriveTogether 2021).
Percentage of workers who commute by walking and by biking (Data sources: Center for Neighborhood Technology; American Community Survey) (StriveTogether 2021).
Trips made to work by mass transit (Data sources: Center for Neighborhood Technology; American Community Survey) (StriveTogether 2021).
Complete Streets approach to ensure the design of streets balance the needs of different modes of transportation, support local land uses, economies, cultures and natural environments (Smart Growth America).
Availability of public transportation subsidies for students (Data sources: Local SEA, LEA or school records or analysis) (StriveTogether 2021).
Affordable housing within walking distance from public transportation (Data source: Center for Neighborhood Technology) (StriveTogether 2021).
Transit connectivity index (Data source: Center for Neighborhood Technology) (StriveTogether 2021).
Encouraging housing development near transit, including affordable housing and housing for people with disabilities (Urban Institute).
Expanding transportation options, including public transportation, such as buses and light rails, and active transportation, such as bike lanes and sidewalks (Urban Institute).
Improving the quality and frequency of public transportation (Urban Institute).
Improving transportation accessibility for people with mobility challenges, including by creating paratransit systems and ensuring existing transit is accessible to people with disabilities (Urban Institute).
Reducing barriers to using public transportation, including by providing fare subsidies, making systems easy to navigate (e.g., having clear signage and route maps in multiple languages), and centralizing fares across different modes of transportation (Urban Institute).
Proportion of children with a parent or guardian who has served time in jail (Data source: Health Resources and Services Administration) (StriveTogether 2021).
Rates of reported violent crime and property crime. Exposure to crime, even if one is not a direct victim, can contribute to stress, depression, and anxiety in youth and adults, and teens who are exposed to high levels of violent crime are more likely to engage in criminal activity themselves. (Data source: Federal Bureau of Investigation) (StriveTogether 2021) (Urban Institute).
Rate of juvenile justice arrests (Data source: Federal Bureau of Investigation) (StriveTogether 2021).
Rate of violent felonies and property felonies by city or county (number of incidents per 100,000 residents) (Education-to-Workforce Framework).
Creating reentry supports for those recently released from jail or prison (Urban Institute).
Implementing restorative justice approaches, which can help reduce recidivism (Urban Institute).
Improving neighborhoods by redeveloping vacant or abandoned properties, installing street lighting and supporting community development activities (Urban Institute).
Improving residents’ financial security, including by strengthening the social safety net and reducing obstacles to accessing public benefits (Urban Institute).
Preventing gun violence by limiting access to firearms and raising awareness of gun safety best practices (Urban Institute).
Promoting community-led violence prevention initiatives, which identify residents at highest risk and intervene before conflict occurs (Urban Institute).
Shifting toward evidence-based policing, in partnership with communities (Urban Institute).
Contributing factor | Key source: E-W Framework
Neighborhood economic diversity
Percentage of city or county residents experiencing poverty who live in a high-poverty neighborhood (defined as a neighborhood in which more than 40 percent of residents experience poverty) (Education-to-Workforce Framework).
Percentage of children under age 6 living in neighborhoods in which more than 20% of the population lives in poverty (Rhode Island Kids Count).
Percentage of city or county residents experiencing poverty who live in a high-poverty neighborhood (defined as a neighborhood in which more than 40% of residents experience poverty) (Education-to-Workforce Framework).
Percentage of families who have lived in poverty for two generations or more (Brookings Institute).
Share of residents experiencing poverty who live in high-poverty neighborhoods. Economic segregation excludes families with low incomes from well-resourced and opportunity-rich neighborhoods, undermines their sense of belonging, and creates neighborhoods of concentrated poverty and distress, which damage their children’s long-term prospects (Urban Institute).
Contributing factor | Key source: E-W Framework
Neighborhood juvenile arrests
Rate of juvenile arrests by city or county (number of arrests per 100,000 residents) (Education-to-Workforce).
Examining juvenile arrest rates by type of offense (for example, drug abuse violation, curfew and loitering, disorderly conduct, etc.) can also help data users better understand community dynamics and inequities in policing (Education-to-Workforce).
Examine data on post-arrest handling of juvenile cases (For example, users could examine whether youth are referred to juvenile court after arrest or diverted from formal court processing (Education-to-Workforce).
ImpactTulsa partnered with Tulsa Public Schools to build a data visualization tool for exploring how environmental conditions vary across neighborhoods and their relationships to academic outcomes (Education-to-Workforce).
Contributing factor | Key source: E-W Framework
Neighborhood racial diversity
Neighborhood exposure index, or share of a person’s neighbors who are people of other races and ethnicities (Data source: American Community Survey) (StriveTogether 2021).
Percentage of an individual’s neighbors who are members of other racial or ethnic groups, calculated as a Neighborhood Exposure Index (Education-to-Workforce Framework).
Proportion of community residents who are immigrants (Data source: National Equity Atlas) (StriveTogether 2021).
Ratio of the share of local elected officials of a racial or ethnic group to the share of residents of the same racial or ethnic group (Data sources: American Community Survey; local elections data) (StriveTogether 2021).
Share of the voting-eligible population who are registered to vote and share who turn out to vote (Data source: Census) (StriveTogether 2021).
Index of people’s exposure to neighbors of different races and ethnicities. Racially and ethnically diverse neighborhoods are hallmarks of inclusive communities. This metric calculates separately for each racial or ethnic group the average share of that group’s neighbors who are members of other racial or ethnic groups (Urban Institute).
Narrowing racial homeownership gaps, including by creating affordable homeownership opportunities for households of color (Urban Institute).
Reducing housing discrimination in the private market, including by enacting source-of-income laws and funding fair housing organizations (Urban Institute).
Reforming zoning policies to allow for more diverse, high-density, mixed-income communities (Urban Institute).
Contributing factor
Access to reading materials (e.g., easily accessible libraries)
Libraries deploy creative means, including mobile and outdoor libraries, packhorse rural delivery, literacy training and reading to the blind to ensure everyone in the community is served (Kranich, 2012).
Libraries offer engaging experiences that prepare people to be full participants in their local communities and our global society (Kranich, 2012).
Libraries develop programs to serve as community hubs, fostering civic engagement, cultural enrichment, and economic growth (Kranich, 2012).
Recognizing the lack of progress in literacy for historically underserved students, Colorado has created a set of guidelines that support children from the start. Among its features, the law provides funding for Dolly Parton’s Imagination Library Program to work with community partners in a book distribution effort designed to inspire a love of reading by giving books to children every month, starting from birth and continuing to age 5 (Shanker Institute).
The presiding state librarian in Colorado’s Department of Education plays an important role according to the law. They will support efforts to provide access to books in Colorado’s rural areas and to establish a detailed plan with local nonprofit organizations to provide greater access to age-appropriate, high-quality books each month. Other specific duties include managing the daily operations of the program, and developing, promoting and coordinating a public awareness campaign (Shanker Institute).
Finally, Colorado’s law requires examining the success of the program. Yearly reports to the Department of Education and the education committees of the legislature are required to determine the total number of eligible children who will continue to be served by the program (Shanker Institute).
Contributing factor
Environmental quality
Air quality. Carcinogenic, respiratory and neurological toxins in the air can harm people’s health. A higher value for this metric indicates better air quality and lower exposure to toxins (Urban Institute).
Addressing home health hazards, such as lead paint and pipes, to foster safe and healthy home environments (Urban Institute).
Developing parks and other green spaces to absorb carbon and improve air quality (Urban Institute).
Improving the quality and frequency of public transportation and encouraging housing development near transit to reduce reliance on personal vehicles (Urban Institute).
Incentivizing private-sector actors to reduce their carbon footprints, including by leveraging government procurement and contracting procedures (Urban Institute).
Investing in green infrastructure, such as permeable pavements, that can help mitigate exposure to environmental stressors like extreme heat (Urban Institute).
Reducing the carbon footprint of all public-sector operations, including by transitioning to clean energy sources, electrifying bus and vehicle fleets, retrofitting city-owned buildings and implementing other energy efficiency measures (Urban Institute).
Contributing factor
Just policing
Juvenile arrests per 100,000 juveniles. High number of arrests among young people, ages 10 to 17, is a strong indicator of elevated criminal legal system involvement and over policing. This metric includes arrests for any crime or status offense (Urban Institute).
Creating community responder or co-responder programs for nonviolent emergencies, such as mental health or behavioral crises, domestic disputes, traffic safety issues and homelessness (Urban Institute).
Creating diversion programs and other alternatives to arrest, trial and incarceration (Urban Institute).
Improving police officer recruitment, retention and training, as well as addressing officer wellness (Urban Institute).
Minimizing the use of over-policing strategies, including stop-and-frisk, pretextual and non-safety-related traffic stops and “broken windows” policing (Urban Institute).
Shifting funding from police departments to other local agencies where appropriate, such as funding programs in schools to address truancy instead of relying on police officers to enforce truancy laws (Urban Institute).
Shifting toward evidence-based policing, in partnership with communities (Urban Institute).
Supporting greater police accountability, including by publishing data on police misconduct and use of force, advocating for the reform of qualified immunity and creating civilian oversight boards that operate independently of law enforcement agencies (Urban Institute).
Contributing factor
Political participation and representation
Ratio of the share of local, elected officials of a racial or ethnic group to the share of residents of the same group. Political scientists commonly use this metric to capture the extent to which racial and ethnic groups are represented by their community’s elected leaders (Urban Institute).
Share of the voting-age population who turns out to vote. Voter turnout is a well-established and broadly available reflection of political engagement in a community (Urban Institute).
Number of membership associations per 10,000 people and ratio of Facebook friends with higher socioeconomic status to Facebook friends with lower socioeconomic status. Social networks help connect people across lines of income, education, and identity, enabling them to share information and other resources that support well-being, connect to opportunities for advancement, and strengthen feelings of belonging (Urban Institute).
Adopting direct democracy practices, such as participatory budgeting, to empower community members and encourage them to participate in local governance (Urban Institute).
Creating public financing systems for local elections (Urban Institute).
Reducing barriers to voting, including by automatically registering voters, expanding the number of voting sites and their voting hours and offering additional options, such as mail-in, early and absentee voting (Urban Institute).
Restoring voting rights to formerly incarcerated people (Urban Institute).
Scheduling local elections to coincide with state or national elections, which can lead to a more representative electorate (Urban Institute).
Scheduling local elections to coincide with state or national elections (Urban Institute).
Strengthening and diversifying the local government workforce, including by investing in hiring, recruitment, training and compensation (Urban Institute).
Strengthening civics education courses in schools (Urban Institute).
Supporting labor unions and the right to organize (Urban Institute).
Switching from at-large to district elections, adopting proportional representation systems and moving to choice voting or cumulative voting systems to make local governments more representative of their constituents (Urban Institute).
Question 16: Do families with children have access to adequate public support?
Why it matters
Public support for families is essential to ensuring that all children have the foundation they need to thrive. From birth weight and maternal education to access to health care, food security and economic stability, the conditions in which children grow up profoundly impact their ability to learn and succeed. Adverse childhood experiences, untreated health conditions, and poverty-related stressors create barriers to academic achievement and long-term well-being. Investing in comprehensive public policies and supports that address these challenges — such as quality health care, economic security and access to nutritious food — can help break cycles of disadvantage and promote equitable opportunities for all families.
Childhood experiences
Birth weight: Babies with low weight at birth are at greater risk than average-weight babies for neurodevelopmental problems (e.g., cerebral palsy, blindness and other cognitive disabilities), behavioral problems and attention deficit hyperactivity disorder — all of which can interfere with learning and school success (Annie E. Casey Foundation).
Parent’s education level: Newborns whose mothers have low levels of education are more likely than newborns of mothers who have higher levels of education to have been exposed to cigarette smoke, alcohol, drugs and folic acid deficiencies, which can cause preterm birth, intrauterine growth delay and long-lasting effects on the child’s cognition and behavior (Annie E. Casey Foundation).
Adverse childhood experiences (ACEs) are potentially traumatic events, including physical, sexual and emotional abuse; physical and emotional neglect; domestic violence; and growing up in a family where there is mental illness, substance misuse, parental separation or divorce, or an incarcerated household member. Excessive trauma and stress during early childhood “disrupt[s] neurodevelopment and can have lasting effects on brain structure and function” (Campaign for Grade-Level Reading).
Food security:Malnourished children have impaired cognitive development, long-term emotional and health problems, decreased educational attainment and decreased productivity. Although children experiencing poverty qualify for free or reduced-price breakfast at school, 10 million eligible kids don’t get any, either because of the stigma attached to receiving help or because turbulence in their lives keeps them from getting to school on time (Annie E. Casey Foundation).
Health care access and insurance coverage: Children experiencing poverty receive less, and lower-quality, medical care — and fare less well as a result — than wealthier children who have the same health problems (Annie E. Casey Foundation). Children experiencing poverty have a higher incidence of health problems that interfere with learning, such as chronic asthma, poor hearing, vision and dental problems, ADHD, frequent headaches, heart conditions, kidney disease, epilepsy, digestive problems and cognitive delays (Annie E. Casey Foundation).
Healthy vision and hearing: Research shows us how prevalent vision and hearing problems are among young children in the U.S., especially those experiencing poverty, and explains how these impairments can lead to emotional and behavioral problems that interfere with learning and to excessive absence from school. Untreated vision problems can produce symptoms similar to ADHD, causing some children with vision problems to be misidentified as having a learning disorder, according to the American Optometric Association. According to the American Speech-Language-Hearing Association, hearing loss “causes delay in the development of receptive and expressive communication skills (speech and language); the language deficit causes learning problems that result in reduced academic achievement” (Campaign for Grade-Level Reading).
Educators know all too well how students’ health conditions can disrupt teaching and interrupt learning. Children who can’t see well enough to make out words written at the front of the classroom, can’t hear well enough to understand what the teacher is saying and can’t forget their tooth pain or hunger long enough to concentrate have a hard time learning in school. Children with asthma will struggle to keep up if frequent attacks keep them out of school. And trauma or stress make meaningful classroom engagement difficult for some children and almost impossible for others (Campaign for Grade-Level Reading).
Economic stability: Jobs and wages constitute the primary source of income and economic security for most people in the U.S. today. Steady work enables people to gain skills and experience so they can advance to higher-paying jobs, building both income and wealth to support their families and boost their children’s future prospects. Work can contribute to one’s sense of personal autonomy and power and provide feelings of accomplishment and dignity. Reliable income and sufficient savings enable people to better weather life’s inevitable challenges and disruptions and to provide a stable and supportive home for their children (Urban Institute).
Contributing factor | Key source: E-W Framework
Childhood experiences
Percent of live births weighing less than 2,500 grams (5.5 pounds). Babies born less than 5.5 pounds are more likely to experience developmental problems than are babies born at higher birthweights. (Data source: National Center for Health Statistics, National Vital Statistics Report.) (Annie E. Casey Foundation).
Children from birth to age 6 in out-of-home placement (foster care) that had no more than two placements in a 24-month period (Project Thrive, NCCP).
Children who are healthy, thriving, and developing on track (no untreated health conditions or avoidable developmental delays), from birth through third grade and beyond (Annie E. Casey Foundation).
Percentage of children ages 3 to 5 who were read to by a family member every day in the past week (Rhode Island Kids Count).
Percentage of infants and toddlers (ages 4 months to 35 months) who were read to by their caregivers every day in the last week (Rhode Island Kids Count).
Children from birth to age 3 with substantiated cases of abuse and neglect referred to Part C Early Intervention (based on CAPTA) (Prenatal to 3 Policy Impact Center).
Children in households where the household head has graduated high school. (Note: Those who have a GED or equivalent are included as high school graduates.) (Data source: U.S. Census Bureau, American Communities Survey.) (Annie E. Casey Foundation).
Percentage of children under age 6 with blood lead levels at or above 10 micrograms per deciliter (Rhode Island Kids Count).
Rate of substantiated child abuse and neglect among children from birth to age 6 (Rhode Island Kids Count).
Deaths caused by injury per 100,000 people. These deaths both reflect and cause trauma in a community. They include planned deaths (e.g., homicides or suicides) and unplanned deaths (e.g., from motor vehicle and other accidents) (Urban Institute).
Direct funding to programs addressing adverse early experiences and sources of toxic stress (Alliance for Early Success).
Expand access to voluntary, effective home visiting programs and services for new and expectant parents that model relationship building, engage parents in their child’s learning, and refer for additional supports as needed (Alliance for Early Success).
Lena Early Talk “Pedometer”: A tech-enabled device that measures the quality of interactions between children and adults to deepen early language exposure and development (LENA).
Creating programs to educate parents and families on children’s health, development and care needs (Urban Institute).
Creating targeted supports for vulnerable groups, including children and young people — particularly those in foster care and those returning from juvenile detention — and survivors of domestic or intimate partner violence (Urban Institute).
Fostering positive learning environments for students, including by developing programs that prevent bullying, moving away from punitive disciplinary practices and applying other trauma-informed practices (Urban Institute).
Improving traffic safety by implementing calming measures, building complete streets and creating safer environments for pedestrians and bicyclists (Urban Institute).
Increasing access to mental health services, including substance use treatment and prevention (Urban Institute).
Preventing gun violence by limiting access to firearms, keeping guns out of schools and raising awareness of gun safety best practices (Urban Institute).
Strengthening workplace safety regulations and creating paid sick leave and predictable scheduling laws to enhance worker well-being (Urban Institute).
The First 1,000 Days on Medicaid: A program under NYC’s Medicaid Redesign effort that aims to improve the physical, social and emotional needs of children and their families (NYC Department of Health).
Contributing factor | Key source: E-W Framework
Food security
Percentage of individuals with high or marginal food security, as measured by the U.S. Department of Agriculture’s (USDA) Food Security Survey Module (Education-to-Workforce Framework).
Percentage of individuals living in a census track with low access to healthy food, as defined by the USDA’s Food Access Research Atlas (Education-to-Workforce Framework).
Percentage of eligible units with children under age 18 not receiving SNAP (Desired outcome: Families have access to necessary services through expanded eligibility, reduced administrative burden or programs to identify needs and connect families with services) (Prenatal to 3 Policy Impact Center).
Percentage of individuals living in a census tract with low access to healthy food, as defined by the USDA’s Food Access Research Atlas (Education-to-Workforce Framework).
Percentage of individuals with high or marginal food security, as measured by the U.S. Department of Agriculture’s (USDA) Food Security Survey Module (Education-to-Workforce Framework).
Proportion of eligible students participating in the School Breakfast Program (Data source: U.S. Department of Agriculture) (StriveTogether 2021).
States expand access to WIC benefits (e.g., increasing income threshold, extending benefits for postpartum people).
Child and Adult Care Food Program (CACFP): Allows educational programs in eligible low-income areas to serve a free meal and/or snack to students 18 and younger (No Kid Hungry).
Percent of uninsured U.S. children overall and percent of uninsured U.S. children who are living in poverty (Campaign for Grade-Level Reading).
Percent of children nationally without a medical home. A medical home is a health care setting that patients visit regularly for their primary care needs, building familiarity and consistency with care providers (Campaign for Grade-Level Reading).
Percent of children receiving universal developmental screening at children’s 9-, 18- and 24- or 30-month well child visits and any other time the family or clinician has concerns, per the AAP and the Centers for Disease Control and Prevention recommendation (Campaign for Grade-Level Reading).
Percent of U.S. children aged 2 – 8 years with at least one mental, behavioral or developmental disability (Campaign for Grade-Level Reading).
Ratio of population per primary care physician. Access to health services is essential to both preventive care and treatment of health conditions, enabling people to enjoy the good health that facilitates success in school, work, and social relationships (Urban Institute).
Share of low-weight births. Starting out life in fragile health undermines a child’s prospects for longer-term health, educational attainment, and economic success, and caring for a child with chronically poor health may also limit parents’ work and earnings (Urban Institute).
Air quality index. Environmental hazards expose people to health risks that threaten their quality of life and may undermine school and work performance (Urban Institute).
Deaths due to injury per 100,000 people. Exposure to trauma affects children’s brain and socioemotional development; undermines people’s feelings of connection, agency, and self-efficacy; and interferes with capacities for school and work success (Urban Institute).
Expand outreach to ensure access to affordable, physical, oral, and mental health insurance coverage for children and parents (Alliance for Early Success).
Simplify enrollment to ensure access to affordable, physical, oral, and mental health insurance coverage for children and parents (Alliance for Early Success).
Eliminate barriers to retention to ensure access to affordable, physical, oral, and mental health insurance coverage for children and parents (Alliance for Early Success).
Address health care shortages —both of providers who accept Medicaid/CHIP, and of providers who offer specialized care (e.g., dental care, mental health, developmental specialists) (Alliance for Early Success).
Require universal newborn screening for hearing and metabolic disorders, and vision screening between ages one and five (Alliance for Early Success).
Screen for developmental disabilities and delays according to the schedule recommended by American Academy of Pediatrics (Alliance for Early Success).
Increase access to comprehensive health (medical) homes that identify and respond to the physical, social, and emotional determinants of health (Alliance for Early Success).
Prioritize funding for prevention programs, including those delivered outside of traditional medical settings (Alliance for Early Success).
Implement health care data systems to track and improve referral and follow-up services (Alliance for Early Success).
Maximize screening, diagnosis and treatment of maternal depression and early childhood behavioral health issues using new opportunities under the Affordable Care Act (Alliance for Early Success).
Improve coordination between IDEA Part B and C, primary care, and public health programs (Alliance for Early Success).
Access to high-quality, affordable, comprehensive health care (including preventative, acute, emergency, and chronic care) for physical, mental, and oral health for all families with infants and young children (Annie E. Casey Foundation).
Establishment of medical homes and primary care practices that focus broadly on children’s healthy development, building on exemplary programs such as Help Me Grow and Reach Out and Read, and drawing from Bright Futures (Annie E. Casey Foundation).
Communities need a way to identify when children have health risks that will jeopardize their school success, sound the alarm and marshal the attention, support and action required to get them back on track. Developmental surveillance and screening, behavioral assessments and follow-up constitute the frontlines of an early warning and response system for the health determinants of early school success (Campaign for Grade-Level Reading).
Expanding Medicaid, under the Affordable Care Act, eligibility significantly increases access to healthcare for low-income families and children. States that expanded Medicaid have seen higher rates of insured children, better access to preventive care, and improved health outcomes. States like New Mexico and Oregon have seen significant declines in uninsured rates after expansion (Centennial Care Medicaid; Oregon Health Plan).
In July 2024, the New York State Department of Health submitted an 1115 Medicaid Redesign Team (MRT) waiver amendment to the Centers for Medicare and Medicaid Services (CMS). Upon approval, this amendment allows the state to offer continuous eligibility to children under six in Medicaid and CHPlus, aiming to prevent coverage gaps and improve health equity (New York State Department of Health).
Expanding School Based Health Centers allows students to access medical, dental, and mental health services in schools. Medicaid reimbursement for SBHC services ensures financial sustainability. Colorado and Maryland use Medicaid billing to fund SBHCs, improving student health and attendance (Colorado Department of Public Health and Environment; Maryland Public Schools).
Continuous eligibility policies for Medicaid and CHIP benefits ensures children maintain Medicaid/CHIP coverage for 12 months, even if family income fluctuates.
Streamlining Medicaid/CHIP enrollment through automatic data matching with other public programs (e.g., SNAP). Reduces paperwork and administrative barriers for families. Louisianauses data-driven auto-enrollment to increase child health coverage rates (Louisiana Department of Health).
Universal child health insurance. In 1998, an Institute of Medicine committee found that “insurance coverage is the major determinant of whether children have access to health care,” and that uninsured children are “most likely to be sick as newborns, less likely to be immunized as preschoolers, less likely to receive medical treatment when they are injured, and less likely to receive treatment for illnesses such as acute or recurrent ear infections, asthma, and tooth decay.” Other studies have verified that after enrolling in the Children’s Health Insurance Program, children’s unmet health needs fall by 50 percent or more and their routine health, dental and asthma care improves in terms of both access and quality. Despite gains made under the Affordable Care Act, however, the United States is still far from ensuring that all children have health insurance (Campaign for Grade-Level Reading).
Ensure a medical home for every child. A medical home is a health care setting that patients visit regularly for their primary care needs, building familiarity and consistency with care providers. Care typically is provided by a team of practitioners including physicians, medical assistants, nurses, nurse practitioners and care coordinators. The American Academy of Pediatrics (AAP) defines a medical home for infants and children as having well-trained primary care physicians who are known to the child and family, able to develop “a partnership of mutual responsibility and trust,” and able to help manage and facilitate all aspects of pediatric care. Medical homes are especially important for medically underserved children, who often have more “chronic conditions and economic, geographic, and psychosocial factors” that combine to aggravate medical problems (Campaign for Grade-Level Reading).
Children in low-income families (income below 200% of poverty level). (Data source: U.S. Census Bureau, American Community Survey.) (Annie E. Casey Foundation).
Children from birth to age 6 living in families with income below the poverty threshold (Project THRIVE, The National Center for Children in Poverty, Rhode Island Kids Count).
Children from birth to age 6 living in extreme poverty (i.e., family income at or below 50% of the federal poverty level) (Project Thrive, NCCP).
Household income at 20th, 50th and 80th percentiles. This metric captures the financial resources available to low-, middle-, and high-income households and the extent of income inequality in a community. Larger gaps between values for the three income groups indicate greater inequities (StriveTogether 2021 and Urban Institute).
Household income and incarceration for children from low-income households (StriveTogether 2021).
Income segregation and intergenerational mobility across colleges (StriveTogether 2021).
Pay on an average job compared with the cost of living. This metric reflects the supply of jobs in a community that pay enough to meet the local cost of a family’s basic needs (Urban Institute).
Ratio of the share of total home values owned by a racial or ethnic group to the share of households of the same group. This metric shows the degree of racial and ethnic disparity in housing wealth. The larger the difference between the two values, the greater the inequities (Urban Institute).
Share of adults in the community ages 25 to 54 who are employed. This is a common metric for measuring employment levels among prime-age workers, also known as the employment-to-population ratio (Urban Institute).
Ratio of pay on the average job to the cost of living. Living-wage jobs provide opportunities for work that enable people to meet their families’ financial needs, supporting both economic success and feelings of dignity and autonomy. (Urban Institute)
Share of households with debt in collections. Opportunities to accumulate even modest savings can help families weather destabilizing events, such as a period of unemployment or an unexpected expense, providing a sense of autonomy and control and supporting family stability. (Urban Institute)
Incentivize economic development that brings living-wage jobs into neighborhoods where lack of opportunity brings all of the problems associated with unemployment and concentrated poverty (Alliance for Early Success).
Increase access to public benefits and tax credits that provide income or other supports to help families meet basic needs and maintain stable housing and employment (Alliance for Early Success).
Support paid family leave and work exemptions that foster nurturing relationships and responsive caregiving, build parental resilience, and provide security for children (Alliance for Early Success).
State child tax credits that are fully refundable (IRS).
Adopting community wealth-building strategies, such as establishing a public bank, supporting cooperatives and worker-owned businesses, implementing progressive procurement policies and supporting community land trusts and other models of collective ownership (Urban Institute).
Establish baby bonds, publicly-funded child trust accounts designed to address racial/ethnic wealth inequality (Prosperity Now).
Creating a local living-wage ordinance that requires employers to pay wages higher than the federal minimum wage (Urban Institute).
Creating programs that allow renters to earn equity through their rent payments and share in the long-term appreciation of their homes (Urban Institute).
Creating workforce development programs that support workers in reskilling and upskilling, such as public-sector apprenticeships (Urban Institute).
Creating matched savings accounts for residents with low and moderate wealth (Urban Institute).
Establishing a local reparations program to make amends for historical harms and address the structural roots of ongoing wealth disparities (Urban Institute).
Helping families with low and moderate incomes overcome barriers to homeownership, such as by providing down payment assistance (Urban Institute).
Helping parents access high-quality and affordable child care (Urban Institute).
Helping residents access financial services and build credit safely, including by regulating predatory lending practices, such as payday loans (Urban Institute).
Increasing wages for local government workers (Urban Institute).
Investing in infrastructure and other amenities (e.g., roads, public transit, parks and schools), which both creates jobs and enhances longer-term employment opportunities for residents (Urban Institute).
Investing in baby bonds and other child development accounts (Urban Institute).
Investing in job placement services and supports to help residents find stable jobs, including transitional and reentry support programs (Urban Institute).
Leveraging public procurement processes to incentivize employers to pay living wages (Urban Institute).
Partnering with large community-serving institutions, such as universities and hospitals, to funnel capital and resources toward improving local communities (Urban Institute).
Prioritizing job quality in addition to wages, such as by supporting employee-owned businesses, integrating job-quality requirements in local government contracts and recognizing “high road” employers that pay living wages and provide other elements of high-quality jobs, such as paid leave, workplace flexibility and stable scheduling (Urban Institute).
Providing local entrepreneurs and small-business owners with the support they need to succeed, including capital and technical assistance (Urban Institute).
Providing direct cash transfers to residents, such as through guaranteed income programs or local tax credits (Urban Institute).
Providing financial education and counseling services to residents (Urban Institute).
Reforming government fines and fees, which disproportionately affect residents with low incomes and wealth (Urban Institute).
Strengthening and diversifying the local government workforce, including by investing in recruitment, training and retention (Urban Institute).
Strengthening the social safety net and reducing obstacles to accessing public benefits, such as asset limits (Urban Institute).
Supporting existing employers, particularly locally-owned businesses, to grow and thrive (Urban Institute).
Supporting residents in accessing and completing postsecondary education (Urban Institute).
Contributing factor
Navigating public services
Reduce barriers to participation in public benefit programs (e.g., TANF, Head Start, child care subsidy, SNAP and WIC, Medicaid/CHIP, and the EITC) with universal on-line applications and aligned eligibility and enrollment policies (Alliance for Early Success).
Employ navigators, centralize referral resources, and invest in hub strategies that integrate supports for parents and children in settings where families are (Alliance for Early Success).
Connect education and job training opportunities for parents with access to high quality early learning for their children (Alliance for Early Success).
Coordinate income support programs to minimize “cliff effects” that occur when a small increase in wages leads to a substantial decrease in benefits (Alliance for Early Success).
Develop a comprehensive, linked data system to inform planning, document progress, and ultimately improve the health, development, learning, and success of children and their parents (Alliance for Early Success).
Support training for parents, service providers, and policymakers to help them accurately interpret and use data (Alliance for Early Success).
Invest in networks of parent navigators/promoters to build social capital and connect families to supports (Alliance for Early Success).
Ensure programs draw upon the language and culture of families and their communities (Alliance for Early Success).
Direct supports to the most vulnerable parents: teen parents, foster parents, grandparents raising grandchildren, parents who have experienced abuse and neglect, and parents of children with special needs (Alliance for Early Success).
Promote family support programs that offer activities and materials while creating opportunities for modeling, peer support, and networking among parents (Alliance for Early Success).
Change the culture of eligibility determination and case management from a focus on rule compliance, to a focus on adult-, child-, and family outcomes (Alliance for Early Success).
Revise eligibility and work requirements for low-income families that disrupt continuity of care for children and work against children’s developmental and educational needs (Alliance for Early Success).
Contributing factor
Other family conditions
Percentage of births to mothers with less than a 12th grade education (Rhode Island Kids Count).
Mothers of children under age 6 who are screened and referred for depression (Project Thrive, NCCP).
Percentage of early care and education programs with multiple strategies to involve and support parents (Rhode Island Kids Count).
AVANCE Parent-Child Education Program (PCEP): Nine-month intensive bilingual program for child development (Results for America).
Triple P Spartanburg (Positive Parenting Program): Free services to help develop parenting skills and understanding of child development (Triple P Spartanburg).
Question 17: Do students have a literacy-rich environment and routines at home (e.g., books in the home, children being read to)?
Why it matters
Parents as reading teachers: Vocabulary development by age 3 has been found to predict reading achievement by third grade. Preschoolers whose parents (especially mothers) read to them, tell stories or sing songs tend to develop larger vocabularies, become better readers and perform better in school, while children who lack this stimulation during early childhood tend to arrive at school with measurably weaker language, cognitive and memory skills (Annie E. Casey Foundation).
A literacy-rich home environment: A literacy-rich home environment is crucial for young learners, as early exposure to books, conversations and print materials significantly influences language development and reading success. Research shows that children who grow up in homes with access to books and frequent reading experiences develop stronger vocabulary, comprehension and early literacy skills (Mol & Bus, 2011). Parental engagement, such as reading aloud and discussing stories, fosters critical thinking and a love of reading, which are linked to long-term academic achievement (Sénéchal & LeFevre, 2002). Additionally, the number of books in a home has been associated with higher literacy levels, regardless of socioeconomic status (Evans et al., 2010). Without these early experiences, children may enter school at a disadvantage, requiring additional support to build foundational literacy skills. Creating a literacy-rich home — through books, storytelling and meaningful language interactions — helps lay the groundwork for future learning and academic success.
Research suggests that having books at home is strongly correlated with reading achievement. While there is no single “magic number,” studies indicate that children who grow up with at least 100 books in their home tend to have significantly stronger literacy skills by third grade and beyond (Evans et al., 2010). Another study found that children with at least 20 books at home showed improved reading proficiency compared to those with very few or no books (Sikora, Evans, & Kelley, 2019).
A larger home library — closer to 80-100 books or more — is associated with greater reading advantages, particularly when combined with parental engagement in literacy activities (Sénéchal & LeFevre, 2002).
While reading to kids at home and developing oral language skills is critical for their comprehension, that alone won’t teach them how to actually read the words. Using the Science of Reading approach and focusing on ensuring children are gaining exposure to all the five pillars of literacy (phonemic awareness, phonics, fluency, vocabulary and comprehension) should occur both at home and at school (The Right to Read).
Contributing factor
Parents as reading teachers
Children ages 1 to 5 whose family members read to them at least 3 days per week. Young children whose parents read to them, tell stories, or sing songs tend to develop larger vocabularies. (Data source: U.S. Department of Health and Human Services, Maternal and Child Health Bureau, “The National Survey of Children’s Health.”) (Annie E. Casey Foundation).
Encourage and enable parents, families, and caregivers to play their indispensable roles as co-producers of good outcomes for their children (Annie E. Casey Foundation).
Parents read and converse with their very young children to instill the language and vocabulary skills that lead to proficient reading later on (Annie E. Casey Foundation).
Parents cultivate a joy of learning, a sense that reading is pleasurable, and a desire for education (Annie E. Casey Foundation).
Parents understand why it’s important to read proficiently by the end of third grade and then proactively monitor their children’s progress toward that goal (Annie E. Casey Foundation).
Parents encourage their children to choose reading as a free-time activity (Annie E. Casey Foundation).
If a child struggles to read, the parent is able to find and mobilize the necessary help from teachers, schools, education specialists, and/or medical professionals (Annie E. Casey Foundation).
Parents find after-school activities for their children that provide literacy enrichment and summer learning activities that protect against summer learning loss (Annie E. Casey Foundation).
Parents who can’t read develop their own literacy skills and, when necessary, English language skills so they can help their children succeed in school (Annie E. Casey Foundation).
Institutions help parents complete their own education, both as a way to improve families’ economic self-sufficiency and because of the positive impact it has on children’s school success (Annie E. Casey Foundation).
Strong Readers Strong Leaders (through the Mississippi Department of Education) provides parents/guardians resources to assess their child’s reading level and exercises to improve their phonological awareness, phonics, fluency, vocabulary and comprehension (Strong Readers Strong Leaders).
The Family Literacy Calendar (published by Day By Day Ohio) provides families resources and suggestions to help practice reading skills in the home. These include songs to sing, videos to watch, ideas for books to read, and other literacy-rich activities (Day By Day Ohio).
Contributing factor
Literacy-rich environments
A child’s responses to a Reading Attitudes Survey (e.g., the Garfield Survey) to determine their student’s attitudes toward reading, that include interests, strengths, and struggles in literacy (Garfield Survey).
Invest in places that build social capital, such as schools, libraries, community centers, and parks (Alliance for Early Success).
Encouragement for reading embedded in the agencies and institutes that work and interact with young children and families (Annie E. Casey Foundation).
Hands-on, literacy-rich activities that make learning in and outside school engaging and fun (Annie E. Casey Foundation).
Question 18: Do students have access to quality after-school and summer enrichment programming to reinforce classroom learning and prevent learning loss?
Why it matters
After-school programming: After-school programs can foster literacy, especially for English Language Learners. “Language acquisition is a complex and inherently social process, calling for varied learning opportunities beyond the reach of schools alone… Good after-school programming motivates children to use their English to participate in games, activities and projects. Supportive adult and peer relationships that develop without the pressure of grades and tests help children feel safe using their emerging English and allow them to take risks, going further with new vocabulary and constructions” (Claudia Weisburd as quoted in Annie E. Casey Foundation’s “Early Warning”).
“With its informal environment, learner-centered and project-based approaches, homework time, lower student-to-staff ratios, and greater interaction with parents, after-school offers richly different language learning opportunities that complement ELL teaching and learning during the school day. This highly communicative social setting is fertile ground for helping students expand their language skills, develop as students, and connect with schooling.” (Claudia Weisburd as quoted in Annie E. Casey Foundation’s “Early Warning”).
Summer enrichment programming: Too many children lose ground during the summer months. Children of all socioeconomic groups make similar achievement gains during the school year (relative to their starting points), but research shows that children experiencing poverty fall behind during the summer by as much as two months of reading achievement — while their middle-income peers make slight gains. (Annie E. Casey Foundation). Summer learning experiences during the early school years also substantially account for higher achievement in terms of placement in a college preparatory track, high school completion and attendance at a four-year college (Annie E. Casey Foundation).
Contributing factor
After-school programming
Percentage of students who have access to and enroll in after-school programming (University of Virginia).
The What Works Clearinghouse recommends the following key features for effective out-of-school programs: the program should be aligned academically with the school curriculum, maximize student participation and attendance, adapt instruction to individual and small group needs, and provide engaging learning experiences for students (Education-to-Workforce Framework).
Ensure high-quality programs are accessible for full days, during non-traditional hours, before and after school, and over the summer (Alliance for Early Success).
Support home-based care providers in enhancing learning opportunities for children in their care (Alliance for Early Success).
Universal access to, and greater use of, high-quality programs for child care, early learning, school readiness, pre-school, K-3, after-school, and summer learning experiences (Annie E. Casey Foundation).
Summer Learning Framework, which offers districts guidance on how to plan impactful summer programming (Texas Education Agency).
Mississippi’s 2013 Literacy-Based Promotion Act required providing intensive tutoring and summer literacy camps for students at risk of retention (Bellwether).
21st Century Community Learning Centers, a federal funding source dedicated to supporting local afterschool, before-school and summer learning programs (Afterschool Alliance).
Tennessee enacted legislation to create after-school and summer learning camps, prioritizing enrollment for K-4 students scoring below proficiency in key subjects. This reflects a policy-level effort to track and enhance student participation in supplemental learning programs (Tennessee Senate Bill 7002).
Contributing factor
Summer programming
Academic content that complements curricular standards and is taught by at least one experienced, trained teacher per classroom (Child Trends).
Academic classes that are limited to 15 students, with at least two adults (one lead teacher and one teaching assistant, for example) (Child Trends).
Group learning that is complemented with individual support (Child Trends).
Fun and engaging activities that are used to teach concepts (Child Trends).
Hands-on activities that are used to teach concepts (Child Trends).
Concepts that are grounded in a real-world context (Child Trends).
Identifying effective summer learning programs and approaches and replicating them (Child Trends).
Extending effective school-year, out-of-school time programs that have academic components through the summer (Child Trends).
Establishing extended-year or year-round schools that incorporate practices and approaches from effective summer learning programs (Child Trends).
Universal access to, and greater use of, high-quality programs for child care, early learning, school readiness, pre-school, K-3, after-school, and summer learning experiences (Annie E. Casey Foundation).
Mississippi’s 2013 Literacy-Based Promotion Act required providing intensive tutoring and summer literacy camps for students at risk of retention (Bellwether).
21st Century Community Learning Centers (state grants for afterschool programs) (Afterschool Alliance).
