Fighting the Achievement Gap with Early Learning

Aug. 30, 2013 - PRLog -- “David, impulse control,” Canady said quietly.  Canady Benjamin is the Director of the Early Learning Program at Quality Life Center. David had been taking the blocks another student was using to build a tower and throwing them. He stopped, looked up at her, and after a moment, walked over to the low shelves containing bins and baskets of manipulatives in a variety of colors, shapes and textures. He put on a fireman’s hat and became engrossed in moving the brightly colored beads on the abacus.

David, which is not his real name, is learning to recognize and manage his emotions. “These are smart, wonderful children,” said Canady, smiling at the children who were enjoying free play, when they are able to play with any of the many games, puzzles and toys in the classroom. “I am here to give them a solid foundation, socially, emotionally and academically.  With that they can achieve anything.”

Canady should know.  Values and a strong sense of self have guided her through difficult decisions, and a career path that defies convention.  After graduating from high school at 16 years old, she earned her bachelor’s degree and got a lucrative job in marketing at Merrill Lynch in California. She made a decision to pursue a career directly helping people, and earned a nursing degree. She was a practicing nurse for ten years until her father’s death led her to take a break from tending to sick and dying people. She chanced into early learning when she was helping care for children whose family was experiencing difficulty. She had a natural gift working with children, and a friend suggested she take a job opening at a nearby daycare center.

Being fully equipped for a job is important to Canady.  She completed the 40-hour child care training required by Florida’s Department of Children and Families, and passed the exams. Then she went on to get her Director’s credentials which requires annual in-service training, specialized training in serving children with disabilities, completing a child care management course, and annual training in early literacy and language development for children birth to 5 years of age.  For the last three years, Canady has been equipping children for success. At Quality Life Center, she works largely with children of color.

There is a significant disparity in educational success between low-income and minority children compared to higher-income and non-minority children. This achievement gap exists when children enter kindergarten. The National Assessment of Educational Progress’ National Report Card shows that white and high-income children have consistently outperformed minority and low-income children on math and reading tests. Statistics from Lee County Schools shows the same trend. Many of the schools serving children attending the center are rated D or F, have high minority populations, a high percentage of poor children, and FCAT pass rates often in the 20 and 30 percentiles.

Research shows that high-quality preschools are effective in reducing this achievement gap. By age four, language development and related skills are critical. Children who have rich early learning experiences are more likely to thrive in school. Quality early learning programs are effective to improve the academic achievement and long-term outcomes of low-income and minority children. Recognizing this, President Obama has suggested a goal of universal access to high quality preschools.

While inferior preschools can actually have a negative effect, quality preschool programs provide children with a foundation for academic success. Children who acquire language skills, listening comprehension, attention management skills, and a positive attitude toward learning in preschool perform better and are less frustrated in school. They also think of themselves as capable and independent learners who can be successful.

Canady acknowledges that defining success is personal. “Some people look at money and status,” she explained. She has gone that direction, and wants the students she works with to have that option. “I look at what fulfills me. I am helping children, and I get to color and sing when I go to work,” she said with a grin.