EDC has been awarded $3 million from the U.S. Department of Education’s Investing in Innovation Fund (i3) to lead a project designed to boost the academic success of pre-K through Grade 1 English learners in Hartford, Connecticut. The project will be known as Literacy and Academic Success for English Learners through Science, or LASErS.
The U.S. Agency for International Development (USAID) has selected EDC to lead a new four-year effort in the Philippines to improve reading skills in the early grades. The Basa Pilipinas (Read Philippines) project will seek to improve the reading skills of 1 million children in Filipino, English, and selected mother tongues by 2015.
New research from the Regional Educational Laboratory Northeast and Islands (REL-NEI) points to links between student and school variables and 10th-grade Hispanic students’ scores on the Massachusetts Comprehensive Assessment System (MCAS) English language arts (ELA) and mathematics tests from 2002 to 2006.
As the Latino population in the United States grows, so does a large achievement gap. An EDC-designed professional development program is helping preschools offer an enriched program that is interactive and culturally and linguistically responsive.
A picture is worth a thousand words, especially when it comes to breaking down cultural stereotypes and crossing linguistic barriers. That’s the thinking behind a new curriculum for Japanese schoolchildren that uses picture books to help Japanese students learn about the United States. The curriculum was developed by EDC and Japan’s Iwate University, with funding from the Japan Foundation’s Center for Global Partnership.
Researchers at EDC are working with school leaders around the country to boost the involvement of Latino parents in their children’s education, recently focusing on an Arkansas county with one of the fastest-growing Latino populations in the United States. Researchers will work with leaders from the Helen Tyson Middle School, part of the Springdale Public Schools, to apply lessons from the EDC project PALMS—Postsecondary Access for Latino Middle-Grades Students.
The face of America is changing more rapidly and more dramatically than most observers had ever predicted. A preliminary analysis of the 2000 census revealed a more rapid growth among our nation’s minority population than was earlier predicted and a dramatic slow-down in growth among the majority population.
Every other Monday night, in a temporary office located in the Waltham (Mass.) Hospital, a one-of-a-kind Board of Directors convenes. The issues before the board on this night are typical of many social service agencies: the cost of tuition for the workshops they offer; the success of recent outreach efforts; the development of parent councils in the local schools; the new accounting software. But the board itself isn’t at all typical.
“Good early child care programs build on what each child brings to the center—in terms of culture, language, and experiences,” says EDC’s Costanza Eggers-Piérola. “But
how do non-Latino staff reach out to Latino families? How do they reinforce early literacy skills among non-English-speaking children? How do they attract and support Latino staff members?”
The sun bears down on the rooftop garden Lai Lai Sheung and her students have planted on the rooftop of the Quincy Elementary School in downtown Boston. The trees—an apple and two pears—are not tall enough yet to throw shade, but now, in their third year of growth, they are bearing their first fruits.