Browsing articles in "Early Education/Nanny State"
Jun 17, 2016
ELW

Hillary’s Dangerous Pre-K Plan Explained – ELW Cited

 


Jane Robbins, attorney and senior fellow at the American Principles Project wrote another excellent article about invasive federal involvement in early childhood education, this time in the context of Hillary Clinton’s dangerous pre-K plan. In it she discussed Clinton’s strong desire to to extend her work as First Lady of Arkansas where she expanded a failed childcare/home visiting program called Parents as Teachers and then as US First Lady when she wrote the book It Takes a [Government] Village.

Robbins discusses the help Clinton has received on her quest from both President Obama who has been promoting universal preschool for his entire presidency and the Congressional Republicans who caved and gave him another $250 million for preschool in the Every Student Succeed Act.

She also discussed the push for even more national pre-K standards aligned to Common Core, especially the invasive social emotional standards and the terrible track record of failure and harm caused by these programs.  On the last two issues, she was kind enough to mention or link to Dr. Effrem’s research in these areas, for which we thank her.  Here is an excerpt:

In any event, the Gates-funded ETS argues that as long as the federal government has pushed Common Core onto the states, beginning in kindergarten, the accomplishment-inducing preschool standards should be aligned with Common Core. That way preschool can be standardized across the country, eliminating the dreaded “inequity” by ensuring all preschoolers are drilled according to the same garbage standards. Alignment would also allow teachers to share instructional strategies and all teach the same thing. We can’t have children in Kansas coloring duckies while Minnesotans are focusing on kittens.

And of course, these standards should emphasize “social-emotional learning.” The government must expect teachers to observe and record toddlers’ psychological development and attributes, which information will be fed into the state longitudinal database for future use. Children will be affected — perhaps haunted — by these subjective observations throughout their school careers, and maybe beyond.

Where to begin? First, much research establishes that government-sponsored preschool either has little benefit for children, or actually damages their development and learning.

For example, multiple studies (see HERE and HERE for the most recent) have established that the federal Head Start program doesn’t benefit children beyond the earliest years of elementary school. A federally funded study from 2012 showed that Head Start participation produces little to no benefit in either cognitive or social-emotional development. And in some areas, Head Start even has harmful effects. (Of course, this evidence has not diminished federal funding for Head Start taxpayers have coughed up around $200 billion for this useless-to-harmful program since its inception.)

A more recent study of Tennessee’s pre-K program was similarly discouraging. This study found that participants in the state program showed no benefits by the end of kindergarten, and in fact, by first and second grade performed worse than children who avoided the state pre-K.

Numerous studies of Head Start and other state programs have shown initial gains but then either “fadeout” or decline/harm in subsequent years. According to pediatrician Dr. Karen Effrem, it’s not unusual to see an initial improvement that then disappears, or even deteriorates into decline, in both academic and behavioral parameters.

But even if there were solid evidence supporting government preschool, the suggestion that Common Core-aligned national standards be imposed is, to use a technical term, nuts. Early-childhood educators and other development experts have blasted the Common Core K-3 standards as grossly inappropriate from a child-development standpoint. In 2010, over 500 early-childhood experts issued a joint statement urging rejection of the standards as utterly incompatible with real human children and how they learn.

Read the full article – No, Hillary Clinton Won’t Make Preschool Great Again.

Dec 9, 2015
ELW

Effrem Article on ESEA Preschool Program Published on The Pulse 2016

Many thanks to The Pulse 2016 for publishing Jane Robbins of the American Principles Project for co-authoring  Dr. Effrem’s article titled: Nanny State Preschool Expansion — Another Reason the ESEA Rewrite Should Be Voted Down.  Here is an excerpt:

host of other large studies using data on thousands of children shows the same pattern of ineffectiveness, fadeout, and/or harm. The most recent is a multi-year controlled study from Tennessee, Senator Alexander’s home state, about which Education Week reported the following conclusions:
“. . .  Children started off school strong, but by kindergarten were generally indistinguishable academically from comparable peers who did not enroll in the program” and “by 3rd grade the children who attended pre-K were performing worse on some academic and behavioral measures than similar classmates who were never in the program.”

Even results from the one study that purports to show long-term benefit are still described as “dismal” in the mainstream press. There is simply no persuasive research to countervail this massive evidence.

But politicians and the education establishment cling to the concept of preschool. Advocates of Common Core and other progressive-education philosophies want to extend government tentacles to ensnare ever younger children. The managed economy and managed society can be achieved more quickly if toddlers are removed from their homes and herded into government preschool, where the uncontrolled influences of parents, families, and religion can be replaced with others more likely to advance government goals.

What should be done instead? Perhaps listen to researchers such as Dr. William Jeynes of UC-Santa Barbara, who identified three of several important factors that significantly improve the performance of minority students relative to white students (closing the “achievement gap”): intact families and religious faith, phonics instruction, and real parental involvement. Having government go even further to replace parents doesn’t work and will never work.

If politicians — including presidential candidates — are serious about improving education, they’ll reject the empty promises of invasive, ineffective, harmful, federal preschool programs. Instead they’ll listen to parents who innately understand that their children will develop better in the care of people who love them than with the government. The candidate who leads this fight against relentless government “solutions” in education will reap the political benefits.

 

Nov 16, 2015
ELW

Compilation & Analysis of Early Childhood Research Regarding Effect, Fade Out, Academic & Emotional Harm

Karen. R. Effrem, MD – President

The following compilation of early childhood studies paints a very different picture than the rosy portrait of significant and long lasting benefit put forth by proponents, especially of the new unconstitutional program being put forth in the conference proposal for the reauthorization of the Elementary and Secondary Education Act.  This list contains studies dating back to 1985 and is broken into four categories, with pertinent quotes from different studies being placed into multiple appropriate categories:

1) No or Small Effect  –  There are several studies that tout longer -term success compared to the usual fading out after the preschool year and even statistical significance over control groups of poor children.  However, when more closely examined, their benefits  are not practically significant, they may be explained by other factors like parent involvement, and these programs are too small, too specialized, and or too expensive to be brought to scale.

2) Fade Out – Many studies on this list, including the most recent one from Tennessee, show some improvement in the ephemeral concept of kindergarten readiness, but those benefits are gone by the time the program participant reaches kindergarten to third grade with problematic deterioration in academics an or behavior lasting longer than any perceived benefits.

3) Academic Harm – The quotes listed in this section depict evidence that children participating in these programs actually suffer academic deterioration in later grades, compared to their  peers not participating in these programs.

4) Emotional Harm – The studies in this section show evidence that participation in these programs results in deterioration in the very behaviors that  big government preschool proponents seek to impose on our youngest children.  The emotional distress suffered by children in these programs is likely a prime reason for the epidemic of psychiatric diagnosis and drugging with extremely dangerous and ineffective psychotropic drugs in these children.

NO OR SMALL EFFECT:

Georgia (2015) – The completion of one only one year of baseline data by the Department of Early Care and Learning (DECAL) called, Bright from the Start  caused them to enthusiastically proclaim that participants “progressed at an even greater rate during the time they participated in Georgia’s Pre-K Program than would be expected for normal development growth.” However, the next sentence clearly raises significant doubt: “However, without a comparison group, it is not possible to establish a clear causal link between outcomes and program participation.” (Emphasis added)

Chicago ParentChild Centers (2011) – The study abstract claims, “Findings demonstrate support for the enduring effects of sustained school-based early education to the end of the third decade of life.” The study results were summarized by the Associated Press as follows:

“To be sure, the challenges facing the children in both groups were still insurmountable for many. As adults, the average annual income for those who went to preschool is less than $12,000 and almost half of them had been arrested as adults. As dismal as those outcomes [are], the numbers were still better than for the group that didn’t attend preschool.”

Our analysis reveals statistically significant, but not practically important differences that really need to be examined as to whether they are practically significant and worth the cost and government expansion of preschool programs (The first number is for the preschool CPC kids and the second number is for the comparison group):

Highest grade completed (12.15 vs. 11.88) – This is less than a third of one year difference or less than a semester.

Attendance in a 4-year college (14.7% vs. 11.2%) – This is only a 3.5% difference.

Average annual income in 2007 dollars ($11,582 vs. $10,796) – As noted in the AP story above, both groups, were earning less than $12,000 per year with the preschool group earning only $786 more.

The study admits, “No differences were detected for degree completion, employment, or a combined measure.”

Any arrest (47.9% vs. 54.3%) – Also pointed out in the AP story above, around half of both groups were arrested, though the preschool group was 6% lower.

The study also admits, “No differences were detected for the number of arrests, arrests for violence, or convictions. School-age and extended intervention were unrelated to justice involvement. For public aid and family outcomes, no meaningful differences were found.”

Head Start (2003) –  “Head Start is not fully achieving its stated purpose  of promoting school readiness … Indeed, these low-income children continue to perform significantly below their more advantaged peers in reading and mathematics once they enter school.”  – “Strengthening Head Start: What the Evidence Shows” – US Dept. of HHS, June 2003 

Chicago Parent-Child Centers (2001) – “It is possible that parental involvement explains more of the variance in outcome among inner-city children than do structured programs. . . . If policy makers mistakenly accept the conclusion that preschool intervention results in less criminal activity later, they may mistakenly invest in these programs when the money might be better invested in parenting skill programs and other interventions to increase parental involvement.” – Mathew D. Thompson, “Early Childhood Educational Intervention and Long-Term Developmental Outcomes,” Letters, The Journal of American Medical Association, Vol. 286, No. 15,

Abecedarian Project (1999 Review) – “For these children, a 4.6–point improvement was approximately a 5 percent increase in measured intelligence, an increase hardly noticeable in the classroom or on the job….In the Abecedarian Project, children in the preschool program had IQs 4 to 5 points higher than the children in the control group at ages 12 to 15.  Nonetheless, the early enrichment did not result in these children reaching IQ levels comparable to middle-class children in the community, nor did they reach the national average IQ of 100.” – John Bruer, president, James S. McDonnell Neurosciences Institute, The Myth of the First Three Years, The Free Press, New York

Head Start (1997) – “The body of research on current Head Start is insufficient to draw conclusions about the impact of the national program.”– GAO review of over 600 citations, manuscripts, and studies

Continue reading »

Jul 14, 2015
ELW

Horrific Senate NCLB Rewrite Bill Nearing Final Passage!

There were  rumors that the final votes on amendments and passage for the Every Child Achieves Act (ECAA) could have been as early as Monday or at the latest by Wednesday (July 15th). Apparently because parents and teachers have seen through the shiny but false promises about how this Senate reauthorization of No Child Left Behind (NCLB), restores state sovereignty and parental control, is an improvement over NCLB, and supposedly lets states out of Common Core and testing mandates, the plan is to finish the bill before more opposition can be raised by those of us who know the truth and oppose this bill.

Details provided in the list by the American Principles Project show how the prohibition on federal involvement with standards are completely false.  This is especially important because presidential candidate Jeb Bush is perpetuating the falsehood that the prohibitions against federal control of standards are real.  In the following audio clip from a conference call with Alabama Republicans, Bush bragged about how he got his good buddy Senator Lamar Alexander to put this prohibition in the Senate bill (listen starting at 2:32).

The problem is that this type of prohibition was already in federal law in three places.  That did not stop the current administration from bribing and blackmailing states to adopt Common Core via the Race to the Top grant program and No Child Left Behind waivers.  In addition neither the old nor the new language contains any enforcement mechanism for the states that are coerced or bribed.  Either Jeb Bush is ignorant of this situation or he is knowingly participating in the deception.  Neither situation reflects well on him, especially since he is running for president and portrays himself as such an education guru.

As we have  chronicled in detail before, the other problems with and dangers of this bill are almost too numerous to count, especially in the areas of  psychological profiling and expansion of federally controlled invasive early childhood programs.  These other problems include:

  • Cementing in of Common Core under the name of College and Career Ready Standards
  • Continuing federal annual testing mandates
  • Keeping the Secretary of Education in Charge of approving state plans
  • Only sham protection against Common Core because there is no enforcement mechanism for the prohibitions against federal interference with standards
  • No repair for the severely weakened and outdated privacy law (FERPA)

These provisions are further evidence that promised protections for states, districts, family autonomy, teacher control and student privacy are false.
The  House passed their NCLB rewrite by a very narrow margin of  218-213 that required much arm twisting. So if and when this Senate bill passes, the two will have to go to conference committee and we will all have to be alert and do our best to continue to educate members of Congress. Please be aware of these issues as you contact your own Senators this week!

 


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