Children who grow up in poverty face disadvantages that hamper healthy development. A gap in early vocabulary development between children in poverty and their higher-income peers is evident as early as 18 months of age. Research shows that these differences have a lasting effect on a child’s academic success later in life.
Children who get the right supports in their earliest years are more likely to succeed in kindergarten and beyond. This can start much earlier than kindergarten or even what is traditionally defined as preschool. Educare programming begins when children are infants by providing cuddles, feedings, naps, activities, etc.
The Educare Model is based on research from early childhood development, education, social work and other allied fields. Explore and learn more about this research here.
Our Local Evaluation Partner
Since 2019, the American Institutes for Research has partnered with the Flint Early Childhood Collaborative as Local Evaluation Partner (LEP) for Educare Flint. As LEP, AIR facilitates data collection and research activities to help program staff understand matter of immediate interest. AIR also coordinates with the Educare Learning Network’s National Evaluation Partner—Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill— contribute to Educare’s national research agenda.
The purpose of the Research-Program Partnership is to create a culture of continuous improvement and to implement a comprehensive and formative approach to assessment through collaboration. School leaders, teachers, advocates, parents, K-12 partners, and funders work together to champion data-informed decision making as a key method to continuously improving early childhood programs, practices, and policies. Interested in joining our RPP? Contact Chakara Wheeler