Thursday, October 30, 2008
Tweet[IWS] FCD: AMERICA'S VANISHING POTENTIAL: THE CASE FOR PreK-3rd EDUCATION [22 October 2008]
IWS Documented News Service
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
The Foundation for Child Development (FCD)
America's Vanishing Potential: The Case for PreK-3rd Education [22 October 2008]
http://www.fcd-us.org/resources/resources_show.htm?doc_id=711495
or
http://www.fcd-us.org/usr_doc/AmericasVanishingPotentialFulllReport.pdf
[full-text, 28 pages]
Press Release 22 October 2008
A Majority of American Children Are Unable To Read at or Above Grade Level by 4th Grade
"This is an American Tragedy. Our Children Deserve Better."
http://www.fcd-us.org/usr_doc/PressRelease.pdf
(October 22, 2008 -- New York) An analysis of U.S. government statistics by the Foundation for
Child Development (FCD) released today shows that by the Fourth Grade, less than one-third of all
American children are reading at or above grade level. The full report and graphics on the reading
levels of all American children, and American children by racial/ethnic groups are available online.
American Fourth Graders Reading at or Above Grade Level in 2005
Asian American or Pacific Islander 40 percent
White 39 percent
American Indian 19 percent
Latino 15 percent
Black 12 percent
"This is an American tragedy. By the Fourth Grade, more than half of White and Asian American
children cannot read at grade level," said Ruby Takanishi, President of the Foundation for Child
Development. "For Latino, Black and American Indian children, the numbers are even worse - -
more than 80 percent cannot read at grade level by Fourth Grade."
Children's success must be built on a foundation of seamless learning during their earliest
PreKindergarten to Third Grade (PreK-3rd) school years. Yet currently, most children experience a
wide range of experiences that fail to align and connect learning successfully from year to year.
"Our children are not failing to learn. Our schools are failing to teach them effectively," said
Takanishi. "It is time for Americans to take responsibility for guaranteeing a high-quality PreK-3rd
education to this and future generations. Our children deserve better, and America's future
demands better."
"America's democratic traditions and economic power in an increasingly competitive global
marketplace demand the transformation of public education to promote the lifelong learning of
America's future generations. Our country can no longer afford an educational system that leaves
behind the majority of its students by Fourth Grade." said Takanishi.
FCD's analysis of children's reading levels is based on U.S. Census data and the U.S. Department
of Education's National Assessment of Education Progress (NAEP) scores.
The Foundation for Child Development is a national, private philanthropy dedicated to the principle
that all families should have the social and material resources to raise their children to be healthy,
educated and productive members of their communities.
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
The Foundation for Child Development (FCD)
America's Vanishing Potential: The Case for PreK-3rd Education [22 October 2008]
http://www.fcd-us.org/resources/resources_show.htm?doc_id=711495
or
http://www.fcd-us.org/usr_doc/AmericasVanishingPotentialFulllReport.pdf
[full-text, 28 pages]
Press Release 22 October 2008
A Majority of American Children Are Unable To Read at or Above Grade Level by 4th Grade
"This is an American Tragedy. Our Children Deserve Better."
http://www.fcd-us.org/usr_doc/PressRelease.pdf
(October 22, 2008 -- New York) An analysis of U.S. government statistics by the Foundation for
Child Development (FCD) released today shows that by the Fourth Grade, less than one-third of all
American children are reading at or above grade level. The full report and graphics on the reading
levels of all American children, and American children by racial/ethnic groups are available online.
American Fourth Graders Reading at or Above Grade Level in 2005
Asian American or Pacific Islander 40 percent
White 39 percent
American Indian 19 percent
Latino 15 percent
Black 12 percent
"This is an American tragedy. By the Fourth Grade, more than half of White and Asian American
children cannot read at grade level," said Ruby Takanishi, President of the Foundation for Child
Development. "For Latino, Black and American Indian children, the numbers are even worse - -
more than 80 percent cannot read at grade level by Fourth Grade."
Children's success must be built on a foundation of seamless learning during their earliest
PreKindergarten to Third Grade (PreK-3rd) school years. Yet currently, most children experience a
wide range of experiences that fail to align and connect learning successfully from year to year.
"Our children are not failing to learn. Our schools are failing to teach them effectively," said
Takanishi. "It is time for Americans to take responsibility for guaranteeing a high-quality PreK-3rd
education to this and future generations. Our children deserve better, and America's future
demands better."
"America's democratic traditions and economic power in an increasingly competitive global
marketplace demand the transformation of public education to promote the lifelong learning of
America's future generations. Our country can no longer afford an educational system that leaves
behind the majority of its students by Fourth Grade." said Takanishi.
FCD's analysis of children's reading levels is based on U.S. Census data and the U.S. Department
of Education's National Assessment of Education Progress (NAEP) scores.
The Foundation for Child Development is a national, private philanthropy dedicated to the principle
that all families should have the social and material resources to raise their children to be healthy,
educated and productive members of their communities.
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
# posted by SBasefsky : 2:45 PM
