Jim Hinson on addressing the whole child--and the family
Michael Sadowski’s article, "The School Readiness Gap," highlights disparities that exist among our earliest learners, children who are often overlooked. Disparities by ethnicity and income are important issues that educators, school districts, communities, legislators, and the philanthropic community must use as the basis for intentional dialogue regarding the potential for universal access to early education.There is an impressive body of evidence that points to the merits of universal early education. In the Independence School District, we have experienced those benefits with our comprehensive early education system. We have created a Braided School-Based Delivery model that weaves together early education and family services at each of our elementary schools. Our approach, influenced greatly by the work of Dr. Edward Zigler’s Schools of the Twenty First Century, is one that recognizes that student achievement can be fully realized by addressing the whole child and the family, a term that the early education community has long since embraced.
The answer to the school readiness gap is not to add another grade level to the K-12 system. The answer is to collectively seize the opportunity to develop a broader plan. This plan must focus on developmentally appropriate student progress by addressing the needs of the child both inside and outside our classroom walls. As Magnuson cautions, we must “treat each child as an individual.” This plan must have accountability for success.
The challenge of developing a plan to close the school readiness gap can be met. First, necessary partnerships must be developed prior to tackling topics such as school readiness gaps and universal early education. Second, school districts and early education communities must come together to embrace comprehensive education for children and families. Finally, we must eliminate the splintering of our resources and join together the erudition present in both fields.
I call on all school districts to take heed of the important research that is highlighted in Sadowski’s article. Disparities do exist that impact academic performance. School districts and the early education community must address hindrances they have created that impede the elimination of the achievement gap. School districts must reflect on their own practices, converse with neighborhood leaders, and call upon their community partners. To truly achieve success, we must deliver education in the context of a child and family’s entire life.
Dr. Jim Hinson is superintendent of the Independence (Mo.) School District.
