A statewide venture, created by business, civic and philanthropic leaders to tenaciously pursue and challenge policy makers to make early education a priority.
To make strategic investments in early education a statewide priority.
- Educate about the problem and solution.
- Advocate to secure greater public investment.
- Partner with business and private investors.
According to Virginia’s Kindergarten Readiness Project, 34% of Virginia’s children arrive at kindergarten unprepared in one or more critical learning domain (literacy, math, self-regulation and social skills).
Percent of Students “Ready” or “Not Ready” by Domain
• 20% of children entering kindergarten in Virginia face challenges with social skills.
• 16% lack the self-regulation skills needed in the classroom environment.
Decades of research demonstrate the ways in which children’s self-regulation and social skills are foundational to later school and life success. For instance, self-regulation has a greater influence on a student’s academic performance than his or her intelligence.
A child who enters kindergarten without basic skills in literacy, but who can pay attention in the classroom and persist through challenges, is more likely to respond to instruction than a child without these important self-regulation skills.
Additionally, many teachers are faced with classrooms in which a large percentage of children are not well prepared for the daily tasks of kindergarten:
Variability Across Classrooms in the Percent of Students “Not Ready”
• One-third of kindergarten classrooms have more than 40% of students unprepared in at least one key learning domain. (In the figure above, adding the last 3 columns together equals one third of the classrooms in our sample). These classrooms present particular challenges for teachers as they work to support learning for all students.
(Learn more about Virginia’s Readiness Gap here.)
Our Strategy & Solution:
The research is clear: investment in high quality early education programs is the best way to support improved academic outcomes in our K-12 and higher education systems.systems.
Economists report that early education programs improve the “soft skills” such as grit, self-control, perseverance, delayed gratification, and curiosity, which are highly predictive of educational and professional success.systems.
So what is E3 doing? Click here to learn more.
Looking for information on The New E3 School? Click here.
1.University of Virginia Center for Advanced Study of Teaching and Learning, The Virginia Kindergarten Readiness Project, 2015.
2. National Research Council & the Institute of Medicine of the National Academies, From Neurons to Neighborhoods: The Science of Early Childhood Development, 2000.
3. Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. 2012.
34% of Virginia’s children arrive at kindergarten unprepared in at least one critical learning domain.
One-third of Virginia’s kindergarten classrooms have more than 40% of students unprepared in at least one key learning domain.
20% of children entering kindergarten in Virginia face challenges with social skills.
For every $1 we invest in school-age children, only 23 cents is spent on preschool-aged children, birth to age 5.
Children who repeat grades K-3 cost our taxpayers nearly $80m annually.
Holding back a child in kindergarten adds nearly $11,000 to the public cost of that child’s education.
57% of Virginia’s incoming 4th graders score below proficient reading levels.
Children not reading proficiently in third grade are four times more likely not to graduate from high school
By three-years-old, a child’s vocabulary can predict third grade reading achievement.
90% of a child’s brain is developed by the age of 5.