This is part two of a two-part series on Adverse Childhood Experiences (ACEs). In what follows, part two will offer strengths-based approaches to addressing Adverse Childhood Experiences, and noting evidence-based examples from the field that can be adopted community-wide.
Part one of a two-part blog series on Adverse Childhood Experiences (ACEs). This part provides a brief overview of ACEs and correlated health impacts, as well as how California’s children are faring.
ASR is the evaluator of the Thrive by Three (TBT) Fund, an initiative launched by the County of Santa Cruz in 2017 to improve outcomes for the county’s youngest and most vulnerable children, prenatal through age 3, as well as their families.
In partnership with First 5 Sacramento, earlier this year ASR analyzed the impact of transition summer camps on school readiness outcomes and found several key takeaways including that camps are serving those children with greater readiness needs than peers and that caregivers exposed to the program showed greater engagement levels in kindergarten preparation activities such as attending a parent orientation.
ASR attended and presented, along with local First 5 experts, at First 5 California's 2018 Child Health, Education, and Care Summit from April 10-12, 2018 in Los Angeles. Read summaries of the topics covered and check out the PowerPoint presentations >>
This blog post is the final installment of a four-part series about School Readiness.
In this blog post, we explore ways in which partners have used data gathered from school readiness assessments to turn the curve on readiness in their communities.
This blog post is the third of a four-part series about School Readiness.
How can we close readiness gaps? Given the implications of school readiness for future outcomes, it is critical to know where readiness gaps occur and what can be done to help close them.
This blog post is the second of a four-part series about School Readiness.
How Do We Measure Readiness? At ASR, we have been measuring school readiness in communities throughout California, as well as in Arizona, North Carolina, and Illinois, since 2001.
This blog post is the first of a four-part series about School Readiness.
According to many scholars and educators, school readiness is multifaceted and means that children are ready for school, families and communities are ready to support children’s growth and development, and schools are ready to accept children into their classrooms.