Brandon Clark

We're excited to share updated findings showing that Washington, DC’s Early Childhood Educator Pay Equity Fund has had a significant impact on the early education workforce. Thanks to the fund, the number of educators has increased, boosting employment by 7% and bringing early educator salaries in line with public school teachers in just the first year! Nearly two-thirds of DC educators say they plan to stay longer in their roles as a result of what this fund has done for their livelihood. This response certainly has been reflected in improved retention and stability in the District’s early education system. The fund is a powerful example of how targeted investment can support and retain our essential early learning workforce. In light of recent efforts to slash this fund, it's crucial that the fund remain in place and other states consider similar initiatives to ensure the sustainability and growth of quality early education. https://lnkd.in/eSrhpwWJ #EarlyChildhoodEducation #PayEquity #WorkforceDevelopment #ChildCare #EducationPolicy #Retention #EarlyLearning

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Working on a report comparing these data findings to the experiences of Black women in the workplace. But here are 5 research reframing considerations that need to shift so we can best move towards solutions: 1. Instead of “Black girls receive more frequent and severe discipline,” we need to move to “teachers discipline Black girls more frequently and more severely.” 2. Why this matters: the historical narrative of the relationship between Black bodies and punishment is one of correction and corporal violence—we are seen as “bad” inherently, especially when we don’t conform to the status quo (which is automatically deemed right). Therefore, we deserve to be punish harshly. And frequently (‘cuz we have thicker skin and skulls and are so hard headed—you know, according to “science”). We have yet to unteach this flawed, inhumane ideology. 3. Reframing is also necessary because Black girls are kids. Yup, I know it’s hard to believe, but we start as babies and then grow into kids. For certain kids to endure more punishment than other kids should make us question the environment and those with power. 4. We are also punished more for our assertiveness. Our development stages are a threat to those who can’t stand us being empowered, loud, liked or possessing “power” i.e. you tell a joke and the class laughs or you blurt out the right answer because you can do long division in your head while others need pen and paper. That is viewed as “defiance” (in the same way our genius is seen as “insubordinate” at times). 5. Finally, many reports leading up to this GAO study reinforce what Black people have been saying all along—in classrooms and the workplace. It’s time for us to not only value our experiences as “qualitative data,” but to signify research with a simple “Breaking: Black people were right all along. And our study simply confirms that.” This is Ify Ike, your proud “hood” researcher (I really am a social scientist lol) reporting live from Team Pink Cornrows. Back to you, Bob.

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Discover 3 effective strategies for engaging families in #SEL! Strong partnerships between schools and families can help children thrive both in and out of the classroom. Learn how to build trust, embed SEL into communication, and invite families to participate. https://loom.ly/IZZbm70

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Evidenced-Based Practices for Literacy Intervention in Middle School ~ By Sarah Yost These practical strategies for building up struggling middle school readers’ literacy skills can help them read more fluently. https://lnkd.in/etVyBAwt

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Policy adoption is the first step, but implementation is key. See how the fundamental principals of early literacy are implemented nationwide on this map prepared by ExcelinEd

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