education

New Study Confirms Parent Confidence on the Rebound as Parents Look to the Future of Child Care and Work

KinderCare’s latest Parent Confidence Report shows that both parent confidence and stress levels are at an all-time high. Parents of all political beliefs agree that child care is at a crisis point in this country as they reimagine the future of work.

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Despite all the setbacks that parents have faced during these past two years, parenting confidence is on the upswing, as revealed in the 2022 Parent Confidence Report, a national study from KinderCare Learning Companies®, conducted by The Harris Poll. After two years of lagging confidence levels, 86 percent of parents now report they feel confident on a typical day. At the same time, stress levels have reached an all-time high at 59 percent, making the state of parenting more complex than ever. 

Many parents made career changes, navigated school closures, and juggled the social, emotional, physical and academic needs of their children these past two years. The study shows that parents now expect even more support from employers and the government when it comes to child care. In fact, working parents prefer child care assistance more than established “off hours” from their employers and, more than ever, parents agree that government should help offset the cost of child care.

“While this year’s Parent Confidence Report shows the true cost the pandemic has had on parents across the nation, it also shows that parents – like children – are resilient,” said Dr. Elanna Yalow, Chief Academic Officer of KinderCare. “Our report underscores what we hear every day from families in our centers and from our employer partners: child care is the most pressing need for parents today. In fact, parents across the political spectrum agree that child care is at a crisis point and that employers and the government need to provide more support.”

Key findings from this year’s report include:

  • Child care needs are driving the future of work. Parents are at the forefront of reimagining work and are making career modifications to be more available for their children. Forty percent of parents are open to or actively seeking new jobs right now, and roughly 60 percent have or have considered taking a career break due to child care needs. Working parents prefer employer-provided child care assistance, either through subsidized tuition or in a center, over employers setting “off hours” where parents are unplugged and unreachable. 
  • Hybrid work could shape the future of child care. Sixty-nine percent of parents believe that “hybrid work has or will change my child care needs.” Working parents are looking for flexible, employer-sponsored care to support them. Outside of family and friends who can help, the biggest needs for hybrid workers are co-working and play centers (39 percent), multiple locations for child care (37 percent) and on-demand care options (36 percent).
  • Parent confidence is at an all-time high, yet so are stress levels. Eighty-six percent of parents report that they “feel confident in their parenting on a typical day,” rising from its 2020 and 2019 low of 77 percent. Despite growing confidence, parents’ stress levels are also at an all-time high – 59 percent of parents feel that “parenting during Covid-19 has been the most stressful time of my life,” up from 55% in November 2020. 
  • Uncertainty around child care is a key factor in parents’ stress. Many parents have spent more time with their children these past two years than ever before, likely contributing to parenting confidence. In fact, more working parents are leveraging work flexibility to be present in their children’s lives (69 percent), an increase of 10 percentage points from February 2020. At the same time, many of the reasons for this increased time together are also some of the main causes of stress: Nearly half of parents said the uncertainty around the safety of sending their children to school and child care has complicated their ability to confidently navigate parenting (44 percent), followed by uncertainty around school/child care closures (36 percent).
  • Parents expect more from child care providers, with mental health & inclusion taking a front seat. With increasing reporting on mental health challenges among children, roughly 80 percent of parents think that mental health needs to be part of the school curriculum moving forward. Eighty-three percent of parents also feel that all types of families should be celebrated in classrooms, and 81 percent note the importance of their child(ren) seeing themselves reflected in these spaces, such as in books, activities, or cultural celebrations.
  • Where do we go from here? Insights show a turning point for America. Americans of all political beliefs agree that child care in this country is at a crisis point in terms of accessibility and affordability (77 percent of Democrats and 68 percent of Republicans). More than ever, they’re looking to the government for assistance. Seventy-two percent of all parents believe that the government should help offset the cost of childcare, a 10 percent increase from November 2020.

More information about this year’s Parent Confidence Report is available here. The full report is available here.

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About the Parent Confidence Report 2022

The Parent Confidence Report examines confidence levels of parents and the factors that impact them. The first study was conducted in 2019, and this year’s survey was conducted online within the United States by The Harris Poll on behalf of KinderCare from Jan. 14, 2022, to Jan. 22, 2022, among 2,023 parents with children aged 12 and younger representing a national sample. Within the sample, 992 parents with children ages 5 and under and 1,031 parents with children aged 6-12 were also surveyed.

About KinderCare Learning Companies®

KinderCare Learning Companies is one of America’s largest providers of early childhood and school-age education and child care. KinderCare supports hardworking families with differentiated flexible child care solutions to meet today’s dynamic work environment in 40 states and the District of Columbia:

  • In neighborhoods, with KinderCare® Learning Centers that offer early childhood education and child care for children six weeks to 12 years old;
  • At work, through KinderCare Education at Work™, providing customized family benefits for employers across the country, including on-site and near-site early learning centers and backup care for last-minute child care, and
  • In local schools, with Champions® before and after-school programs.

Headquartered in Portland, Oregon, KinderCare operates more than 2,000 early learning centers and sites. In 2021, KinderCare earned its fifth Gallup Exceptional Workplace Award – one of only four companies worldwide to win this award for five consecutive years. To learn more, visit KC-Learning.com.  

PR Contact:
media@kc-education.com
503-872-1300, option 3

Source: KinderCare


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Useful But Limited Report Examines Private Fundraising for Wealthier Schools

Key New NEPC Review Takeaway: Though it offers a helpful approach for estimating spending by private fundraising organizations, report fails to support its key claims.

A recent Urban Institute report analyzing the role of Parent Teacher Organizations and similar groups in Illinois echoes and amplifies the existing critique of private fundraising: that it exacerbates inequitable school funding. However, some weaknesses prevent it from making a convincing case.

Maia Cucchiara, a professor at Temple University, reviewed Documenting Inequitable Patterns in Spending by Parent Teacher Associations, Parent Teacher Organizations, and “Friends of” Fundraising Groups at Illinois Public Schools, and found that problems with its analysis and presentation of the data undercut its conclusions about the impact of this fundraising.

The report uses a thoughtful and creative analysis of tax return data for 600 school-specific organizations in Illinois, matched with school-level demographic data. It finds that fundraising organizations are more likely to exist in advantaged schools. It also finds that groups at wealthier and whiter schools spend more per student than groups at other schools. Based on these findings, the report recommends that state and district policymakers track private fundraising and consider strategies for resource sharing and equalization.

However, Professor Cucchiara explains that while the report’s claims are consistent with other research, and while its recommendations are sound, its problems with data presentation and analysis prevent the report from illustrating how much these patterns actually exist in Illinois schools. As such, she explains, the report fails to conclusively demonstrate two key claims: that schools serving wealthy student bodies are more likely to have private fundraising groups, and that larger shares of white students are associated with increased private spending.

Nonetheless, the report’s approach of calculating per-pupil spending to estimate the magnitude of spending by private fundraising organizations could be useful to scholars and policymakers interested in understanding the potential impact of school-specific fundraising organizations. These groups could also find report’s recommendations helpful, especially those concerning tracking and equalizing funds raised.

Find the review, by Maia Cucchiara, at:
https://nepc.colorado.edu/thinktank/fundraising

Find Documenting Inequitable Patterns in Spending by Parent Teacher Associations, Parent Teacher Organizations, and “Friends of” Fundraising Groups at Illinois Public Schools, written by Claire Mackevicius and published by the Urban Institute, at:
https://www.urban.org/sites/default/files/publication/105420/documenting-inequitable-patterns-in-spending-by-parent-teacher-associations-parent-teacher-organizations-and-friends-of-fundraising-groups-at-illinois-public-scho.pdf

NEPC Reviews (http://thinktankreview.org) provide the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC Reviews are made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: https://nepc.colorado.edu

Contact Author

MICHELLE RENÉE VALLADARES

National Education Policy Center
(720) 505-1958


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Students embark on their 14-mile cycle from the school to DFDS North Shields before their trip to Amsterdam

The journey will begin on March 27th with the children and their teachers cycling their bikes the 14-mile route from West Denton Primary school to the DFDS terminal in North shields with the aim that their trip has as little environmental impact as possible. Prior to the ferry journey to Amsterdam, the children will have the opportunity to meet the crew and the Captain of the ship and enjoy food that will be cooked for them from Amsterdam. This unique experience has been made possible with the help of DFDS, who are the sponsors of the first part of the trip.

Robert Bately, Commercial Head onboard King Seaways said: “We’re delighted to be welcoming this school group onboard to experience life at sea before spending time in a school in The Netherlands. Once our customers step onboard their experience begins and it is a pleasure to contribute to the cultural experiences of the local school children.”

https://www.westdenton.newcastle.sch.uk/

West Denton Primary school’s trip is part of the UK government’s Turing scheme which aims to provide funding for post Brexit international opportunities in education.

Mick MingStones, Head Teacher at WDPS said: “We wanted to give WDPS students the opportunity to compare their own lifestyles with those of Dutch counterparts. The Dutch lifestyle is outdoors-focused and cycling is part of their daily routine. So, by showing our children how making healthy choices can impact positively on all aspects of a person’s life, we hope to be able to encourage our students to make even more positive choices when they return to Newcastle.”

In preparation for their trip, the pupils were treated to a talk with Olympian and Commonwealth Gold Medallist in Cycling Joe Waugh.

The aim of the trip is to allow year five and six students to experience first-hand a different lifestyle to their own and to contribute to their international understanding and holistic growth. Learning and working side by side with Dutch pupils will widen WDPS students’ understanding of opportunities to study, travel, work and live in Holland and other European countries. WDPS is hoping to forge a symbiotic long-term international relationship between the two schools and also to create an online ‘Life Manual’ which the children will contribute to and use on their life journeys.

Media Contact
Jackie Marston
jackie@jamprintsmarketing.co.uk
07736113825


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Improving School for Transgender and Nonbinary Students

Key New NEPC Policy Brief Takeaway: Brief suggests processes and frameworks to improve school policy and practice for all youth.

Transgender and nonbinary (collectively referred to here as “trans”) students are ill-served by most school environments. They experience challenges trying to navigate institutions that, at best, are poorly designed to support them and that often work against them. Although some districts and states have developed laws and policies to improve students’ experiences, many are either ill-conceived, ineffectively implemented, or reinforce restrictive and inflexible structures regulating gender.

This issue is examined in depth in a new NEPC policy brief, Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps Toward a Promising Future, authored by Elizabeth J. Meyer and Bethy Leonardi of the University of Colorado Boulder, and Harper B. Keenan of University of British Columbia.

State legislation, district policies, federal regulation, and court opinions have created an inconsistent and confusing patchwork of vulnerability and protections. The Equal Protection Clause of the U.S. Constitution has been held by federal courts to provide some protection. But Title IX, the federal law that prohibits discrimination “on the basis of sex” in educational institutions, has had—under different presidential administrations—radically different guidance and enforcement regarding transgender students since 2010. Meanwhile, in 2016 and again in 2021-22, a wave of anti-trans legislation surged in many states, with bills proposed to exclude transgender youth from appropriate bathroom facilities, sports participation, accessing healthcare, and updating legal documents to reflect their self-determined gender.

A powerful body of research demonstrates the harms such discriminatory legislation causes and what measures can improve students’ experiences in schools. This research, if heeded, can inform more effective laws, policies, and implementation efforts for trans students to thrive in school. At the same time, the authors of this new brief explain that such useful laws and policies are insufficient to create conditions under which trans youth are likely to succeed.

Meyer, Leonardi, and Keenan conclude with recommendations for policy and practice to create spaces in which trans youth can thrive in school. The recommendations are multifaceted and differ from traditional policy recommendations in that they do not focus only on law and policy as the primary drivers of system transformation. Rather, they emphasize the power of grassroots community organizing as a way of propelling change. They also offer questions for policy actors to consider as they develop and implement policies and advocate for improving conditions for trans youth.

The new brief’s authors explain that they have two goals. First, to provide support for policy development and implementation, and second, to suggest processes and frameworks to improve school policy and practice for all youth. In doing so, they offer recommendations for federal, state, and local policy, and for implementation efforts at the local level.

Find Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps Toward a Promising Future, by Elizabeth J. Meyer, Bethy Leonardi, and Harper B. Keenan, at:
http://nepc.colorado.edu/publication/transgender

This policy brief was made possible in part by the support of the Great Lakes Center for Education Research and Practice (greatlakescenter.org).

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: https://nepc.colorado.edu

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MICHELLE RENÉE VALLADARES

National Education Policy Center
(720) 505-1958

ELIZABETH J. MEYER

University of Colorado Boulder
(303) 735-3029


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Sidekick Training Officially Launches Sidekick, its Learning Engagement Platform

Sidekick Training officially launched its Learning Engagement Platform, Sidekick last week. Sidekick’s mission is to remove the complexities from live, virtual learning and empower trainers with the tools to elevate the live, learning experience for distributed audiences.

Sidekick Training officially launched its Learning Engagement Platform, Sidekick, in a virtual product showcase last month. The platform was developed by Enable Education, a professional services organization with over 15 years of experience specializing in building technology-enabled learning experiences for corporate clients.

Every year companies generate in excess of $13,000 in training waste per employee because of learner disengagement. As organizations have been forced to pivot to live, remote training due to pandemic restrictions, this number has increased substantially.

With many clients seeking solutions to address learner disengagement of their distributed workforces, Sidekick recognized a gap in the e-learning industry. No viable technology solutions existed to help trainers manage the complexity of live, virtual training.

“As remote training for distributed workforces has become the norm, a gap has developed that has left trainers feeling ill-prepared and preoccupied with the new complexities of live virtual training. Sidekick’s mission is to remove these complexities so trainers can focus on what their expertise is, instruction” – Ben Zimmer, CEO Sidekick Training

Sidekick is designed to empower trainers with the tools to deliver effective training to distributed workforces. Only a few technology solutions address learner engagement for live, virtual training like Sidekick does.

“Sidekick’s most powerful aspect lies in its tools that enable trainers to adjust their training approach when learning engagement wanes.”

Through Sidekick, trainers are equipped with a collection of engagement features they can leverage to optimize learner engagement in any live, virtual training scenario.” – Kareem Khaled, Tech Lead, Sidekick Training

Sidekick Training joined the ISV Partner Program in 2021 ​​and is built using Zoom’s developer platform tools. There is no requirement to have a Zoom account to use Sidekick Training.

“We are excited to have Sidekick Training join our ISV Partner Program and address a unique challenge that many trainers face The ISV partnership program was designed to support companies like Sidekick Training. Our goal is to empower them to leverage Zoom’s leading infrastructure so they can develop tailored solutions for unique needs. We look forward to supporting Sidekick Training as they provide innovative solutions for training.” – Paul Magnaghi, Global Leader ISV Partner Program at Zoom

Sidekick is expected to go live with its hard launch in April. Currently the platform is available for free trial to users for a 3-month period as part of its Take the Sidekick Challenge! Campaign. Along with unlimited access to Sidekick’s full feature suite, trial users will also have the opportunity to schedule a 30-minute meeting with a Learning Experience Designer, who will provide recommendations on training strategy and how best to leverage Sidekick to full effect.

To learn more about the trial user promotion and the Take the Sidekick Challenge! Campaign, visit Sidekick’s trial user sign up page.

To learn more about Sidekick Training, visit the Sidekick website.

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ALEX WONG

Sidekick Training
1 905 805 8880


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The secrets book of ancient wisdom

A book that reveals some secrets of the ancient wisdom of Egypt and the sages of antiquity, wisdoms hidden in the monotheistic religions, the Hermetic texts, but especially in the holy book of Islam.

I have published a manuscript of the book I am working on, entitled “Egypt History and The Ancient Wisdom”. In this book, I have shared some of the knowledge I have gained through years of research and reading about history and religion. In doing so, I have uncovered falsifications in the information passed to the general audience to distance them from modern science and religion and control them and their thoughts from the religious figures and priests.

Egypt history and the ancient wisdom make a connection between the deep, dark histories of ancient Egypt and the wisdom of the sages of antiquity, who were the founders of sacred science that became a religion in an attempt to recover the truth of existence and to recognize humanity as a creation of the Divine.

We know from the ancient texts that have reached us, whether it is the Hermetic texts, the Dead Sea Scrolls, the Book of Enoch, the Torah, the Bible, or the Koran, that we can understand ancient philosophy and that it was very rich and advanced. And when we explore this philosophy, we can understand the cosmos, conciseness, and ourselves, we discover the mysteries of the dimensions and why the Creator must be outside each dimension. And when we understand that space and time define our existence and then through logic and intelligence must not define the creator of space and time, then you can understand your creator and your existence.

I invite you to read the free copy at:

Egypt History and The Ancient Wisdom

In this book we will talk about:

–  Creation, from the science point of view and religion

–  God and our wrong understanding of the Devine

–  History that is for us only a shadow

–  Archeology and monument proving the ancient wisdom

–  The sacred books

–  The three monotheistic religions

–  And we will end it with the Hermetic wisdom

This accumulated knowledge in this book discusses without prejudice the facts and truth that have been manipulated and twisted in history and religious books to hide the true philosophy of existence and provide us with twisted philosophies and narratives that confuse most of us and make us lose the value of our own existence.

I offer this book online for free at “Lost Ancient Wisdom” while I am still working on the second edition of this book to add more information and secrets of ancient wisdom.

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Jossef Salman


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New Book Uncovers Truths of Islam and Provides Evidence of Discrepancies

In ‘The Unveiling Origin of Mecca’ Mohammed Alal Khan objectively details Muslim religion from the beginning to the present

Author Mohammed Alal Khan has published “The Unveiling Origin of Mecca: Rise of Ancient Islam in North Arabia,” which educates readers and gives them an accurate understanding of the tenets of Islam. The author explains how the earth was created in six days and details what was created during each day. Khan accredits all his information to the Quran.

The audience is informed that, during the time of Jared, son of Mahalalel, Pagan worship began to spread. It continued to spread so greatly that a very little amount of people worshiped the “true God.” The author emphasizes the difference between the real and fake Ka’ba, a building in the center of Islam’s most important mosque, in Mecca, Saudi Arabia. Throughout the book, Khan narrates several stories from the bible and details the geographical locations of many ancient and significant places and routes in the Islamic world, including The King’s Highway, a biblical trading route that existed east of the Jordan River and the Dead Sea.

“By reading this book, Muslims will find clarity in their history and religion and will be able to follow the right path of worship,” Khan said. “The truth always comes to light, and it is revealed in these pages.”

Khan maintains a tone of objectivity throughout the book. Even though he is a Muslim scholar, he provides information from several sources besides Islamic. Ultimately, “The Unveiling Origin of Mecca” is a detailed exposition of the origin, history and tenets of Islam that touches on all the relevant aspects of the religion.

“The Unveiling Origin of Mecca: Rise of Ancient Islam in North Arabia”
By Mohammed Alal Khan
ISBN: 978-1-665-528-108 (softcover); 978-1-665-528-092 (e-book)
Available through Author HouseBarnes & Noble & Amazon

About the author
Mohammed Alal Khan is a researcher, inventor and columnist. He is a former member of the European Hair Research Society in Germany. His contribution to scientific research has been recognized by the social organization of Bangladesh where he was awarded the World Anti-Drug Day award in 1992 and Gold Medal in 1994. In his 15 years of personal investigation, Khan found many discrepancies of Mecca in Saudi Arabia between Quran, Bible Hadiths and ancient history and geography. For more information, please visit the author’s website: http://www.meccasuperseded.net.

General Inquiries, Review Copies & Interview Requests:
LAVIDGE – Phoenix
480-998-2600 | helmore@lavidge.com


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MarketingProfs Announces its Giving Online Courses Away at No Cost to Any B2B Marketer Who Wants to Continue Their Education

MarketingProfs is the go-to resource for B2B Marketing Education for 700k+ Marketers at all stages of their marketing careers. MarketingProfs helps organizations provide continuing education to their teams through best-in-class online education and real-time expert-led trainings in the areas of strategy, branding, customer experience, demand generation, sales enablement, and measurements & analytics.

As part of its #NoMarketerLeftBehind initiative, MarketingProfs, a global leader in B2B marketing education, training, and consulting services, announced today that it’s offering one online course of choice to every marketer who wants to continue their ongoing B2B Marketing education.

For one day only on Feb. 24, Marketers can go to https://bit.ly/3LFgOZ7 and choose from any course in the MarketingProfs course catalog, which features courses in Demand Generation, SEO, Branding & Positioning, Strategy, Analytics and more.

Our recent State of B2B Marketing Training research shows that only 19% of marketers feel “very prepared” for their futures in marketing. We’re on a mission to change that by providing no-cost education and resources to marketers who want to keep their skill set honed to best practices and strategies—and feel prepared for both today’s B2B market, as well as tomorrow’s.

MarketingProfs’ recent research also shows that “very prepared” marketers are far more likely to feel energized about their jobs, feel more connected to their teams, and be more confident in their ability to help their companies meet overall organizational goals. In short, marketers who feel “very prepared,” aren’t nearly as likely to be looking for new jobs (a whopping ⅔ of marketers are currently looking for new opportunities during The Great Resignation).

To claim a free course on Feb. 24, marketers can simply go to https://bit.ly/3LFgOZ7, select the course they’d like to take, and register—with no fee or strings attached. They’ll have an entire year to complete the course.

The #1 challenge for marketers looking to learn something new isn’t lack of time. It’s that most courses and educational opportunities they’ve experienced are too theory-focused. MarketingProfs online courses are based on its 20+ years of first-hand experience navigating the B2B Marketplace, where we’ve helped over 700,000 marketers to uplevel their skills through actionable training and real-world application to get measurable results.

We look forward to welcoming B2B Marketers to our Open House, Thursday, Feb. 24, 2022.

About MarketingProfs
MarketingProfs has been fueling the success of marketers at some of the world’s most iconic brands since 2000—first through webinars, newsletters, and other content; then world-class training; and best-in-class consulting services.

The products and delivery have evolved, yet throughout we have been laser-focused on helping marketers and their teams set priorities, solve problems, and fuel business growth.

We focus also on something equally important: Helping marketers do work they’re proud of.

Learn why 700,000+ marketers rely on MarketingProfs as their partner in marketing.

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JENNIFER SMITH

MarketingProfs
+1 2155271330


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Growing Number of States Link Assessment to Instruction With MetaMetrics’ Lexile and Quantile Measures

California, Illinois and New Hampshire now report actionable measures for improving student outcomes

As educators around the country strive to provide new tools for using assessment results to inform teaching and learning, California, Illinois and New Hampshire are the latest additions to the growing number of states that report Lexile® and Quantile® measures. Nearly 10 million additional students will now receive MetaMetrics’® scores from their annual end-of-grade state tests.

The Lexile and Quantile Frameworks place both the student and instructional material on the same scale to match the learner with reading and math resources at each student’s ability level. When students receive Lexile and Quantile measures from a state assessment, their test scores become more actionable, allowing teachers and parents to link assessment to instruction. Today 22 U.S. states and many countries around the world report the measures from their end-of-grade assessments.

“Now – more than ever before – teachers need support as they work with students to build reading and math abilities,” said Malbert Smith, CEO and co-founder, MetaMetrics. “We are excited to welcome California, Illinois and New Hampshire to the family of states around the country who are providing their teachers, students and families with access to our measures for improving student achievement.

More details of the implementation of Lexiles and Quantiles in the three new states follow:

  • California: California students in grades 3-8 and 11 began receiving Lexile and Quantile measures linked to the Smarter Balanced Summative Assessments for English language arts/literacy and math for the 2021 spring administration as part of the California Assessment of Student Performance and Progress (CAASPP) System. The California Department of Education implements the CAASPP System with ETS as the assessment service provider.
  • Illinois: Beginning in the spring of 2022, Illinois students now receive Lexile and Quantile measures from the Illinois Assessment of Readiness (IAR) assesses progress of students in grades 3-8. Illinois’ assessment was developed in collaboration with the education and assessment company Pearson.
  • New Hampshire: New Hampshire students in grades 3-8 began receiving Lexile and Quantile measures from the state’s interim and formative assessments in the spring of 2021.

In addition to Lexile and Quantile measures, educators in all three states now have Premium membership access to the Lexile & Quantile Hub. The Hub is an online platform that provides teachers with tools for using the measures with their students, including instructional and planning resources, including a career database, book search, text analyzer, academic word lists, math skills database and more.

About MetaMetrics
MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile) with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work is increasingly recognized for its research-based approach to improving learning. For more information, visit metametricsinc.com.

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LISA A WOLFE

MetaMetrics
3129538085


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Teachers Mitigate Reading Learning Loss for Millions of Students With MetaMetrics’ Lexile Measures From Acadience Learning K-6

Learners around the country receive Lexiles from Acadience Learning, including in New York City Public Schools and the state of Utah

As teachers around the country continue to implement strategies to mitigate learning loss increased by the disruption of the COVID-19 pandemic, many now have powerful data for linking assessment to instruction as the result of a new partnership between MetaMetrics and Acadience Learning. The two leading education research organizations collaborated on a study that correlated the Acadience Reading K-6 (previously known as DIBELS Next) scores with MetaMetrics’ Lexile® measures, creating a composite score on the Lexile scale that all students taking Acadience Learning’s assessments receive.

The Lexile® Framework for Reading places both the student and instructional material on the same scale to match the learner with reading materials at their ability level. Acadience Reading K–6 is a universal screening and progress monitoring assessment that measures the acquisition of early literacy skills from kindergarten through sixth grade.

“In an Acadience classroom, all students take our assessments three times a year so that teachers can measure their reading development milestones and differentiate instruction to meet learning needs,” said Alisa Dorman,CEO and President, Acadience Learning. “By linking our scores with Lexile measures, teachers have data that will help them improve outcomes by matching students to reading materials based on their ability level.”

Millions of children around the country receive Lexile measures from Acadience Learning, ranging from K-6 students in New York City Public Schools to Utah’s nearly 356,000 K-6 students.

“The efforts of Utah teachers during the disruption of the COVID-19 pandemic have been heroic, but, like other states around the country, we still saw dramatic increases in learning loss across all grade levels, with first graders showing the largest decrease in English/language arts scores,” said Darin Nielsen, the state’s assistant superintendent of student learning.

Using Lexile measures from Acadience Learning, teachers will now have a powerful tool for using assessment to inform instruction and connecting students with reading materials that will help them grow their abilities and get back on track.

“With most schools having returned to their ‘normal’ schedules, educators continue to be faced with the unprecedented challenge of mitigating learning loss brought on by the unanticipated impact of the pandemic,” said Malbert Smith, CEO and co-founder of MetaMetrics. “Through our partnership with Acadience Learning, many more teachers will have access to Lexile scores to support their dedicated efforts to accelerate reading development for their students.”

About Acadience Learning

Acadience Learning is dedicated to providing leadership in the field of education. We aim to support educators by conducting high-quality research, developing innovative assessment solutions, creating practical educational tools, and delivering comprehensive professional development opportunities in order to help improve student, teacher and school outcomes. For more information, visit http://www.acadiencelearning.org.

About MetaMetrics
MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile) with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work is increasingly recognized for its research-based approach to improving learning. For more information, visit metametricsinc.com.

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LISA WOLFE

MetaMetrics
3129538085


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