Results Matter, a program of the Colorado Department of Education, recently added a number of new resources to their Digital Video library. All of these clips are available for viewing and may be downloaded at no cost for use in educational and professional development activities.
The U.S. Department of Health and Human Services (HHS) recently announced that three additional models meet their criteria for evidence-based home visiting. These include Early Start (New Zealand), the Oklahoma Community-Based Family Resource and Support Program, and Play and Learning Strategies (PALS) Infant. At least 75 percent of a state's federal grant from the Maternal, Infant and Early Childhood Home Visiting (MIECHV) Program must be invested in models that have reached this bar. The three new model short reports are available online. To learn more, see the HHS Home Visiting Evidence of Effectiveness Web site.
The Foundation for Child Development (FCD) has announced its 2013 Young Scholars Competition. The Young Scholars Program seeks to support a new generation of scholars conducting research on the development of children in immigrant families from birth to age ten, particularly those who are living in low-income families. Given the limited research on young immigrant children, proposals focused on children from birth to age eight are highly encouraged. The deadline for proposals is Thursday, November 1, 2012.
The Urban Institute recently published Kids' Share 2012: Report on Federal Expenditures on Children through 2011, its sixth annual report examining trends over the past 50 years in federal spending and tax expenditures on children. Key findings suggest that the size and composition of expenditures on children have changed considerably, but children have not been a budget priority. In 2011, federal outlays on children fell for the first time since the early 1980s. Over the next decade, outlays on children are projected to decline from 10 to 8 percent of the federal budget.
The What Works Clearinghouse (WWC) has released a WWC report on Reading Mastery, a direct instruction curriculum designed to provide explicit reading instruction to students in grades pre-K-5. Based on a review of studies that investigated the effects of Reading Mastery on students with learning disabilities, the WWC found Reading Mastery to have no discernible effects on reading comprehension and potentially negative effects on alphabetics, reading fluency, and writing for students with learning disabilities. Download the full report for more information.