TEMPLE, Ariz. – Los niveles de destreza en lectura de los pequeños de Arizona que cursan preescolar, normalmente están debajo del promedio nacional. Pero el programa estatal "Read On Arizona" – Leer en Arizona – lucha por tener a todos los pequeños del estado que cursan el tercer grado leyendo con un nivel de destreza adecuado a su grado en una década.

Los expertos en educación afirman que si los alumnos de preescolar son incapaces de leer a un nivel apropiado para su edad, eso puede obstaculizar a largo plazo su éxito en el salón de clases.

El programa “Leer en Arizona” (Read On Arizona) busca asegurar que todo infante en las escuelas de Arizona lea en un nivel apropiado cuando termine el tercer grado.

La necesidad es grande: pruebas estandarizadas muestran que el 42 por ciento de los estudiantes de Arizona que entran a cuarto grado están muy por debajo del promedio nacional en los niveles básicos de lectura.

“Leer en Arizona” (Read On Arizona) está ahora en 25 comunidades y distritos escolares de todo el estado. Marie Raymond, coordinadora de educación en la ciudad de Temple, dice que los líderes de la ciudad han hecho un importante compromiso en este tema.

“Hay correlación directa entre la habilidad de lectura de un niño y su futuro éxito académico. Sabemos que las destrezas alfabéticas y lingüísticas tempranas son el escenario para los resultados de aprendizaje en la ruta educativa de un niño.”

De los casi 800 mil niños de Arizona menores de 9 años, casi la cuarta parte vive en pobreza y casi la mitad tiene dificultades para hablar y entender inglés. Raymond dice que “Read On Arizona”, que comenzó en 2012, tiene un plan estratégico de 10 años para dar “el programa adecuado en el momento indicado” a cada pequeño.

Raymond enfatiza que el tercer grado es un año crítico para los estudiantes en términos de habilidades de lectura.

“Al final del tercer grado pasas de aprender a leer a leer para aprender. Si un pequeño todavía batalla para a prender a leer, eso impacta significativamente su capacidad de aprender a avanzar en la escuela.”

Agrega que tener maestros de preescolar altamente calificados es otra parte crítica de construir esa base temprana de habilidades de lectura.

“Todos nuestros maestros de preescolar tienen licenciatura o más y están certificados en educación infantil temprana. Toda la investigación nos dijo que eso era uno de los mayores indicadores del éxito de los programas.”

Una coalición de educadores, familias, negocios, oficinas públicas, filantropía y comunidades, tienen un papel en el éxito de “Read On. Arizona”. Entre los socios que aportan fondos están Fundación de la Comunidad de Arizona (Arizona Community Foundation), el Departamento de Educación de Arizona (Arizona Department of Education), Primero lo Primero (Fist Things First), Inicio Delantero (Head Start), la Fundación Helios para la Educación (Helios Education Foundation) y la Fundación Benéfica Virginia G. Piper (Virginia G. Piper Charitable Trust).

Conozca la información sobre el programa en: readonarizona.org.


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An increase in child-care subsidy reimbursement rates up to 58% of market rate is being hailed as a big win for providers in Missouri.

Sarah Gould is the early-childhood director for Community Support Services of Missouri, which primarily cares for children with special needs in Jasper County.

She said the rate increase, which was signed in June by Gov. Mike Parson, helps families be able to afford child care.

"There's more stability for them," said Gould, "and they're able to use those resources that they would have put in child care to pay for additional utility costs or food costs, because we know those have all gone up in the last several years."

American Rescue Plan stabilization funds and some emergency aid through Congress for early-childhood education expired at the start of October, and Missouri child-care providers are looking for long-term solutions.

Missouri often is referred to as a state with many child-care deserts, and any loss of subsidies can be straining.

Casey Hanson, director of outreach and engagement for Kids Win Missouri, said it's important to come up with permanent solutions.

"So there's a little bit more relief money that will get pumped into the system," said Hanson, "but a lot of those opportunities that providers have used to keep their doors open over the last couple of years are going away. And that's why we're so focused on making sure that as a state, we're making investments that are more sustainable."

Hanson said it's important for families and parents to talk to elected officials and leaders about the needs for reliable, safe child care and also for child-care providers to be vocal about the impact of rate increases and how it helps their organizations.

The coalition known as "Think Babies Michigan" has advocated for more than $36 million in funding to offer grants to child-care providers for infants and toddlers.

Families with young children from across Michigan have joined the coalition to advocate for improvements in early child care, in terms of quality and affordability. But many of those care providers are struggling to keep their doors open.

Sacha Klein, senior director of policy and advocacy for the Early Childhood Investment Corp., underscored the dire need for this funding from the American Rescue Plan Act.

"Those child-care providers increase the quality of care that they are able to offer families," she said. "It'll enable them to pay their staff a living wage for the work that they do, and reimburse them as 'brain builders,' which is the way we think of early-learning staff."

The Think Babies Michigan collaborative is made up of more than 30 groups and numerous parents. Klein said it intentionally prioritizes having parents co-lead and co-design the policy agenda-setting process.

Although the coalition focuses primarily on making policy changes, Klein said it can also help families find the direct services that are available to support them around caring for their babies.

"We have secured greater public investment for early-on services, which enable families to get the services that they need," she said, "to intervene early if their baby shows signs of developmental delay or disability."

She said Think Babies Michigan aims to increase access and enrollment in high-quality child care and home-visiting services, along with early intervention and postpartum care for low-income families with children from birth to age three.


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For many in Nebraska's child-care industry, which was struggling even before the pandemic, the "Child Care Stabilization" funds in the American Rescue Plan Act made a huge difference. The money must be disbursed by Sept. 30, causing concern about a "funding cliff" for child care.

Catherine Huddleston-Casas, Ph.D., associate director of workforce planning and development at the Buffett Early Childhood Institute at the University of Nebraska, said the pandemic shone a light on the "poverty wages" many child-care workers receive. She said some found they could make better money in less-demanding jobs.

"The knowledge and expertise that is developed through the process of working under a seasoned child-care provider - all of that is going to be lost if we don't do something to try to keep our providers in their positions," she said.

The Nebraska Department of Health and Human Services distributed the stabilization funds in a variety of ways, including stipends to employees at licensed child-care centers, and grants to center owners and staff to help pay down school loans. In a survey of Nebraska providers, 87% reported receiving some COVID relief money in the previous year, and most had used it for rent and utilities. Today, Nebraska has 10% fewer child-care programs than before the pandemic.

Grants also helped centers expand their capacity. Ninety-one-percent of Nebraska counties have a shortage of licensed child-care slots, and 11 counties have no licensed providers.

Susan Sarver, Ph.D., director of workforce planning and development at the Buffett Institute, said the way funds were disbursed may help the state experience a less severe "funding cliff" than it might have.

"Some states are still maintaining centers, so they're paying wages through those pandemic funds," she said, "and when that money disappears, those are the places that are going to have the biggest drop."

Sarver acknowledged that only when there's data to examine will it be possible to evaluate the sustainability of Nebraska's approach.

Huddleston-Casas authored a recent study showing the gap to fully fund Nebraska's early-childhood care and education grew from 51% in 2017 to 57% in 2021. She said there won't be any quick fixes, but examination of the current system is crucial, including the way it's funded. She considers this especially important because of what we've learned about child development.

"They're not just passive recipients; there's a lot going on in a baby's brain," she said. "But in what ways does the system we have give us the opportunity to do better? Or are we stuck with a system that doesn't know how to accommodate the developmental needs of children?"