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From the Editor

Anne Wujcik, EditorLast week the White House, along with Too Small to Fail and the Urban Institute, hosted an event focused on bridging the word gap. We've known for 20 years that during the first three years of life poor children hear roughly 30 million fewer total words than their more affluent peers, putting them at a distinct disadvantage not only for school success but also for long-term health outcomes, earnings, and family stability. During the event the Administration announced a coordinated effort by the Department of Education (ED), the Department of Health and Human Services (HHS), and the Institute of Museum and Library Services (IMLS) to help parents address this critical issue.

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Voice from the Industry

Bud Johnson, Vice President, Sales & Marketing, PAXTON/PATTERSON, and Kimberly A. Green, Executive Director, National Association of State Directors of Career Technical Education (NASDCTE)Common Career Technical Core – It’s What America’s Students NEED!

For the past several years, the Common Core for academic subjects has dominated the national media on education, but what you may not have heard about is the Common Career Technical Core (CCTC).

  • CCTC is important for students.
  • CCTC is important for the economy.
Read on to learn more about CCTC and what you can do.

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She Snoops for Scoops: The Personal Side of the EdNET Community

Vicki Smith BighamThe Snoop has been on vacation most of this week as George and I have enjoyed a visit from our Pacific Northwest granddaughters, but that certainly doesn't keep me from collecting my scoops. Please read on to find out news of family and friends....

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New Steps by the Administration To Help Parents "Bridge the Word Gap"

Earlier this year, President Obama highlighted the importance of supporting learning in our youngest children to bridge the "word gap" and improve their chances for success in school and in life, and he called for an all-hands-on-deck effort to make progress on this issue. Research shows that during the first three years of life, a poor child hears roughly 30 million fewer total words than his or her more affluent peers. This is known as the "word gap," and it can lead to disparities not just in vocabulary size, but also in school readiness, long-term educational and health outcomes, earnings, and family stability, even decades later.

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NAESP Releases New Competencies for Leading Pre-K-3

the National Association of Elementary School Principals (NAESP) released its updated, practical guide, Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice, to support principals in creating school conditions that support early learners’ needs. The resource sets forth the skills that principals leading schools that serve children from age 3 to age 8—typically Pre-K-3—must have to ensure success for all young children. Leading Pre-K-3 Learning Communities represents a new, child-centered vision for school leadership that applies the latest research and knowledge about child development and early childhood education to set expectations for effective principal practice.

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