Early School Success

Early School Success: A New Partnership With School Districts

Launched in 2019, Early School Success is a five-year initiative that provides school districts with the tools they need to offer developmentally appropriate aligned instruction to children from preschool through fifth grade.


We launched Early School Success (ESS) because we believe that early childhood programs and the K–12 system must work together to offer young children high-quality learning experiences.

Developed out of what we learned through Early Works, ESS is a partnership with school districts. Districts engaged with ESS are provided with consultation, professional development, and coaching. This will support the use of developmentally appropriate teaching strategies for preschool through fifth grade. ESS districts will also develop deeper, more effective partnerships with families.

Following a competitive application process, the Forest Grove and Beaverton School Districts were selected as our initial partners. Both districts are deeply committed to young learners and excited about the transformative work we’ll be engaged in over the next five years.

ESS is working with these districts to:

  • Analyze and define district and teacher strengths, needs, challenges, existing resources, and instructional practice
  • Design and test approaches to address district and community needs informed by child development research
  • Plan the implementation of the refined strategies.


New District Partnerships Announced!

Children’s Institute is pleased to announce new Early School Success partnerships with Lincoln County, St. Helens, and Scappoose School Districts. Read more!

Primary Contact

Karen Twain, Director of Programs, karen@childinst.org, 503.219.9034

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Using a Social Determinants of Early Learning Framework to Eliminate Educational Disparities

Using a Social Determinants of Early Learning Framework to Eliminate Educational Disparities

In a recent publication from the Foundation for Child Development, Iheoma Iruka, PhD authored a chapter on the social determinants of early learning as a framework for eliminating educational disparities. In her writing, she discusses the entrenched nature of the achievement gap as “one of the greatest social problems in the US.”

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