Spotlight on the MA ECSO Partnership

Case Study on CLI’s Early Childhood Work

Background

Children’s Literacy Initiative (CLI) believes that early childhood education is foundational to lifelong learning and academic success, especially when classrooms embrace the diverse identities and assets each child brings. Since 2020, CLI has partnered with the Massachusetts Department of Early Education and Care (EEC) through the Early Childhood Support Organization (ECSO) initiative, embedding DEIB (Diversity, Equity, Inclusion, and Belonging) practices across over 150 classrooms statewide annually. Our work at Framingham State University (FSU) exemplifies the ECSO initiative’s potential to create inclusive, asset-based learning environments, especially in communities experiencing demographic shifts.

A longitudinal study by NCES emphasizes the importance of early readiness, linking early academic skills and self-regulation to later academic achievement. Research shows that children who enter kindergarten with strong literacy and cognitive skills tend to outperform their peers, particularly when these skills are supported at home and in school settings.

The Challenge

Framingham State University, a respected institution for early childhood education, primarily served a monolingual, homogenous population until its recent partnership with Framingham Public Schools introduced bilingual Portuguese-speaking students to the classroom. Teachers needed tools to recognize, value, and build upon students’ cultural and linguistic assets in a way that enhanced learning for all.

The Solution

CLI’s ECSO-supported coaching at FSU focused on fostering asset-based practices that affirm and integrate students’ cultural strengths:

• Collaborative Visioning with Stakeholders: CLI facilitated cross-stakeholder meetings between FSU, Framingham Public Schools, and local groups to align on a vision for an inclusive, culturally responsive classroom environment. This collaborative approach enabled FSU to cultivate a classroom culture that values all students’ backgrounds.
• Reflective Practice and Bias Awareness: CLI led FSU teachers in asset-focused reflection, helping them identify and address implicit biases while fostering appreciation for the diverse assets that students bring.
• Language Inclusivity with Translanguaging: To promote bilingualism as an asset, CLI introduced translanguaging techniques, allowing students to use both English and Portuguese in the classroom. This created a supportive environment that bridged school and home, embracing each student’s full linguistic identity.
• Culturally Relevant Curriculum Development: CLI guided FSU educators in adapting their curriculum to reflect Portuguese and other cultures, fostering a sense of belonging and validation. Books, stories, and activities reflective of students’ backgrounds helped affirm each child’s experience as part of the learning journey.

Quantifiable Impact

The ECSO partnership has driven measurable gains in early education quality across Massachusetts:

• Increased Student Engagement and Confidence: With translanguaging and culturally relevant curriculum practices, FSU saw greater student engagement, Portuguese-speaking children felt validated and connected in a setting that valued their culture.
• Enhanced Educator Preparedness: FSU’s teacher preparation program now incorporates asset-based DEIB methodologies, equipping future educators to recognize and celebrate diversity in their classrooms.
• CLASS® Score Increases: An evaluation by Abt Associates revealed notable improvements in instructional support, a critical component of asset-based education. Preschool classrooms saw a 0.42-point increase in CLASS® scores, while toddler classrooms rose by 0.40 points. Instructional quality jumped by 1.45 points, underscoring the impact of CLI’s coaching.

Conclusion: Building Equity and Quality in Early Childhood Education Through Systemic Change

CLI’s partnership with the Massachusetts ECSO initiative is not only transforming classrooms but also driving systemic reform, setting new standards for early childhood education across the state. By implementing data-driven strategies and DEIB-focused coaching, CLI is helping to shape Massachusetts’ educational landscape, ensuring that all students benefit from both equity and quality outcomes.

The partnership with Framingham State University exemplifies the power of asset-focused DEIB practices, as FSU educators are now equipped to create culturally responsive and inclusive environments. FSU has become a model for early childhood programs, showing how celebrating each child’s unique strengths and background can foster truly enriching learning spaces. As these practices expand, CLI’s ECSO initiative is laying the groundwork for lasting, systemic reform in early childhood education across Massachusetts. 

Quantifiable Impact: Metrics-Driven Readiness and Inclusion

Within the first year of implementation, EEPs reported gains on several target outcomes as measured through a study conducted by Abt Associates. Overall scores on the Classroom Assessment Scoring System® (CLASS) for toddler and preschool classrooms increased by a statistically significant amount. Preschool increased overall 0.42 from Fall to Spring across indicators and toddler increased 0.40. Specifically, instructional support quality increased 1.45-points.

Connect With CLI

Do you want to learn more about CLI’s services, or support our efforts in Early Childhood Education? Schedule a meeting with a CLI team member to explore how our customized support can help you achieve your goals. Let’s discuss strategies to transform education and ensure equity for all students.

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Do you want to learn more about CLI’s services, or support our efforts in Early Childhood Education? Visit us here to find out more and to connect.