In this Funder-to-Funder Conversation, Kindergarten as a “Sturdy Bridge”: Place-Based Investments, Vivian Tseng, Ph.D., of Foundation for Child Development offered the above reflection while moderating a conversation with philanthropic leaders as they discussed their investments to support children’s learning and development along the birth through third grade continuum. 

Jonathan Hui provided an overview of The Kresge Foundation’s investments in the Marygrove Campus, a 53-acre cradle-to-career effort where area residents can access high-quality early learning, K–12 public education and postsecondary opportunities with aligned two-generation supports and services. 

Barbara Reisman described how the Maher Charitable Foundation began its work in education by investing in development of high-quality early learning facilities in low-income New Jersey cities. But the foundation quickly shifted to an advocacy focus to ensure all young children in the state had access to high-quality PreK learning opportunities as poverty has moved into more suburban communities.

Karla Ruiz, MAP, provided an overview of Sobrato Philanthropies’ English Learner Program, which is driving systems change statewide in California. The program also is supporting utilization of Sobrato Early Academic Language (SEAL) professional development to ensure that PreK–12 educators are equipped and empowered to deliver rigorous language learning to students who speak a language other than English in the home — a population that represents 60% of students across the state.

Jymil Thompson described how the John and Janice Wyatt Foundation was boosting kindergarten readiness in three geographic areas across Northern Virginia and Maryland. The foundation is investing in PreK pilots in public schools, delivering resources and professional development to community-based early learning providers, and connecting families with programs to support learning at home. 

The panelists discussed the various roles that funders can play, including investments in:

• High-quality early learning facilities;
• Family engagement efforts that bring diverse cultures and languages into K–12 systems;
• Community engagement and listening to ensure that programs and investments reflect and are informed by students, families and community-based providers;
• Professional development for educators, including joint training between early learning and early grades educators;
• Advocacy to ensure early learning educators are compensated at levels commensurate with the important roles they play; and
• Advocacy for greater public investment in PreK and early learning.