Black History is American History – not just in February!

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

The month of February brings back memories from my early youth of celebrating Black History Month. Black History Month had always been the time of year where extra emphasis was placed on commemorating the notable achievements of my predecessors and celebrating the shared Black American experience. I recall this as a time when schools, churches, libraries, civic organizations, families, and individuals – my entire village – would come together to fellowship in Black Pride. In my primary years, most members of my community were Black like me, so learning about the advancements of people of my likeness was frequently integrated into my everyday life. I learned of stories such as school integration and the courage of Ruby Bridges, the patriotism of the Buffalo Soldiers and Tuskegee Airmen, the poetic pens of Countee Cullen and Margaret Burroughs, and the likes of countless other prominent people that looked like me. The representation gave me confidence in knowing that there were endless possibilities of what I could do and who I could be.


As I grew into adolescence and ventured out of that community, I quickly discovered that Black Pride was not universal. A few weeks in February were the only time Black history was acknowledged (and it was often limited to the usual lessons on Dr. Martin Luther King Jr. and the Civil Rights Movement or Harriet Tubman, slavery, and the Underground Railroad). But the fact of the matter is that Black history encompasses far more than just those pivotal events that have been the focus of what is taught from textbooks. Acknowledging the countless contributions of Black men and women should not be limited to the shortest month of the year. The significant influence that Black culture has had throughout our society (and the world) should not be restricted to an abbreviated segment of America’s story. Simply put, Black history IS American history, and there are many benefits to learning the whole story.


Importance of Celebrating Black History


Dr. Carter G. Woodson, known as the “Father of Black History,” created the vision which led to the launch of Negro History Week in 1926. Later, after being officially recognized as Black History Month, its primary focus was to honor and celebrate the achievements of the Black past and bring a call to action for the public to extend their study of Black history. As the founder of the Association for the Study of African American Life and History, Woodson told an audience of Hampton Institute students, “We are going back to that beautiful history, and it’s going to inspire us to greater achievements.”


The importance of honoring and seeking more knowledge about Black history is even more urgent today for the progress of American culture than it was a century ago. Many recent events spotlight the continued racial prejudices and social injustices that plague our nation, which is also evidence that the journey toward tolerance and equality is far from over.


As members of the education field, we often hang our hats on the idea, as quoted by Sir Francis Bacon, that “knowledge is power.” Black History Month is a time to acknowledge the past and preserve the customs and traditions of a group that makes up a significant population of this country. Understanding the rich culture of Black America’s past allows us all to embrace a diversity of traditions as they positively impact the world.


Early exposure imparts respect for the history, culture, and accomplishments that play a significant role in the world in which they live. Teaching Black history in these formative years allows children to grow up with an all-inclusive awareness of their broader community, rather than considering themselves or others as separate entities from the rest of America. Young children are our future, and exposing them to this history is the ideal starting point for changing attitudes and breaking down biases – creating more acceptance for diversity, equity, and inclusion within the world.


When considering how to support children and families as they learn about Black history, ask yourself, “What would best meet the needs of the children, families, and staff that I serve?” and “How can I help our children, families, and staff experience Black history all year long?”


So, what could you do?


  • Invite families to share something about their family, culture, or heritage with the children and staff. They could come in and put on a mini show from their culture involving different foods, clothes, and history.
  • Partner with agencies that focus specifically on African Americans and have them come in to conduct events or activities with the children and families.
  • Librarians can support the curriculum by reading books about African Americans who have made contributions to the world and having the children act out the characters. The children in the classrooms could also create pieces of art based on the stories and what they thought was important or intriguing from the book.
  • Create a Black History board in your hallways to showcase different people and their histories for all that walk into your building to see.
  • Have children design their own inventions, and have conversations with them about African Americans who have invented items that they often use today.
  • Invite prominent African American community members to show children that they can one day achieve the same things.
  • Create a Black History program that includes ongoing events. This may allow the children and staff to take on the roles of people who have contributed to history in some way. You could show a Black movie or host activity Fridays where you show a different educational film (at the children’s levels, of course) to support their learning and understanding of Black history.
  • Lastly, you could also offer your support for the African American families in your programs by getting their input on what they would like to see for the month and what they could bring to the program.


As you work to develop a plan that ensures your program highlights the importance of Black history throughout the year, know there is no cookie-cutter way to do this, but it can be done. Be creative and explore different ways to involve children, families, and staff in your programming.


Things to Consider When There Are No Black or African American Families in Your Program 


The importance of teaching Black history is magnified when there are few or no African American or Black families in your early childhood program. The world is diverse, even if your program’s enrollment is not. Black History Month provides an opportunity for program administrators and staff to refresh their program’s commitment to culturally expansive, anti-bias education. Early childhood education leaders can be one of the most powerful forces for change, and the opportunity should not be taken lightly. We have the power and responsibility to build environments that communicate genuine care, value, and respect for all children and families.


The Head Start Early Childhood Learning and Knowledge Center offers webinars that can support programs as they grow in their understanding of racial and ethnic equity and create teaching and learning environments that support such understanding in children.


Remember that Black history is our history, and without Black history, there is no history because there would be no us!


Below is a list of linked resources and print publications to help with understanding and celebrating Black history within your programs:



Additional Resources and References:


Fraga, L. M. (2020). Advancing an Equitable and Anti-Racist Child Care System. Exchange, (September/October), 8–9.


Rogers, R. M. (2021). A Story of Reimagining–Creating A Beloved Community. Exchange, (November/December), 16–19.


Sparks, L. D., & Edward, J. O. (2019). Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum. Young Children, 74(5). https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias


The McCormick Center DEI Task Force. (2021, January 28). Supporting Family Child Care Providers and Center Directors Celebrating and Incorporating Black History Month. https://mccormickcenter.nl.edu/library/black_history_month/

Khadijah Terrell is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Khadijah holds a Bachelor of Arts in professional communications from Roosevelt University, a Master of Arts in teaching from Chicago State University, and an educational specialist degree in curriculum and instruction from National Louis University. Khadijah has 15 years of experience in the education field, working with children, families, and teachers around the greater Chicagoland area.


Ja’Re Thorn is an Assessor and Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. Ja’Re holds a Bachelor of Science degree in child development from Northern Illinois University and a Master of Science in child development from Erikson Institute. She is currently completing a doctoral program in teaching and learning, specializing in curriculum, advocacy, and policy, at National Louis University. Prior to joining the McCormick Center, Ja’Re worked in many roles in early childhood education, ranging from infant teacher to adjunct faculty member. Ja’Re’s hope is that one day all children will receive equity in education, beginning with ensuring that all educators are thoroughly prepared before entering the classroom and receive continued support when in the classroom.


Erin Cetera is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Erin holds a Bachelor of Arts in elementary education and human development from National Louis University and a Master of Science in management and organizational behavior from Benedictine University. Erin has 25 years of experience directing early childhood programs in a variety of settings and communities.

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Measuring Organizational Conditions for Improving Quality

By McCormick Center • May 13, 2025
Leaders, policymakers, and systems developers seek to improve early childhood programs through data-driven decision-making. Data can be useful for informing continuous quality improvement efforts at the classroom and program level and for creating support for workforce development at the system level. Early childhood program leaders use assessments to help them understand their programs’ strengths and to draw attention to where supports are needed.  Assessment data is particularly useful in understanding the complexity of organizational climate and the organizational conditions that lead to successful outcomes for children and families. Several tools are available for program leaders to assess organizational structures, processes, and workplace conditions, including: Preschool Program Quality Assessment (PQA) 1 Program Administration Scale (PAS) 2 Child Care Worker Job Stress Inventory (ECWJSI) 3 Early Childhood Job Satisfaction Survey (ECJSS) 4 Early Childhood Work Environment Survey (ECWES) 5 Supportive Environmental Quality Underlying Adult Learning (SEQUAL) 6 The Early Education Essentials is a recently developed tool to examine program conditions that affect early childhood education instructional and emotional quality. It is patterned after the Five Essentials Framework, 7 which is widely used to measure instructional supports in K-12 schools. The Early Education Essentials measures six dimensions of quality in early childhood programs: Effective instructional leaders Collaborative teachers Supportive environment Ambitious instruction Involved families Parent voice A recently published validation study for the Early Education Essentials 8 demonstrates that it is a valid and reliable instrument that can be used to assess early childhood programs to improve teaching and learning outcomes. METHODOLOGY For this validation study, two sets of surveys were administered in one Midwestern city; one for teachers/staff in early childhood settings and one for parents/guardians of preschool-aged children. A stratified random sampling method was used to select sites with an oversampling for the percentage of children who spoke Spanish. The teacher surveys included 164 items within 26 scales and were made available online for a three-month period in the public schools. In community-based sites, data collectors administered the surveys to staff. Data collectors also administered the parent surveys in all sites. The parent survey was shorter, with 54 items within nine scales. Rasch analyses was used to combine items into scales. In addition to the surveys, administrative data were analyzed regarding school attendance. Classroom observational assessments were performed to measure teacher-child interactions. The Classroom Assessment Scoring System TM (CLASS) 9 was used to assess the interactions. Early Education Essentials surveys were analyzed from 81 early childhood program sites (41 school-based programs and 40 community-based programs), serving 3- and 4-year old children. Only publicly funded programs (e.g., state-funded preschool and/or Head Start) were included in the study. The average enrollment for the programs was 109 (sd = 64); 91% of the children were from minority backgrounds; and 38% came from non-English speaking homes. Of the 746 teacher surveys collected, 451 (61%) were from school-based sites and 294 (39%) were from community-based sites. There were 2,464 parent surveys collected (59% school; 41% community). About one-third of the parent surveys were conducted in Spanish. Data were analyzed to determine reliability, internal validity, group differences, and sensitivity across sites. Child outcome results were used to examine if positive scores on the surveys were related to desirable outcomes for children (attendance and teacher-child interactions). Hierarchical linear modeling (HLM) was used to compute average site-level CLASS scores to account for the shared variance among classrooms within the same school. Exploratory factor analysis was performed to group the scales. RESULTS The surveys performed well in the measurement characteristics of scale reliability, internal validity, differential item functioning, and sensitivity across sites . Reliability was measured for 25 scales with Rasch Person Reliability scores ranging from .73 to .92; with only two scales falling below the preferred .80 threshold. The Rasch analysis also provided assessment of internal validity showing that 97% of the items fell in an acceptable range of >0.7 to <1.3 (infit mean squares). The Teacher/Staff survey could detect differences across sites, however the Parent Survey was less effective in detecting differences across sites. Differential item functioning (DIF) was used to compare if individual responses differed for school- versus community-based settings and primary language (English versus Spanish speakers). Results showed that 18 scales had no or only one large DIF on the Teacher/Staff Survey related to setting. There were no large DIFs found related to setting on the Parent Survey and only one scale that had more than one large DIF related to primary language. The authors decided to leave the large DIF items in the scale because the number of large DIFs were minimal and they fit well with the various groups. The factor analysis aligned closely with the five essentials in the K-12 model . However, researchers also identified a sixth factor—parent voice—which factored differently from involved families on the Parent Survey. Therefore, the Early Education Essentials have an additional dimension in contrast to the K-12 Five Essentials Framework. Outcomes related to CLASS scores were found for two of the six essential supports . Positive associations were found for Effective Instructional Leaders and Collaborative Teachers and all three of the CLASS domains (Emotional Support, Classroom Organization, and Instructional Support). Significant associations with CLASS scores were not found for the Supportive Environment, Involved Families, or Parent Voice essentials. Ambitious Instruction was not associated with any of the three domains of the CLASS scores. Table 1. HLM Coefficients Relating Essential Scores to CLASS Scores (Model 1) shows the results of the analysis showing these associations. Outcomes related to student attendance were found for four of the six essential supports . Effective Instructional Leaders, Collaborative Teachers, Supportive Environment, and Involved Families were positively associated with student attendance. Ambitious Instruction and Parent Voice were not found to be associated with student attendance. The authors are continuing to examine and improve the tool to better measure developmentally appropriate instruction and to adapt the Parent Survey so that it will perform across sites. There are a few limitations to this study that should be considered. Since the research is based on correlations, the direction of the relationship between factors and organizational conditions is not evident. It is unknown whether the Early Education Essentials survey is detecting factors that affect outcomes (e.g., engaged families or positive teacher-child interactions) or whether the organizational conditions predict these outcomes. This study was limited to one large city and a specific set of early childhood education settings. It has not been tested with early childhood centers that do not receive Head Start or state pre-K funding. DISCUSSION The Early Education Essentials survey expands the capacity of early childhood program leaders, policymakers, systems developers, and researchers to assess organizational conditions that specifically affect instructional quality. It is likely to be a useful tool for administrators seeking to evaluate the effects of their pedagogical leadership—one of the three domains of whole leadership. 10 When used with additional measures to assess whole leadership—administrative leadership, leadership essentials, as well as pedagogical leadership—stakeholders will be able to understand the organizational conditions and supports that positively impact child and family outcomes. Many quality initiatives focus on assessment at the classroom level, but examining quality with a wider lens at the site level expands the opportunity for sustainable change and improvement. The availability of valid and reliable instruments to assess the organizational structures, processes, and conditions within early childhood programs is necessary for data-driven improvement of programs as well as systems development and applied research. Findings from this validation study confirm that strong instructional leadership and teacher collaboration are good predictors of effective teaching and learning practices, evidenced in supportive teacher-child interactions and student attendance. 11 This evidence is an important contribution to the growing body of knowledge to inform embedded continuous quality improvement efforts. It also suggests that leadership to support teacher collaboration like professional learning communities (PLCs) and communities of practice (CoPs) may have an effect on outcomes for children. This study raises questions for future research. The addition of the “parent voice” essential support should be further explored. If parent voice is an essential support why was it not related to CLASS scores or student attendance? With the introduction of the Early Education Essentials survey to the existing battery of program assessment tools (PQA, PAS, ECWJSI, ECWES, ECJSS and SEQUAL), a concurrent validity study is needed to determine how these tools are related and how they can best be used to examine early childhood leadership from a whole leadership perspective. ENDNOTES 1 High/Scope Educational Research Foundation, 2003 2 Talan & Bloom, 2011 3 Curbow, Spratt, Ungaretti, McDonnell, & Breckler, 2000 4 Bloom, 2016 5 Bloom, 2016 6 Whitebook & Ryan, 2012 7 Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010 8 Ehrlich, Pacchiano, Stein, Wagner, Park, Frank, et al., 2018 9 Pianta, La Paro, & Hamre, 2008 10 Abel, Talan, & Masterson, 2017 11 Bloom, 2016; Lower & Cassidy, 2007 REFERENCES Abel, M. B., Talan, T. N., & Masterson, M. (2017, Jan/Feb). Whole leadership: A framework for early childhood programs. Exchange(19460406), 39(233), 22-25. Bloom, P. J. (2016). Measuring work attitudes in early childhood settings: Technical manual for the Early Childhood Job Satisfaction Survey (ECJSS) and the Early Childhood Work Environment Survey (ECWES), (3rd ed.). Lake Forest, IL: New Horizons. Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press. Curbow, B., Spratt, K., Ungaretti, A., McDonnell, K., & Breckler, S. (2000). Development of the Child Care Worker Job Stress Inventory. Early Childhood Research Quarterly, 15, 515-536. DOI: 10.1016/S0885-2006(01)00068-0 Ehrlich, S. B., Pacchiano, D., Stein, A. G., Wagner, M. R., Park, S., Frank, E., et al., (in press). Early Education Essentials: Validation of a new survey tool of early education organizational conditions. Early Education and Development. High/Scope Educational Research Foundation (2003). Preschool Program Quality Assessment, 2nd Edition (PQA) administration manual. Ypsilanti, MI: High/Scope Press. Lower, J. K. & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 189-204. DOI: 10.1080/02568540709594621 Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes Publishing Co. Talan, T. N., & Bloom, P. J. (2011). Program Administration Scale: Measuring early childhood leadership and management (2 nd ed.). New York, NY: Teachers College Press. Whitebook, M., & Ryan, S. (2012). Supportive Environmental Quality Underlying Adult Learning (SEQUAL). Berkeley, CA: Center for the Study of Child Care Employment, University of California.
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