RE: Question 1: Quality Education

I think this is exactly right. A similar bias exists in adult education ESL studies, where newer teachers are often assigned to lower level ESL classes and more experienced teachers often gravitate to higher level classes. There needs to be much more emphasis on, and allocation of resources, staff development, etc to foundation learners, whether K-2 or early acquisition of language skills. The mandate to smaller class sizes in the lower grades is some response to this. In adult education, we need to think about some similar efforts. Lower level ESL classes, which have the highest demand levels are also usually the largest classes; running at maximum levels to generate ADA to support the rest of the program. Increasing revenue limits for Adult education (closer to those for K-12) would allow smaller and better classes at lower levels with more personal attention and pay off with better learning outcomes and higher rates of retention and completion as students advance as language learners and enter other programs (vocational or academic). I suspect that the same is true for K-2 which I used to teach a lifetime ago in Chicago. Education cannot proceed without a strong foundation, and so resources applied -- including exemplary teaching -- to learners at the foundation levels would pay off in greater success all along the line.