Making Big Changes for Little Students

Lorena Holguin was working as a receptionist at St. Benedict’s Early Education Center when she decided to send her daughter, Sydney, there.

“I saw how they treated the kids,” she said. “They know every child and they take care of every child.”

After just one year at the school, Sydney, who had only spoken Spanish at home, was now fluent in English.

“Sydney was starting kindergarten soon,” Holguin said. “I couldn’t picture her not knowing English when she started school.”

When Holguin’s second child, Victor, was born with developmental delays, she knew it was the right place for him, too. He required extra care, including being fed through a g-tube, and she knew the center would provide that extra special care.

For Holguin, the center is a nurturing environment for her kids, and a place that makes a difference in their futures.

St. Benedict’s primarily serves children of low income families, teen moms, immigrant and refugee children, and children with special needs. Most receive subsidies through Head Start, Early Head Start or Medicaid.

Kasie Garlington, director of St. Benedict’s Early Education Center, said that to better prepare these at-risk students for the future, the school has been transitioning from a childcare center to an early childhood education center. Now teachers have a minimum of an associate’s degree in early childhood education, and will soon all have bachelor’s degrees.

Inside, the school was given a facelift, making it more vibrant, organized and welcoming. The curriculum and equipment have been improved for students, and the school is involving parents more through monthly family nights and a parent advisory board.

Garlington said these steps have improved the quality of education at St. Benedict’s, helping its young students break the chains of poverty.

“We want to give our children the strong, stable foundation that will help them once they get into public school,” she said. “Students who receive quality early childhood education are less likely to drop out of school or use public assistance, and are more likely to have a meaningful job later on.”