3rd Grade Reading Success Matters

The Campaign for Grade-Level Reading The Campaign for Grade-Level Reading

Elizabeth Burke Bryant

Elizabeth Burke Bryant

Elizabeth Burke Bryant Senior Consultant

Elizabeth Burke Bryant is Executive Director of Rhode Island KIDS COUNT, a children’s policy and research organization that provides information on child well-being, stimulates dialogue on children’s issues, and promotes accountability and action. Rhode Island KIDS COUNT coordinated the National School Readiness Indicators Initiative: Making Progress for Young Children, a 17-state initiative that created a set of measurable indicators related to and defining school readiness that can be tracked at the state and local levels to improve school readiness and ensure early school success. Elizabeth is Co-Chair of the Rhode Island Early Learning Council, which is providing overarching leadership for the implementation of Rhode Island’s successful Race to the Top-Early Learning Challenge grant. She is also an Adjunct Lecturer in Public Policy at Brown University’s A. Alfred Taubman Center for Public Policy and American Institutions where she teaches Strategic Communication.

A native of Providence, Rhode Island, Elizabeth received a Bachelor of Arts degree from the University of Vermont and a law degree from the George Washington University Law School. Previous positions include Policy Director for the City of Providence, Housing Court prosecutor, and consultant to the Rhode Island Housing and Mortgage Finance Corporation, The Rhode Island Foundation, and the Women’s Prison Mentoring Project. She has been actively involved in several state and national organizations including Voices for America’s Children, the United Way of Rhode Island, and the Mayor’s Children and Youth Cabinet. Elizabeth is the recipient of the National Florette Angel Child Advocate of the Year Award.

Role in the Campaign: Elizabeth works to engage policy and advocacy networks in promoting local, state, and federal policy reforms to strengthen, scale, and sustain improved child outcomes and school success for children in low-income families. In particular, this means: creating a birth-to-eight policy agenda that improves quality and expands access to child development and early education programs for children, especially vulnerable children and those from low-income families; building a seamless continuum of education experiences from early childhood to third grade; and addressing the policy barriers to every child having quality teaching in every setting, every day.