April 25, 2017 Economics and Finance • State & Local • Workforce
A Proposed Framework for Understanding and Advancing Policy and Perspective More than half of all state-funded pre-kindergarten (pre-K) programs now require lead teachers to earn a bachelor’s degree or higher, as do many city-funded pre-K programs, yet salaries and benefits for pre-K teachers are consistently lower than the average salary for public school elementary school…
July 1, 2016 Access • Assessment • Economics and Finance • Federal • Governance and Accountability • Quality and Curriculum • State & Local
In this report we explore the extent to which 41 states, the District of Columbia, and three large cities support high-quality state-funded preschool education. The framework for our assessment of state capacity is provided by “15 essential elements” of high-quality pre-K. These can be categorized into three clusters: enabling environment, rigorous policies, and strong practices….
April 1, 2015 Quality and Curriculum
A collection of blog posts from early childhood education experts, on concerns about Common Core State Standards in early childhood education, including selected resources for parents and educators. You can link to the first post in the series here: http://preschoolmatters.org/2015/03/26/top-concerns-about-common-core-st… and click on the sidebar there for March and April to find other posts.
September 1, 2014 Assessment • Outcomes • Quality and Curriculum
The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon observational evidence collected by the teacher over a period of roughly three months. This [report] outlines how decisions about the content of the instrument were made, based on several criteria, and the value of the instrument. The items assessed represent the development of kindergarten children, are measurable (observable), develop on a continuum (to see growth and development over time), and are critical to present and future learning.
November 1, 2013 Access • Outcomes
This policy reported, released by the National Institute for Early Education Research (NIEER). the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA), discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities.
June 1, 2013 Access • English Language Learners • Quality and Curriculum • Special Education • State & Local
This policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012.
April 1, 2013 Access • Outcomes • Quality and Curriculum
This brief presents the multiple pathways through which early childhood education programs can contribute to better health, in both the short and long term.
February 1, 2013 Access • Economics and Finance • Outcomes • State & Local • State Pre-K Evaluations • Universal and Targeted
This policy report clears up some common misconceptions about preschool's effectiveness and benefits, particularly in regards to the Obama administration's recent fact sheet on investing in early education.
January 1, 2013 Access • English Language Learners • Outcomes • Quality and Curriculum
This brief addresses issues of preschool access and quality that are specific to Hispanic children but which can also apply to some other largely disadvantaged and immigrant groups.
April 1, 2011 Economics and Finance • Governance and Accountability • State & Local
This brief reviews sources and models of public financing of early care and education and makes recommendations for improving upon what currently exists so as to remove barriers to increasing program access and quality.