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The NIEER blog reporting on research, policy, and practice

Preschool Matters Today

Using Digital Tools to Connect with Vulnerable Families and Improve Child Outcomes


October 18, 2017
Shayna Cook

This blog originally appeared on the New America website

More than Home Visits: Lessons from the AVANCE two-generation program


October 12, 2017
Milagros Nores, Ph.D.

Two-generation approaches to early learning promise so much, don’t they? The idea is that at-risk children’s needs may be more effectively served when intervening with parent and child simultaneously. Home visiting programs are the most common examples, based on the idea that at-risk families may be better served by supporting their existing home structure. Research…

Keeping Pace in State PreK


October 3, 2017
Jim Squires, Ph.D.

As much as I loved my first car, a blue 1960 Nash Rambler station wagon, it became evident as newer, more efficient vehicles rolled off the assembly line, the once-innovative model had run its course. Initially reluctant to trade it in, I was pleasantly surprised when my newer Plymouth wagon allowed me to actually keep…

Using Data-Driven Indicators to Improve Outcomes for Young Learners


September 20, 2017
Rolf Grafwallner

The early years of child development offer a still-untapped lever for states to address achievement gaps before they start to grow, and to accelerate school improvement efforts with evidence-based interventions. While there are political, fiscal, and technical challenges to doing so, there are a variety of steps states can take today, aided by the flexibility…

States Lack Information, Policy for Young Dual Language Learners


September 15, 2017
Alexandra Figueras-Daniel, Ph.D.

As national attention turns to issues of diversity and inclusion, it is important to keep the youngest learners in our country at the forefront of educational policy making decisions. Hispanic children account for the largest proportion of minorities among children ages 5 and younger in the US, and many of their families do not speak…

Takeaways from New America and CEELO Blog Series on Early Learning and ESSA


September 5, 2017 AssessmentFederalGovernance and Accountability
Laura Bornfreund and Lori Connors-Tadros

September 18, 2017 is the  final deadline  for states to submit Every Student Succeeds Act plans for federal Department of Education review. Over the past four months, New America and CEELO have published a series of blogs on a wide range of topics by authors with diverse perspectives on early learning and education issues. Posts focused on how states could…

Teaching (with) empathy and compassion in schools


August 31, 2017
Ines Kudo and Joan Hartley

Emotions are the DNA of human experience. Social relationships play a pivotal role in helping us become fully human. Connectedness is an essential need for our species. So, we tend to assume it comes naturally and, thus, needs not to be taught in schools. It is only recently that policymakers and organisations are paying attention…

“I Want Students to See Many Different Futures”


August 24, 2017
Bill Gates

This blog is part of the Bill and Melinda Gates Foundation “Back to School Campaign” celebrating the work of educators improving outcomes for children: I envy people who are good at working with their hands. As much as I love computers, I never got into putting them together or taking them apart the way a…

Being the Change


August 16, 2017
Melissa Dahlin

Nationwide, in states, professionally, and personally, 2017 has been a nonstop barrage of changes—leading both myself and other early learning colleagues to ask how we can be active agents shaping change rather than passive receivers enduring it. Listening to session facilitators’ insights and my colleagues’ collective wisdom during the  2017 Roundtable ’s exploration of leading for change,…

Leveraging Local Needs Assessments and Plan Development to Support Early Learning in ESSA


August 8, 2017
Christine Dwyer and Kyle Snow

How can the field actualize the opportunity to promote ECE when it is not widely nor explicitly called for by the ESSA law?