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The NIEER blog reporting on research, policy, and practice

Preschool Matters Today

Questions of Access and Equity: Suspension and Expulsion in PreK


October 26, 2016 AccessOutcomesState & Local
by Kate Abbott, Ph.D.

Expanding access to quality preschool has been a focus of recent policies at both the state and national levels.  The 2015 passage of the Every Student Succeeds Act includes federal support to states that can be used to expand access to quality prekindergarten.  Individual states have varied in their adoption of prekindergarten initiatives. Vermont, for…

Being There: Absenteeism Undermines Pre-K Benefits


September 20, 2016 OutcomesQuality and Curriculum
by Melissa Dahlin

The early childhood field is committed to increasing access to high quality early learning experiences. But the work doesn’t stop at enrollment –we need to ensure children are consistently attending in order to reap the benefits. Every day in high quality programs provides ongoing learning opportunities. Missing out on that can have both short- and…

In Back-to-School Rush, Think of First-Time Students


September 7, 2016 Outcomes
by Valora Washington

It’s that time of year when parents are inundated with back-to-school reminders and instructions on everything from updating emergency contact lists to making sure they purchase binders with the correct width. Much of the activity around preparing for the first day of school tends to focus on those children who are indeed going back to…

How much can high-quality Universal Pre-K reduce achievement gaps?


March 31, 2016 AccessOutcomes

In a report published by the Center for American Progress , NIEER researchers find that providing high-quality prekindergarten to all children nationally would dramatically reduce inequality in academic preparedness at kindergarten entry. Here we provide highlights from that report. Many ethnic/racial minority children and children from low-income families enter kindergarten without all the skills they need to succeed in…

Building the capacity of state early childhood administrators: CEELO FY2015


February 10, 2016 OutcomesWorkforce

At CEELO we believe all organizations benefit from a continuous improvement process based on evaluation. That’s why we’re not only engaged in providing Technical Assistance (TA) to states across the country, but we also evaluate our own work and act upon feedback to enhance our services and outreach. The Center on Enhancing Early Learning Outcomes (CEELO) is one…

Finishing the job we started: the next best step in early childhood education


December 16, 2015 English Language LearnersOutcomes

By Valora Washington and Jeffrey Gross. Valora Washington is the Founder and Director of the CAYL Institute ( www.cayl.org ) and CEO of the Council for Professional Recognition ( www.cdacouncil.org ). Jeffrey Gross is Director of the New Americans Integration Institute at the Massachusetts Immigrant and Refugee Advocacy (MIRA) Coalition ( www.miracoalition.org ). Massachusetts has often been on the cutting edge…

School Mobility: Implications for Children’s Development


November 30, 2015 Outcomes

More than one-fifth of children in the United States are living in poverty . Children growing up in poverty face numerous adversities that can negatively affect their learning and development, starting at a very early age. For example, these children are less likely to have access to books and to hear rich vocabulary; and are more…

We are all teachers and learners


April 17, 2015 Outcomes

This response on literacy standards, conversation, and the Common Core State Standards is from Sharon Ritchie, Ed.D., Senior Scientist, FPG Child Development Institute-UNC CH. I am a strong supporter of the Common Core. From the outset let me qualify that by saying that it is by no means perfect, and that people have perfectly good…

What is Developmentally Appropriate Math?


April 15, 2015 Outcomes

Douglas H. Clements, preschool and kindergarten teacher, Kennedy Endowed Chair in Early Childhood Learning, Executive Director, Marsico Institute for Early Learning and Literacy, and one of the members of the Common Core work groups, responds (with assistance from Bill McCallum) on the issue of Math standards will be too challenging for young children. Perhaps the…

The Common Core State Standards are not a curriculum


April 10, 2015 AssessmentOutcomes

Dorothy Strickland, NIEER Distinguished Research Fellow, responds to specific issues raised in various venues by questioners, considering whether literacy standards and related assessments can be developmentally appropriate. Concern: Kindergarten standards are not appropriate for children that age. Assessment related to reaching standards will not be developmentally appropriate, and results may be misused. Much of the concern…