W. Steven Barnett, G.G. Weisenfeld, Kirsty Clarke Brown, Jim Squires, and Michelle Horowitz
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. We believe that our assessments of the extent to which each element is present in each state will be useful to policy makers, researchers, and others interested in understanding how much progress each state has made and what the opportunities and barriers may be for further progress. The ratings apply to policies as of June 30, 2016.
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.
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.
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.
by W. Steven Barnett, Ph.D. and Megan E. Carolan, MPP
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.
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.
These papers report on enrollments and expenditures for ECCE across the decade from 1995 to 2005 using three harmonized National Household Education Surveys. They explore the metrics of enrollment patterns by age of child, mother’s employment, marital status, expenditure patterns and prices paid per hour of services.
This report presents the results of a longitudinal study of New Jersey's public preschool program, which found that children attending the program improve in language, literacy and math skills through the end of their kindergarten year.