Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms
October 16, 2016
Research shows that high-quality early education is essential for all children. The federal Individuals with Disabilities Education Act (IDEA) guarantees children with disabilities the right to be included in school alongside typically developing peers, known as inclusion. Abut 10 percent of all preschoolers are diagnosed with a disability and nearly half of preschool-aged children with…
September 16, 2016 Economics and Finance • Federal
The view of preschool as welfare influences the way preschool education is financed and helps explain why the US doesn’t offer every child a quality preschool education. Preschool funding is much more heavily dependent on a patchwork of federal programs — a tradition more reflective of social insurance programs than public education, which is primarily…
Response to The Early Learning Collaborative Act of 2013: Evaluation of the Operations and Effectiveness of the Program
December 1, 2015 State & Local • State Pre-K Evaluations
PEER’s report evaluating Mississippi’s Early Learning Collaborative Preschool Program relies on research that does not meet the high standards needed to reach valid conclusions regarding program effectiveness that is typically used to inform policy. Several limitations of the data and methodology are acknowledged in the report.
December 1, 2013 Access • Economics and Finance • Outcomes • State & Local • Universal and Targeted
In 2013, preschool education received more attention in the media and public policy circles than it has for some time, in part because of a series of high-profile proposals to expand access to quality pre-K. The scientific basis for these proposed expansions of quality pre-K is impressive. This paper brings to bear the full weight…
December 1, 2013 Outcomes • Quality and Curriculum • State & Local • State Pre-K Evaluations
Beginning in the 2005-2006 school year, the seventh year of implementation of the high-quality pre-K program in New Jersey's Abbott districts, NIEER began a longitudinal study to measure learning gains from participating in Abbott pre-K. At the time the study began, quality had risen but not yet to its current level, and 40,500 3- and 4-year-old children were served. This fact sheet presents key takeaways from NIEER's longitudinal study of the program quality and child outcomes.
December 1, 2013 Access • Quality and Curriculum
In this report to New Jersey Council for Young Children (NJCYC) Department of Education, researchers present the results of two studies of the quality of child care received by infants and toddlers in New Jersey which addressed the following questions: What is the quality of infant and toddler center-based care in New Jersey? What is the quality of this infant/toddler care in each of the twenty one counties? What are some common strengths and weaknesses of infant and toddler center-based care?
June 1, 2013 Quality and Curriculum
A survey of the quality of infant and toddler child care in Essex County (including Newark, Orange, Irvington and East Orange) finds that high quality care is scarce, especially for infants. Poor quality care is far too common. Recommendations for improvement are offered based on a study of the determinants of care quality in Essex County.
June 1, 2013 Assessment • Outcomes
This report presents the results from the second year of NIEER’s evaluation of Acelero students’ learning in language and general conceptual knowledge and early math skills.
Longitudinal Effects of the Arkansas Better Chance Program: Findings from First Grade through Fourth Grade
May 1, 2013 Assessment • Outcomes • State & Local • State Pre-K Evaluations
Arkansas’ state-funded preschool program has been found to have positive effects on children’s receptive vocabulary, math, and literacy.
March 1, 2013 Outcomes • State & Local • State Pre-K Evaluations
The multi-year study of New Jersey’s Abbott Preschool Program shows that children in the state’s most disadvantaged communities who participate in the pre-K program make significant gains in literacy, language, math and science through 4th and 5th grade.