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Research reports on early education from NIEER and outside organizations

Research Reports

Seattle Pre-K Program Evaluation


October 8, 2018 AssessmentOutcomesState & Local

The National Institute for Early Education Research at Rutgers University and  Cultivate Learning,  at the University of Washington, have conducted evaluations of the demonstration phase of the Seattle Preschool program. Evaluations assessed preschool quality and measured children’s gains in receptive vocabulary, literacy, math and executive functions. The City of Seattle is in the final year of a…

RWJF RESEARCH: EXCELLING IN EARLY EDUCATION–NJ


June 1, 2018 OutcomesQuality and CurriculumState & LocalState Pre-K Evaluations

With support from the Robert Wood Johnson Foundation , the National Institute for Early Education Research recently launched a multi-year study engaging more than 1,000 children across New Jersey to see how preschool policies and practices at school district, school, and classroom levels influence child development and health. Subscribe to RWJF/NIEER Research Study Newsletter Purpose Research has indicated a link between physical activity and children’s cognitive performance, as well…

Strategies in Pursuit of Pre-K Teacher Compensation Parity:


October 3, 2017 Economics and FinanceState & LocalWorkforce

The National Institute for Early Education Research is proud to partner with the  Center for the Study of Child Care Employment  at UC Berkeley on release of a new report revealing how states and cities are closing the gap in compensation between equally qualified pre-K teachers and kindergarten and elementary school teachers. This report is the third in a series of materials on…

Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey’s Abbott Districts to Improve their Qualifications


June 29, 2017 Governance and AccountabilityQuality and CurriculumState & LocalWorkforce
Sharon Ryan Ph.D. and Debra J. Ackerman

This report was originally published March 3, 2004. Research evidence demonstrates that a high-quality early education can ameliorate the effects of disadvantage and produce positive outcomes not only for children and their families, but society as well (Barnett, 1998; Vandell & Wolfe, 2000). One of the most consistent indicators of quality is the presence of…

Preschoolers’ Executive Function: Importance, Contributors, Research Needs and Assessment Options


June 16, 2017
Debra J. Ackerman and Allison Friedman-Krauss, Ph.D.

The early education field is increasingly recognizing the key role played by young children’s executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors (Diamond, 2006; Garon, Bryson, & Smith, 2008). This recognition is important given the continued policy emphasis on expanding at-risk children’s access to publicly funded prekindergarten (Barnett…

aeioTU Longitudinal Study


April 26, 2017 AssessmentInternationalOutcomesQuality and Curriculum

The  aeioTU  Longitudinal Study is a randomized trial longitudinal study which enquires into the immediate and short-term cognitive, linguistic, nutritional and social effects of a comprehensive educational and nutritional 0-5 intervention in Colombia, in the form of aeioTU centers. The research is headed by Milagros Nores from the National Institute of Early Education Research (NIEER) in…

Teacher Compensation Parity Policies and State-Funded Pre-K Programs


April 25, 2017 Economics and FinanceState & LocalWorkforce
W. Steven Barnett, Ph.D. and Richard Kasmin

Although the phrase compensation parity policy for preschool teachers may seem clear at first, the term is used in a variety of ways and refers to a range of different policies. All of these policies seek to improve the financial rewards for teaching preschool relative to teaching older children, but they differ in how far…

Brookings Institution: The Current State of Scientific Knowledge on Pre-Kindergarten Effects


April 20, 2017 Economics and FinanceOutcomesQuality and Curriculum

The question of how the U.S. will develop a citizenry with the skills necessary to meet the challenges of the 21st century has attracted the attention of legislators, scientists, and educators. Answering this question leads inevitably to its roots: how well are we preparing young children to enter kindergarten ready to learn? Educators in k-12…

State(s) of Head Start


December 16, 2016 AccessAssessmentFederalQuality and Curriculum
W. Steven Barnett, Ph.D. and Allison H. Friedman-Krauss, Ph.D.

The National Institute for Early Education Research’s (NIEER) State(s) of Head Start report is the first report to describe and analyze in detail Head Start enrollment, funding, quality, and duration, state-bystate. The report focuses on the 2014-2015 program year but also provides longitudinal data beginning with the 2006-2007 program year. Despite the fact that Head…

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms


October 16, 2016
Christina Yeager Pelatti, Jaclyn M. Dynia, Jessica A. R. Logan, Laura M. Justice, Joan Kaderavek

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. About 10 percent of all preschoolers are diagnosed with a disability and nearly half of preschool-aged children with…