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….
Many children of color and children from low-income families enter kindergarten without the academic skills they need to succeed. Compared to their white peers, African American and Hispanic children are anywhere from 9 to 10 months behind in math and 7 to 12 months behind in reading when they enter kindergarten. These achievement gaps are concerning:…
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?
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…
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.
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 brief presents the multiple pathways through which early childhood education programs can contribute to better health, in both the short and long term.
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.
This brief addresses issues of preschool access and quality that are specific to Hispanic children but which can also apply to some other largely disadvantaged and immigrant groups.
Estimated Participation and Hours in Early Care and Education by Type of Arrangement and Income at Ages 2 to 4 in 2010
This working paper by NIEER Director Steve Barnett and NIEER Associate Director of Research Milagros Nores estimates participation in early childhood education programs by child’s age, program setting, family income level, and child’s household language.