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Analyses of assessment issues and information on preK standards across the nation and by state

Assessment

State(s) of Head Start


December 2016
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…

Implementing 15 Essential Elements for High Quality: A State and Local Policy Scan


July 2016
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….

Technical Report: Kindergarten Early Learning Scale


September 2014
Shannon Riley-Ayers, Kwanghee Jung, & Jorie Quinn

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.

Acelero 2011-12 Program Evaluation—Summary Report


June 2013
Steve Barnett and Kwanghee Jung

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 2013
Kwanghee Jung, W. Steven Barnett, Jason T. Hustedt, Jessica Francis

Arkansas’ state-funded preschool program has been found to have positive effects on children’s receptive vocabulary, math, and literacy.

Improving Early Education Programs through Data-based Decision Making


February 2011

This NIEER working paper presents five options for studying the effectiveness of state-funded preschool education programs.

Early Learning Scale: Technical Report


September 2010

This technical report from NIEER researchers on the Early Learning Scale offers information on the use and reliability of the instrument and on the validity of the data.

New Jersey Preschool Expansion Assessment Research Study (PEARS)


December 2009

The capacity and quality of non-Abbott child care centers, Head Start programs, and school district preschool programs across New Jersey are assessed in this study by NIEER.

Policy Brief – Preschool Curriculum Decision-Making: Dimensions to Consider


March 2007

This report provides a framework for decision-makers to use in evaluating which curriculum might be most appropriate for their specific preschool education program.

Policy Brief – Early Literacy: Policy and Practice in the Preschool Years


April 2006

Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates and enhanced productivity in adult life. This policy brief synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.