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Browsing by topic: Outcomes

Policy Briefs

Technical Report: Kindergarten Early Learning Scale


September 1, 2014 AssessmentOutcomesQuality and Curriculum
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.

Equity and Excellence: African-American Children’s Access to Quality Preschool


November 1, 2013 AccessOutcomes
Steve Barnett, Megan Carolan, and David Johns

This policy report, 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.

Early Childhood Education: Pathways to Better Health


April 1, 2013 AccessOutcomesQuality and Curriculum

This brief presents the multiple pathways through which early childhood education programs can contribute to better health, in both the short and long term.

Getting the Facts Right on Pre-K and the President’s Pre-K Proposal


February 1, 2013 AccessEconomics and FinanceOutcomesState & LocalState Pre-K EvaluationsUniversal and Targeted
W. Steven Barnett

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.

Policy Brief – Preparing Young Hispanic Dual Language Learners for a Knowledge Economy


January 1, 2013 AccessEnglish Language LearnersOutcomesQuality and Curriculum

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.

The APPLES Blossom: Abbott Preschool Program Longitudinal Effects Study (APPLES), Preliminary Results through 2nd Grade


July 1, 2009 OutcomesState & LocalState Pre-K Evaluations

An ongoing study of New Jersey’s pre-K program finds that attending the program reduces grade retention and improves language, literacy and math skills.

Policy Brief – Math and Science in Preschool: Policies and Practice


March 1, 2009 OutcomesQuality and CurriculumWorkforce

This policy brief reviews research addressing the development of mathematics and science knowledge in preschool children, identifies areas that require further study, and outlines recommendations for early education policy in these domains.

Policy Brief – Connecting Neurons, Concepts, and People: Brain Development and its Implications


December 1, 2008 OutcomesQuality and Curriculum

This policy brief summarizes what is known about early brain development and corrects some of the common misunderstandings of the research.

Preschool Education and Its Lasting Effects: Research and Policy Implications


September 1, 2008 OutcomesQuality and Curriculum

Amid debate over the benefit of preschool programs, this new brief examines what researchers currently know about the potential of those programs to bring about positive change.

Policy Brief – Challenging Behaviors and the Role of Preschool Education


December 1, 2007 OutcomesQuality and Curriculum

This policy brief from NIEER examines the role of preschool education in regard to problem behaviors in young children.