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Research on elements of quality of preK, links between quality and outcomes, and inclusion

Quality and Curriculum

RWJF RESEARCH: EXCELLING IN EARLY EDUCATION–NJ


June 2018

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. Purpose Research has indicated a link between physical activity and children’s cognitive performance, as well…

NIEER Pre-K Data Snapshot: State Policies that Support Curriculum in Preschool


May 2018
GG Weisenfeld

The National Institute for Early Education Research (NIEER) researches and disseminates an annual report profiling state-funded prekindergarten programs throughout the United States. NIEER’s State of Preschool yearbook is the only national report on state-funded preschool programs with detailed information on enrollment, funding, teacher qualifications, and other policies related to quality, such as the presence of a qualified teacher and assistant, small class size, and low…

Building Capacity to Enact Change for Classroom Quality Improvement in New Jersey


January 2018
Shannon Riley-Ayers, Sharon Ryan, Alexandra Figueras-Daniel, Vincent Costanza, and Kaitlin Northey

State Education Agencies (SEAs) across the country are working to directly impact early childhood teaching and learning in local education agencies (LEAs).  To do this, the SEA must rely on local change agents to increase classroom quality across a state. The work presented in this paper set out to build the capacity of educators, teachers…

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


June 2017
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…

aeioTU Longitudinal Study


April 2017

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…

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


April 2017

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 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….

How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?


April 2016

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:…

Responses to Top Concerns about Common Core State Standards


April 2015
Kirsty Clarke Brown, Editor

A collection of blog posts from early childhood education experts, on concerns about Common Core State Standards in early childhood education, including selected resources for parents and educators. You can link to the first post in the series here:  http://preschoolmatters.org/2015/03/26/top-concerns-about-common-core-st… and click on the sidebar there for March and April to find other posts.