April 11, 2016 Access • Outcomes • Quality and Curriculum
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:…
December 1, 2013 Access • Quality and Curriculum
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?
December 1, 2013 Outcomes • Quality and Curriculum • State & Local • State Pre-K Evaluations
Beginning in the 2005-2006 school year, the seventh year of implementation of the high-quality pre-K program in New Jersey's Abbott districts, NIEER began a longitudinal study to measure learning gains from participating in Abbott pre-K. At the time the study began, quality had risen but not yet to its current level, and 40,500 3- and 4-year-old children were served. This fact sheet presents key takeaways from NIEER's longitudinal study of the program quality and child outcomes.
June 1, 2013 Quality and Curriculum
A survey of the quality of infant and toddler child care in Essex County (including Newark, Orange, Irvington and East Orange) finds that high quality care is scarce, especially for infants. Poor quality care is far too common. Recommendations for improvement are offered based on a study of the determinants of care quality in Essex County.
September 1, 2011 Access • Economics and Finance • Quality and Curriculum • Universal and Targeted
In this paper for the National Research Council and U.S. Equity and Excellence Commission, NIEER Director Steve Barnett looks at studies that provide rigorous estimates of the effects of some large scale, state-funded pre-K programs – both targeted and universal. Using available data on preschool access in the United States, Dr. Barnett also provides estimates on pre-K enrollment by family income and the costs of providing educationally effective pre-K programs to all children.
February 1, 2011 Assessment • Quality and Curriculum • State & Local • State Pre-K Evaluations
This NIEER working paper presents five options for studying the effectiveness of state-funded preschool education programs.
October 1, 2010 Economics and Finance • Outcomes • Quality and Curriculum
Ron Haskins and Steve Barnett focus on Early Head Start, Head Start, and home visiting programs in this collection of papers they edit. Promising recommendations include closing ineffective Head Start centers or giving other program operators the opportunity to compete for Head Start.
Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development
May 1, 2010 Outcomes • Quality and Curriculum
The latest report from the NICHD child care study that has tracked more than 1,000 kids from birth to age 15 finds benefits of high-quality child care last into the teenage years.
September 1, 2009 Outcomes • Quality and Curriculum
This paper reviews the international evidence on the benefits of early childhood interventions.
March 1, 2009 Outcomes • Quality and Curriculum • Workforce
Does a teacher's bachelor's degree have a positive impact on early childhood education outcomes? This meta-analysis was conducted to provide a quantitative synthesis of research findings on the relationship of teacher educational attainment and measures of classroom quality and child development.