Menu Close

Review preK standards and evaluations, private partnerships, and access, quality and funding

State & Local

Strategies in Pursuit of Pre-K Teacher Compensation Parity:


October 2017

The National Institute for Early Education Research is proud to partner with the  Center for the Study of Child Care Employment  at UC Berkeley on release of a new report revealing how states and cities are closing the gap in compensation between equally qualified pre-K teachers and kindergarten and elementary school teachers. This report is the third in a series of materials on…

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…

In Pursuit of Pre-K Parity


April 2017
Marcy Whitbook, Ph.D. and Caitlin McLean, Ph.D.

A Proposed Framework for Understanding and Advancing Policy and Perspective  More than half of all state-funded pre-kindergarten (pre-K) programs now require lead teachers to earn a bachelor’s degree or higher, as do many city-funded pre-K programs, yet salaries and benefits for pre-K teachers are consistently lower than the average salary for public school elementary school…

Teacher Compensation Parity Policies and State-Funded Pre-K Programs


April 2017
W. Steven Barnett, Ph.D. and Richard Kasmin

Although the phrase compensation parity policy for preschool teachers may seem clear at first, the term is used in a variety of ways and refers to a range of different policies. All of these policies seek to improve the financial rewards for teaching preschool relative to teaching older children, but they differ in how far…

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….

Response to The Early Learning Collaborative Act of 2013: Evaluation of the Operations and Effectiveness of the Program


December 2015
Allison Friedman-Krauss, Ph.D.

PEER’s report evaluating Mississippi’s Early Learning Collaborative Preschool Program relies on research that does not meet the high standards needed to reach valid conclusions regarding program effectiveness that is typically used to inform policy. Several limitations of the data and methodology are acknowledged in the report.

Fact Sheet: The Abbott Preschool Program Longitudinal Effects Study (APPLES)


December 2013

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.

Expanding Access to Quality Pre-K is Sound Public Policy


December 2013

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…

Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012


June 2013
W. Steven Barnett, Ph.D. and Megan E. Carolan, MPP

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.

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.