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

State & Local

Seattle Pre-K Program Evaluation


October 2018

The National Institute for Early Education Research at Rutgers University and  Cultivate Learning,  at the University of Washington, have conducted evaluations of the demonstration phase of the Seattle Preschool program. Evaluations assessed preschool quality and measured children’s gains in receptive vocabulary, literacy, math and executive functions. The City of Seattle is in the final year of a…

Opportunities & Policies for Young Dual Language Learners


July 2018
Milagros Nores, Ph.D., Allison Friedman Krauss, Ph.D., and Ellen Frede, Ph.D.

One of the most significant recent trends in the U.S. education system is that white students are no longer the majority. This trend is mainly driven by growth in both the number and percentage of Hispanic children. The share of Hispanic students among kindergarten children increased from 19 percent in 1998 to 24 percent in…

NIEER Pre-K Data Snapshot: State Policies Supporting Comprehensive Preschool Services


June 2018
GG Weisenfeld Ed.D. and Nicole DiCrecchio Ed.D.

Third in a series of policy briefs addressing specific topics based on  State of Preschool yearbook  data. For the past 15 years, NIEER has been collecting information on what comprehensive services state-funded preschool programs have provided to children and families. Comprehensive services encompass health and nutrition, such as providing a daily meal, participation in transition to kindergarten activities, and referrals for those…

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. Subscribe to RWJF/NIEER Research Study Newsletter Purpose Research has indicated a link between physical activity and children’s cognitive performance, as well…

NIEER Pre-K Data Snapshot: Lead Teacher Workforce–Qualifications, Pay and Parity


May 2018
Allison Friedman-Krauss, Ph.D and Rich Kasmin, M.A.

Second in a series of policy briefs addressing specific topics based on State of Preschool yearbook data. Teachers are a strong direct determinant of preschool program quality, and state pre-k program polices influence who becomes and stays a teacher as well as the competencies they acquire. [i] This fact sheet reviews state policies regarding lead teacher qualifications, compensation, and professional…

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…

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…