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

State & Local

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.

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up


March 2013
W. Steven Barnett, Kwanghee Jung, Min-Jong Youn, and Ellen C. Frede

The multi-year study of New Jersey’s Abbott Preschool Program shows that children in the state’s most disadvantaged communities who participate in the pre-K program make significant gains in literacy, language, math and science through 4th and 5th grade.

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


February 2013
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.

Determinants of Household Participation in Florida’s Voluntary Prekindergarten Program


December 2011

This NIEER working paper looks at the determinants of household awareness of and participation in the Florida VPK program.

“Who’s in the Circle?” A Study of Family Participation in Georgia’s Pre-K Program


December 2011

This NIEER working paper presents the results of a study that examines which household characteristics are related to the probability of participating in the voluntary pre-K program.