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Browsing by topic: State & Local

Research Reports

Strategies in Pursuit of Pre-K Teacher Compensation Parity:


October 3, 2017 Economics and FinanceState & LocalWorkforce

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 29, 2017 Governance and AccountabilityQuality and CurriculumState & LocalWorkforce
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…

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


April 25, 2017 Economics and FinanceState & LocalWorkforce
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…

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


December 1, 2015 State & LocalState Pre-K Evaluations
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 1, 2013 OutcomesQuality and CurriculumState & LocalState 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.

Expanding Access to Quality Pre-K is Sound Public Policy


December 1, 2013 AccessEconomics and FinanceOutcomesState & LocalUniversal and Targeted

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…

Longitudinal Effects of the Arkansas Better Chance Program: Findings from First Grade through Fourth Grade


May 1, 2013 AssessmentOutcomesState & LocalState Pre-K Evaluations
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 1, 2013 OutcomesState & LocalState Pre-K Evaluations
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.

Determinants of Household Participation in Florida’s Voluntary Prekindergarten Program


December 1, 2011 AccessState & Local

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 1, 2011 AccessState & Local

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.