National Institute for Early Education Research
National Institute for Early Education Research
2020 State of Preschool Yearbook

PRESCHOOL MATTERS TODAY

COVID-19: My time, your time, our kids’ time.

A Few of Our Favorite Things to Support Preschoolers’ Home Learning

A Teacher-Parent-Child Learning Community Model during COVID Pandemic: An Example from Anji County, China

Ensuring Benefits for All Preschoolers

Remote schooling failed our preschoolers. We have to do better.

Years After Funding Cuts, Preschool Yet to Recover

Lessons from China to Keep and Teach Our Children Well, Especially the Youngest

Honor The Essential Early Childhood Workforce During The COVID-19 Pandemic: Some Examples And New Ideas

What Must We Do Right Now for Child Care Providers?

Beyond Borders in a Crises: the Global Response to Support Children

Into the unknown. Managing home-schooling and work in the age of COVID-19.

Financing High-Quality Infant-Toddler Care

Should Lead Teachers Have Their Own Credential?

Download NIEER’s Benchmarks for High-Quality Pre-K

My Search for the Holy Grail: High Quality Infant Care: Part II

My Search for the Holy Grail: High Quality Infant Care: Part I

Instructional alignment for sustaining the prekindergarten boost: Early findings from Boston

Finding Hidden Data Treasure – 2018 Update

Reimagining ECE’s Approach to Change

Child Care Policy Should be Good for Kids Not Just for Politicians

LATEST NIEER RESEARCH

An exploratory study of the use of time diaries to understand young children’s experiences during the pandemic

Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)

The Financial Impact of COVID Licensing Standards on NJ Child Care Providers

Impacts of the New Mexico PreK initiative by children’s race/ethnicity

Young Children’s Home Learning and Preschool Participation Experiences During the Pandemic

Special Report: How Will The COVID-19 Pandemic Impact Pre-K?

China ECE Policy Response to COVID-19

Seattle Pre-K Program Evaluation

Barriers to Expansion of NC Pre-K: Problems and Potential Solutions

aeioTU Longitudinal Study

RWJF RESEARCH: EXCELLING IN EARLY EDUCATION–NJ

Strategies in Pursuit of Pre-K Teacher Compensation Parity:

Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey’s Abbott Districts to Improve their Qualifications

Preschoolers’ Executive Function: Importance, Contributors, Research Needs and Assessment Options

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

Brookings Institution: The Current State of Scientific Knowledge on Pre-Kindergarten Effects

State(s) of Head Start

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms

Public Pre-K Financial Landscape

How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?