Browsing: Achievement gap
How much can high-quality Universal Pre-K reduce achievement gaps?
Allison Friedman-Krauss, Ph.D.
In a report published by the Center for American Progress, NIEER researchers find that providing high-quality prekindergarten to all children nationally would dramatically reduce inequality in academic preparedness at kindergarten entry. Here we provid
Newly released findings from Vanderbilt’s rigorous study of Tennessee’s state-funded pre-K program are a needed tonic for overly optimistic views. No study stands alone, but in the context of the larger literature the Tennessee study is a clear warning
Common Core and DAP: Seeking clarity
April 20, 2015 Kyle Snow, Ph.D, Director, Center for Applied Research, National Association for the Education of Young Children, discusses Common Core State Standards and Developmentally Appropriate Practice. The numerous, and diverse, entries in this
What is Developmentally Appropriate Math?
Douglas H. Clements, preschool and kindergarten teacher, Kennedy Endowed Chair in Early Childhood Learning, Executive Director, Marsico Institute for Early Learning and Literacy, and one of the members of the Common Core work groups, responds (with ass
In this post, Jere Confrey, Joseph D. Moore Distinguished University Professor, Science, Technology, Engineering and Mathematics (STEM) Department, College of Education, North Carolina State University, discusses why the Common Core State Standards fo
Early Education Has Its Day
Yesterday, the White House hosted its first Summit on Early Childhood Education. The Summit brought together a wide variety of stakeholders, including local government officials; private philanthropy; researchers; federal government officials; and busi
In a response for the Washington Post Answer Sheet, Steve Barnett, director of the National Institute for Early Education Research deconstructs a new Cato Institute policy brief by David J. Armor, professor emeritus of public policy at George Mason Uni
Is New York City Mayor Bill De Blasio’s method for expanding Pre-K a model for other cities?
In this week’s edition of The Weekly Wonk, the weekly online magazine of the New America Foundation, experts were asked: Is New York City Mayor Bill De Blasio’s method for expanding Pre-K a model for other cities? NIEER Director Steve Barnett and Polic
Anticipating quality for all children
I remember the anticipation each fall as school was about to begin. So much was going on in my mind. Who was going to be in my class? What kind of year was it going to be? What were we going to learn? I was excited. I was nervous. These memories are no
Saturday marked the 60th anniversary of Brown v. Board of Education, declaring that separate educational facilities are inherently unequal, and marking a major step forward in the Civil Rights movement. Yet 60 years later, equal access to high quality
Children and Poverty: the Role of Preschool
This guest post was written by NIEER Senior Research Fellow Cynthia Lamy. Dr. Lamy is a developmental and educational psychologist whose research and writing focuses primarily on children at risk of school failure, due to the many influences of poverty
Why preschool critics are wrong
In a recent blog on his Brookings Institution site, Grover Whitehurst claims that the preponderance of scientific evidence does not indicate lasting positive benefits from preschool. Others disagree, he says, because they are not as “picky” about the
The Profound Impact of Early Education
Every family in the United States should be able enroll their child in good preschool program, beginning at age three and ought to have access to good child care–including that provided by themselves at home–for infants and toddlers. The benefits wo
A new paper, Equity and Excellence: African-American Children’s Access to Quality Preschool, by W. Steven Barnett and Megan Carolan at NIEER and David Johns of the White House Initiative on Educational Excellence for African Americans (WHIEEAA), examin
Hispanic children and families have been hit particularly hard due to recent funding cuts in state-funded pre-K. While the State Preschool Yearbook does not break down data by ethnicity, our data on state efforts combined with other sources paints a tr
One critical lesson we can draw from this recession is that demand for knowledge workers is increasing at a furious rate — so fast that many skilled people who found themselves out of work when the recession began now find themselves behind the curve k
Head Start: Mend It, Don’t End It
One of the most neglected questions in the ECE policy arena is “How should we respond to the failure to find lasting effects for Head Start and Early Head Start after investing years and many millions in nationwide randomized trials of those important
Why I’m Going to Head Start
As many of you know, I recently transitioned to a new position as Senior Vice President for Early Learning, Research and Training at Acelero Learning and will no longer be co-director of NIEER. I’ve loved my job at NIEER – the research has been interes
NIEER co-directors Ellen Frede and Steve Barnett discuss the critical role pre-K plays in closing the achievement gap in the May/June issue of NAESP’s Principal magazine. Drs. Frede and Barnett note that the availability of preschool is a strong predic
As revealed in The State of Preschool 2010, enrollment in state-funded pre-K programs nationwide has been negatively impacted by these bad budget years. Enrollment of 4-year-olds nationwide grew by only 3.9 percent, and 3-year-old enrolled actually dec