May 5, 2023 – Volume 22, Issue 18


Our 20th State of Preschool Yearbook Report Will Be Released this Month!   

Our 2022 State of Preschool Yearbook report will be released Wednesday, May 17th. The 2022 Yearbook, our 20th report, primarily reports on the 2021-2022 school year, when we start to see recovery from the negative impacts of the pandemic, in comparison to pre-pandemic findings, how far we’ve come over the last two decades and what needs to come next.   

 Watch:  CELFE’s Funding pipelines explained 

The Center for Early Learning Funding Equity (CELFE) released their second video helping to ‘translate’ the complexity of equitable funding design. The video adds to CELFE’s expanding toolbox to promote investigation and conversation around how we can more equitably and adequately fund services for children ages 0-5. Watch now. 

Join: Equitable early learning for dual language learners – Tuesday, May 9th  

Compared to their monolingual English-speaking peers, dual language learners (DLLs) in toddler and preschool classrooms across the U.S. are experiencing significantly less interaction with their teachers, according to a new analysis from Language Environment Analysis’s (LENA) “talk pedometer” technology. Join a panel of experts and advocates to unpack what is happening, and what can be done to foster equitable early learning environments. Register now. 


Our Latest Feature: NIEER Report Shows Importance of Including Family Child Care Programs in Publicly-Funded Pre-K 

Despite the widely documented benefits of pre-K, only 39% of 4-year-olds and 14% of 3-year-olds were enrolled in publicly funded programs (such as state-funded pre-K, special education, and Head Start) in the 2020-2021 school year. State-funded pre-K is offered in mixed-delivery settings in most states, meaning that children are served in a variety of settings, including public schools, child care centers, Head Start, and private schools. Recently, decision-makers and advocates are proposing increasing enrollment slots in other care settings, such as in family child care (FCC) homes, as a strategy to allow more young children to access pre-K. Read more. 


Weekly Feature 

Qualitative Research in Early Childhood Education and Care Implementation 

In this important paper published in 2012, the author argues that there is a need for a more systematic approach to examining the implementation of early childhood education and care (ECEC) that could be akin to implementation science developed in the health sciences. She suggests that qualitative research can complement the quantitative research tradition to achieve this end. Read more. 

Publish in the International Journal of Child Care and Education Policy (IJCCEP)  

  • It’s FREE – article processing charges for all articles published in the journal are fully sponsored.  
  • The journal is indexed by Emerging Sources Citation Index (ESCI) and by Scopus.  
  • All articles are published under the Creative Commons Attribution License 4.0 license. Authors will retain copyright. 


Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School 

Researchers found “consistent positive associations” between preschool attendance and school-based parental involvement in early elementary school, based on national data. The study utilized data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011. Read the study. 

Adherence to the World Health Organization’s Physical Activity Recommendation in Preschool-Aged Children: A Systematic Review and Meta-Analysis of Accelerometer Studies 

Researchers conducted a new systematic review and meta-analysis aimed at examining adherence to the World Health Organization’s physical activity recommendations for preschool-aged children. They suggest that “the majority of young children are adhering to the overall recommendation and the individual TPA and MVPA aspects of the recommendation,” but that “large-scale, intercontinental surveillance studies are needed to further strengthen the evidence regarding the prevalence of preschool-aged children achieving physical activity recommendation globally.” Read the study.  

Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language 

A new report released in AERA Open leveraged “six years of public prekindergarten (pre-K) and kindergarten data from the Boston Public Schools to examine enrollment in BPS pre-K from 2012–2017 for students from different racial/ethnic, socioeconomic, and linguistic groups” and found, among other things, that “Black students lived about a quarter of a mile farther than their White peers from the nearest program in a higher-quality school, with gaps widening over time” and that “closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school.” The researchers discuss the study’s implications for both policy and future research. Read the study. 

Centre-based Childcare in Early Childhood and Growth in Later Childhood: A Prospective Cohort Study.  

Researchers suggest that center-based child care “may be an early intervention for the prevention of childhood obesity” after examining associations between center-based attendance and rates of overweight and obesity in later childhood. They also report that “associations were stronger for children from lower income families.” Read the report. 


The Rutgers Graduate School of Education (GSE) at Rutgers University-New Brunswick welcomes applications for its inaugural Social Justice in Education Research Post-Doctoral Fellows cohort.   

The GSE seeks two colleagues whose research focuses on advancing diversity, access, and social justice in education and society. The Post-Doctoral Fellows program is intended to support research and teaching fellows, specifically preparing scholars of color to seek and secure tenure-track faculty positions at research universities. The length of fellowships is for two years. The position will begin in September 2023. Apply now.  

U.S. Education Department requests nominations to serve on the Regional Advisory Committees 

The Secretary of Education invites interested parties to submit nominations for individuals for appointment to serve on the Regional Advisory Committees (RACs). The Secretary is establishing the RACs to collect information on the education needs of each region and how those needs may be addressed through technical assistance activities provided by Comprehensive Centers. Nominations may be submitted to following the instructions in the “ADDRESSES” section of the Request for nominations to serve on the Regional Advisory Committees published in the Federal Register on April 11, 2023 

The deadline for nominations is May 11, 2023. For more details regarding the RACs and the nomination process, please consult the Request for nominations. 

The Foundation for Child Development is currently accepting proposals for its 2024 Young Scholars Program  

YSP supports scholarships for early-career researchers. The program funds implementation research that is policy and practice relevant, and that examines the preparation, competency, compensation, well-being, and ongoing professional learning of the early care and education workforce. To increase the diversity of research perspectives, the Foundation encourages applications from scholars who are from underrepresented groups and scholars who represent a variety of disciplines and methodological approaches. Letter of Intent deadline Tuesday, June 13, 2023, at 8 PM ET. Apply here.   

More Opportunities  

Director, Maryland Early Childhood Leadership Program 

Vice President of Policy and Government Relations, JumpStart 

Early Childhood Associate/Senior Associate, School Readiness Consulting 

Principal Associate – Early Childhood Advising & Strategy Focused, School Readiness Consulting 

Early Childhood Policy Fellowship, Bank Street College 

Policy and Planning Division Director, Office of Head Start (OHS)