NIEER Pre-K Data Snapshot: Pre-K and Kindergarten Entry Assessment (KEA) Alignment: 2018-2019 School Year
Assessments of children’s learning and development can be important tools for teachers, administrators, and even parents. Used together with other information, they may inform the teaching of individual children and—when aggregated—decisions about how
Introduction The 2011 Race to the Top Early Learning Challenge Grant was instrumental in introducing to states the concept of systematically collecting and using data from formative assessments of children at kindergarten entry.1 By the 2018-2019 schoo
GG Weisenfeld and Lori Connors-Tadros
One of the goals of pre-K programs funded by states is to support the learning and development of young children. Research finds that only high-quality programs can achieve positive, long-term outcomes in areas such as student achievement, educational
By Lori Connors-Tadros and GG Weisenfeld
There are three critical steps to ensure adequate funding for high quality pre-K. First, fully specify quality standards, the number of children to be served, and a timeline to achieve these; then cost it out year-by-year if these increase over time. C
NIEER Pre-K Data Snapshot: State Pre-K Policies: Salary Parity Varies with Teacher Qualifications and Setting
An all too common complaint in the early childhood field is that low salaries for preschool teachers and lack of pay parity with K-12 teachers in the public schools creates serious problems. These include low morale and difficulty recruiting and retain
By Sima Bernstein, W. Steven Barnett and Debra J. Ackerman
By Sima Bernstein, W. Steven Barnett and Debra J. Ackerman Kindergartners enter school with widely varying levels of skills and development across and within demographic groups. Children of families with higher socio-economic status (SES) score higher
Allison Friedman-Krauss, Sima Bernstein and W. Steven Barnett
While the link between schooling and health has been well established, the direct and indirect effects of early childhood education programs on health have recently become a more substantial focus of research. This brief summarizes the research evidenc
Milagros Nores, Ph.D., Allison Friedman Krauss, Ph.D., and Ellen Frede, Ph.D.
One of the most significant recent trends in the U.S. education system is that white students are no longer the majority. This trend is mainly driven by growth in both the number and percentage of Hispanic children. The share of Hispanic students among
GG Weisenfeld Ed.D. and Nicole DiCrecchio Ed.D.
Third in a series of policy briefs addressing specific topics based on State of Preschool yearbook data. For the past 15 years, NIEER has been collecting information on what comprehensive services state-funded preschool programs have provided to childr
Allison Friedman-Krauss, Ph.D and Rich Kasmin, M.A.
Second in a series of policy briefs addressing specific topics based on State of Preschool yearbook data. Teachers are a strong direct determinant of preschool program quality, and state pre-k program polices influence who becomes and stays a teacher a
The National Institute for Early Education Research (NIEER) researches and disseminates an annual report profiling state-funded prekindergarten programs throughout the United States. NIEER’s State of Preschool yearbook is the only national report on st
Shannon Riley-Ayers, Sharon Ryan, Alexandra Figueras-Daniel, Vincent Costanza, and Kaitlin Northey
State Education Agencies (SEAs) across the country are working to directly impact early childhood teaching and learning in local education agencies (LEAs). To do this, the SEA must rely on local change agents to increase classroom quality across a sta
W. Steven Barnett, Ph.D.
This policy Fast Fact was originally published in February 2013 and recently re-loaded to our website. Both science and public policy are best advanced based on impartial analysis of all the available evidence. No single study stands on its own, much l
Marcy Whitbook, Ph.D. and Caitlin McLean, Ph.D.
A Proposed Framework for Understanding and Advancing Policy and Perspective More than half of all state-funded pre-kindergarten (pre-K) programs now require lead teachers to earn a bachelor’s degree or higher, as do many city-funded pre-K programs, ye
W. Steven Barnett, Ph.D. and Richard Kasmin
The purpose of this paper is to consider the potential implications of funding state pre-K programs through some version of the school funding formulas used in K-12 with particular attention to how this might facilitate more adequate compensation for a
W. Steven Barnett, G.G. Weisenfeld, Kirsty Clarke Brown, Jim Squires, and Michelle Horowitz
See the 2018 report Implementing 15 Essential Elements for High-Quality Pre-K: An Updated Scan of State Policies In this report we explore the extent to which 41 states, the District of Columbia, and three large cities support high-quality state-funded
Kirsty Clarke Brown, Editor
A collection of blog posts from early childhood education experts, on concerns about Common Core State Standards in early childhood education, including selected resources for parents and educators. You can link to the first post in the series here: ht
Shannon Riley-Ayers, Kwanghee Jung, & Jorie Quinn
W. Steven Barnett, Megan Carolan, and David Johns
W. Steven Barnett, Ph.D. and Megan E. Carolan, MPP
NIEER has tracked the policies of state-funded preschool programs through its State Preschool Yearbook from the 2001-2002 through the 2011-2012 school year. The Yearbook has collected information on enrollment, funding, and quality standards, as well a