February 10, 2024
New Leadership Resources
Leadership is vitally important for strong early childhood programs and research and technical assistance to support leaders and leadership has been an essential element of NIEER’s work past and present. For example, Building Early Learning Latiné Educators (BELLE) is a leadership academy aimed at improving representation of Latiné leaders in decision making spaces. New and noteworthy leadership resources are featured below.
The Early Care and Education Leadership Study (ExCELS) study led to the development of a new measure of leadership in center-based ECE settings. Learn more about the ExCELS measure and descriptive study and explore materials designed to support use of the leadership measure and study data through the links below:
A report sharing a comprehensive description of the purpose, theory, methods, measurement development, and results of the descriptive study.
A data user’s guide presenting an overview of the study, as well as details on the data file content and structure of restricted-use ExCELS data files.
A guide providing instructions for the administration and scoring of the new leadership measure.
Thursday, March 7th, 2024
Whether you're a program administrator, a direct provider, or an advocate, this webinar is designed to empower you with essential tools and insights for successful leadership in ECSE. Explore ways to harness positive experiences, feedback, formal learning, and daily interactions to elevate your leadership skills.
The 2022 Yearbook survey delves into child-level data availability and use in state-funded preschool programs across 43 states, Washington, D.C., and Guam. Key issues include data collection on home language, race/ethnicity, family income, program attendance, and absences. The report identifies gaps in publicly reporting this data, affecting transparency and accountability.
Data on Equitable Program Access:
- Home Language: 82% of programs collect data, 25% report publicly.
- Race/Ethnicity: 84% collect data, 38% report publicly.
- Income: 84% collect data, 34% report publicly.
- Attendance/Absences: 72% collect data, 25% report publicly.
Data Related to Program Quality and Child Outcomes:
- Developmental Screenings: 34% collect data, 2 programs report publicly.
- Preschool Child Assessments: 53% collect data.
- Kindergarten Child Assessments: 48% collect data.
- Classroom Quality Assessments: 56% collect data, 19% report publicly.
- Teachers’ Education Level: 74% of administrators have access to data, 25% report publicly.
The report emphasizes the need for comprehensive data to ensure equitable access and effective program outcomes, urging improved data collection, accessibility, and transparency for informed policy and practice. Explore the full report now.
Exploring Nature in Early Learning: Share Your State's Initiatives with NIEER
NIEER is interested in learning more about how states are using PDG B-5 funding to support nature-based learning opportunities, outdoor play, and/or environmental education. If your state is using funding to support these efforts (or anything similar), please let us know by emailing Kate Hodges at firstname.lastname@example.org.
A study by Eun Kyeong Cho and Leslie J. Couse from the University of New Hampshire examines challenges in the U.S. early childhood education and care (ECEC) system. It highlights decentralization, teacher shortages, and low entry requirements. Efforts to address these include enhancing teacher quality, demographic profiles, and regulatory standards. The study underscores the need for strategic interventions by policymakers to improve nationwide ECEC service quality.
- 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.
A study by Marie Krenger and Catherine Thevenot from the University of Lausanne challenges previous assumptions about finger counting's efficacy in early math development. Following 172 children aged 4 ½ years over a year, the research reveals that children using finger counting consistently outperformed non-users in accuracy and showed greater potential for improvement in addition skills over time. Read more
A team of six researchers from NYU Grossman School of Medicine has conducted a study using a culturally sensitive assessment tool to examine Latinx parent engagement. The research, involving a diverse sample of Latinx families, highlights significant associations between different dimensions of Latinx parent engagement and indicators of child school readiness. Beyond traditional school-based involvement, the findings emphasize the importance of culturally relevant aspects of parent engagement. Read more.
In a thorough review, researchers, Nicole Homerin and Robin L. Dodds of California State University, Los Angeles, CA, shed light on the often overlooked transition from early intervention to preschool for children with multiple disabilities. The study identifies key barriers and highlights potential avenues for improvement during this significant milestone. The research underscores the necessity for tailored interventions and comprehensive support mechanisms, aiming to inform and enhance transition practices and policies for families of children with multiple disabilities. Read more
S. Mire of Baylor University and Julie C. Dunsmore of the University of Houston advocate for nationwide investment in mental and behavioral health (MBH) prevention within U.S. public schools. Using the multi-tiered support system (MTSS) public health model, they propose three key initiatives: universal access to high-quality pre-kindergarten, evidence-based social and emotional learning, and universal MBH screening with tiered support services. The authors assert that leveraging the school system is crucial for proactively addressing youth MBH, preventing long-term mental and behavioral health issues. Read more
Ashley Davison is the Director of Communications for NIEER. In her role, she leads the institute’s development and implementation of audience-centric marketing and media strategies. Through a broad use of digital and content marketing, she seeks to elevate the position of the NIEER, leadership, and mission-related work.
The National Institute for Early Education Research (NIEER) at the Graduate School of Education, Rutgers University, New Brunswick, NJ, conducts and disseminates independent research and analysis to inform early childhood education policy.