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Statement from the Alliance for Learning Innovation, Data Quality Campaign, Digital Promise, InnovateEDU, Knowledge Alliance, and Results for America on the Administration’s Cancellation of Almost 100 Institute of Education Sciences Contracts

If there is one educational activity that makes the most sense for the federal government, it is support for educational research that informs every state and district. 

A coalition of education advocacy organizations, including the Data Quality Campaign, has expressed concern over the administration's recent cancellation of nearly 100 contracts with the Institute of Education Sciences (IES). They argue that these cuts threaten the ability of states and school districts to enhance educational outcomes and maintain global competitiveness. The coalition emphasizes that federal support for research is crucial for providing educators with data to make informed decisions tailored to their students' needs. 

Excessive screen time linked to lower language development in toddlers

A recent study published in PLOS ONE examined screen time among toddlers in 19 Latin American countries, revealing that increased exposure to screens, particularly television and smartphones, is associated with lower language development scores. Conversely, activities such as shared screen time with adults and regular book reading were linked to improved language skills. The findings suggest that while screen use is prevalent among toddlers, engaging in interactive and educational activities with caregivers can mitigate potential negative impacts on language acquisition. 

Abbott Preschool at 25: Declining Enrollment Puts a Landmark Program at Risk,

The Education Law Center's recent report, "Abbott Preschool at 25: Declining Enrollment Puts a Landmark Program at Risk," highlights concerning trends in New Jersey's Abbott Preschool Program. Between 2015-16 and 2019-20, enrollment steadily declined, with a significant 20% drop during the 2019-20 to 2020-21 period, exacerbated by the COVID-19 pandemic. As of the 2023-24 school year, enrollment remains below pre-pandemic levels, with approximately 35,000 children participating. The report emphasizes the need for renewed efforts to boost enrollment, particularly among three-year-olds, to ensure the program continues to serve its intended population effectively.

NIEER Activity 

SXSW Update The details (date, time and location) for our panel discussion, A Path Forward: Strengthening Pre-K Across the Nation details (date, time and location), have been finalized.

📅 Tuesday, March 4, 2025
🕝 2:30 PM – 3:30 PM CT
📍 Austin Convention Center, Room 12AB

Join NIEER Senior Director Steve Barnett alongside distinguished panelists:

• Diego Bernal, Texas House of Representatives
• Allison Muhlendorf, Longleaf Strategies
• Maximiliano Rombado, Raise Your Hand Texas

Discussion Topic: Most states underfund pre-K, despite overwhelming data showing its importance in developing strong learners and reducing achievement gaps for underprivileged students. Children who attend pre-K demonstrate greater proficiency in critical skills and are more likely to graduate high school, pursue college, and avoid incarceration. Additionally, every dollar invested in pre-K can yield up to a $9 return, making it both effective and cost-efficient.

Join us for an engaging conversation on the status of pre-K in the U.S. and actionable steps you can take to advocate for a brighter future through early education.

IJCCEP

Has a National Policy Focus on Early Childhood Made a Difference for Indigenous Children? An Analysis of LSAC Data

This paper analyzes the Longitudinal Study of Australian Children (LSAC) to examine how policy shifts toward evidence-based early childhood interventions have impacted developmental outcomes for Indigenous and non-Indigenous children. Using data from the study’s first (2003–04) and third (2007–08) waves, researchers assessed the effects of policies aimed at addressing Indigenous disadvantage. The findings compare outcomes across different policy environments, providing insights into the effectiveness of early childhood service improvements. Authored by Margaret Sims and Huy P. Phan, the study highlights the role of policy in shaping equitable early childhood development and informs future interventions in Australia.

RESEARCH

Understanding Young Children’s Psychosocial Development More Deeply: Views From Parents Representing Diverse Cultural Backgrounds

A recent data brief from the University of Nebraska Medical Center's College of Public Health explores how parents from diverse cultural backgrounds in Nebraska perceive early psychosocial development in young children. Through focus groups and surveys, the study identifies key behavioral challenges and emphasizes the crucial role of parental support and mental health in shaping children's emotional and social growth. The findings suggest that while parents recognize observable behaviors like tantrums and aggression, they may be less attuned to internalizing behaviors such as anxiety or depression. The report underscores the importance of supporting caregivers' mental health to foster healthy psychosocial development in children. 

Emotional Reactivity and Behavioral Problems in Preschoolers: The Interplay of Parental Stress, Media-Related Coping, and Child Screen Time

A new study examines how emotional reactivity, parental distress, and screen use contribute to behavioral challenges in preschoolers. Analyzing data from 754 children (ages 2–5), researchers found that emotionally reactive children, especially those with distressed parents, were more prone to behavioral difficulties. While screen time had a modest impact, parents often used screens to manage their children's emotions, potentially hindering self-regulation. Structural equation modeling identified emotional reactivity as the strongest predictor of behavioral problems, with indirect effects through parental distress and media-related coping. The findings highlight the need to promote healthier screen habits and support parental well-being to reduce developmental risks. Authors include Roma Jusienė, Rima Breidokienė, Edita Baukienė, and Lauryna Rakickienė.

Preschool Children's Language as a Mediator in the Relationship between Their Executive Function and Emotional Competence

A recent study examined how preschoolers' language skills mediate the link between executive function and emotional competence. Analyzing data from 210 children in Rafha City, researchers found that while executive function directly influences emotional competence, language plays a partial mediating role. This suggests that strong language skills support cognitive abilities, helping children better regulate emotions. The findings highlight the importance of fostering language development in early childhood to promote both cognitive and emotional growth. Authors include Afaf Mamdouh Mohamed Barakat, Rasmeya Mohamed Farghali Metwalli, Islah, and Hassan Elawad.

Empathy and Mental Health of Preschool Teachers: A Latent Profile Analysis of Fayoum University, Egypt

Researchers Rong Jin, Xiangyu Li, and Heqing Huang examined how emotional reactivity, parental distress, and screen time influence behavioral challenges in preschoolers. Analyzing data from 754 children (ages 2–5), they found that emotionally reactive children faced greater behavioral difficulties, especially when parents used screens as a coping tool. While screen time had a modest impact, emotional reactivity was the strongest predictor of externalizing problems, with parental distress playing a key role. The findings highlight the need for interventions that promote healthier screen habits and support parental well-being to improve self-regulation in young children.

Global Patterns of Parental Concerns about Children’s Education: Insights from WVS Data

A new study by Daniel Homocianu of Alexandru Ioan Cuza University analyzes decades of World Values Survey (WVS) data, revealing that parental concerns about children's education are shaped by socioeconomic and geopolitical stability. Researchers identified three key predictors of parental anxiety: fear of job loss, fear of war, and respondent age. These factors remained significant across multiple datasets and models, underscoring the impact of economic security and generational perspectives on educational priorities. Additional influences, such as work-life values and socio-demographics, provide further context. The findings highlight the need for education policies that address parental concerns in diverse global contexts.

OPPORTUNITIES

Strategic Data Project Fellow, Strategic Data Project at the Center for Education Policy Research at Harvard University

Join a powerful, growing community of 625+ forward-thinking data advocates and leaders across more than 40 states and 290+ education organizations. The Strategic Data Project (SDP) is an initiative of the Center for Education Policy Research at Harvard University. The SDP Fellowship program helps school system leaders use data and evidence in strategic decision-making to improve public education. By placing fellows in school systems and education organizations across the United States, SDP provides a unique career pathway for passionate quantitative researchers and data strategists who want to make a difference. Apply here

Early Leaders Virtual Fellowship – Apply Now!

Strengthen your leadership in early childhood education with the Early Leaders Virtual Fellowship, a five-month program running from May to September 2025. This fellowship includes six live virtual learning sessions and small group coaching, equipping leaders with Systems Thinking Habits and Tools to navigate the complexities of high-quality early learning.

Invest in your leadership and gain strategies that support sustainable impact in early education. Click here for more details and registration!

Jobs

Associate Director, Research and Policy, CSCCE

Employer Relations Specialist (Family Forward NC), NCECF

Director, State-Wide Child Care Initiative, Gary Community Ventures

Events Specialist, The Learning Policy Institute (LPI)

Principal Researcher/Research Manager, The Learning Policy Institute (LPI)  

Early Childhood Education Director University of Wisconsin - Milwaukee 

Director of Policy & Government Relations, Jump Start