Research Reports

Seven Impacts of the Pandemic on Young Children and their Parents: Initial Findings from NIEER’s December 2020 Preschool Learning Activities Survey


Connecticut Preschool Special Education Needs Assessment


Allison Friedman-Krauss, Ph.D., Karin Garver, Milagros Nores, Ph.D., Zijia Li, Ph.D., and Charles Whitman

An exploratory study of the use of time diaries to understand young children’s experiences during the pandemic


Milagros Nores

Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)


The Financial Impact of COVID Licensing Standards on NJ Child Care Providers


Karin Garver

Impacts of the New Mexico PreK initiative by children’s race/ethnicity


Jason T. Hustedt, University of Delaware; Kwanghee Jung, National Institute for Early Education Research, Rutgers University; Allison H. Friedman-Krauss, National Institute for Early Education Research, Rutgers University; W. Steven Barnett, National Institute for Early Education Research, Rutgers University; Gerilyn Slickera, University of Delaware

Young Children’s Home Learning and Preschool Participation Experiences During the Pandemic


Special Report: How Will The COVID-19 Pandemic Impact Pre-K?


Karin Garver

China ECE Policy Response to COVID-19


Dr. Lin Li ECNU and Visiting Scholar, NIEER, Rutgers University

Seattle Pre-K Program Evaluation


Barriers to Expansion of NC Pre-K: Problems and Potential Solutions


aeioTU Longitudinal Study


RWJF RESEARCH: EXCELLING IN EARLY EDUCATION–NJ


Strategies in Pursuit of Pre-K Teacher Compensation Parity:


Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey’s Abbott Districts to Improve their Qualifications


Sharon Ryan Ph.D. and Debra J. Ackerman

Preschoolers’ Executive Function: Importance, Contributors, Research Needs and Assessment Options


Debra J. Ackerman and Allison Friedman-Krauss, Ph.D.

Teacher Compensation Parity Policies and State-Funded Pre-K Programs


W. Steven Barnett, Ph.D. and Richard Kasmin

Brookings Institution: The Current State of Scientific Knowledge on Pre-Kindergarten Effects


Brookings Institution

State(s) of Head Start


W. Steven Barnett, Ph.D. and Allison H. Friedman-Krauss, Ph.D.

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms


Christina Yeager Pelatti, Jaclyn M. Dynia, Jessica A. R. Logan, Laura M. Justice, Joan Kaderavek
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