Assessment
aeioTU Longitudinal Study
October 2018
The aeioTU Longitudinal Study is a randomized trial longitudinal study into the immediate and short-term cognitive, linguistic, nutritional and social effects of a comprehensive educational and nutritional 0-5 intervention in Colombia, in the form of aeioTU centers. The research is headed by Milagros Nores from the National Institute of Early Education Research (NIEER) in collaboration with Raquel…
Seattle Pre-K Program Evaluation
October 2018
The National Institute for Early Education Research at Rutgers University and Cultivate Learning, at the University of Washington, have conducted evaluations of the demonstration phase of the Seattle Preschool program. Evaluations assessed preschool quality and measured children’s gains in receptive vocabulary, literacy, math and executive functions. The City of Seattle is in the final year of a…
State(s) of Head Start
December 2016
The National Institute for Early Education Research’s (NIEER) State(s) of Head Start report is the first report to describe and analyze in detail Head Start enrollment, funding, quality, and duration, state-bystate. The report focuses on the 2014-2015 program year but also provides longitudinal data beginning with the 2006-2007 program year. Despite the fact that Head…
Implementing 15 Essential Elements for High Quality: A State and Local Policy Scan
July 2016
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 preschool education. The framework for our assessment of state capacity is provided by “15 essential elements” of high-quality pre-K. These can be categorized into three clusters: enabling environment,…
Technical Report: Kindergarten Early Learning Scale
September 2014
The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon observational evidence collected by the teacher over a period of roughly three months. This [report] outlines how decisions about the content of the instrument were made, based on several criteria, and the value of the instrument. The items assessed represent the development of kindergarten children, are measurable (observable), develop on a continuum (to see growth and development over time), and are critical to present and future learning.
Acelero 2011-12 Program Evaluation—Summary Report
June 2013
This report presents the results from the second year of NIEER’s evaluation of Acelero students’ learning in language and general conceptual knowledge and early math skills.
Longitudinal Effects of the Arkansas Better Chance Program: Findings from First Grade through Fourth Grade
May 2013
Arkansas’ state-funded preschool program has been found to have positive effects on children’s receptive vocabulary, math, and literacy.
Improving Early Education Programs through Data-based Decision Making
February 2011
This NIEER working paper presents five options for studying the effectiveness of state-funded preschool education programs.
Early Learning Scale: Technical Report
September 2010
This technical report from NIEER researchers on the Early Learning Scale offers information on the use and reliability of the instrument and on the validity of the data.
New Jersey Preschool Expansion Assessment Research Study (PEARS)
December 2009
The capacity and quality of non-Abbott child care centers, Head Start programs, and school district preschool programs across New Jersey are assessed in this study by NIEER.