Pre-Kindergarten

Factors associated with reduced expulsion in center-based early learning settings: Preliminary findings from the National Survey of Early Care and Education (NSECE)

This brief provides new national estimates of recent early childhood expulsion rates in a range of center-based early learning settings using data from the National Survey of Early Care and Education (NSECE), indicating how characteristics of early care and education (ECE) centers relate to the likelihood that children are denied services due to b

NSECEexpulsionanalysis.pdf
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Are Homeless Families Connected to the Social Safety Net?

New analysis of data from HUD's Family Options Study of families' experiences in shelter and 20 months later shows that families experiencing homelessness are generally connected to public benefits at similar rates to other families in deep poverty. This non-experimental analysis finds that homeless families receive TANF, publicly funded health i

HomelessSafetyNet.pdf
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The Short- and Long-Term Impacts of Large Public Early Care and Education Programs

rb_longTermImpact.pdf
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The Early Achievement and Development Gap

rb_AchievementGap.pdf
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State-Funded Pre-Kindergarten: What the Evidence Shows. Endnotes

(1) Strengthening Head Start, What the Evidence Shows , U. S. Department of Health and Human Services, June 2003. http://aspe.hhs.gov/hsp/StrengthenHeadStart03/index.htm (2) The American Federation of Teachers, At the Starting Line , 2003. State pre-kindergarten was defined broadly as providing funds for preschool programs that have early ch

State-Funded Pre-Kindergarten: What the Evidence Shows. Appendix A: Table 1 Notes

1 Source: American Federation of Teachers, At the Starting Line , 2003. Louisiana, Maine, Rhode Island, and Wisconsin recommend rather than require a 1:10 ratio. Georgia requirements apply to public providers. New Jersey requirements apply to the Abbott Preschool Program. North Carolina requirements apply to More at Four.

State-Funded Pre-Kindergarten: What the Evidence Shows. V. Conclusion

The goal of this report was to determine whether there is evidence that states can meet the challenge of providing high quality, comprehensive early childhood education and whether states would be sufficiently dedicated to this effort.

State-Funded Pre-Kindergarten: What the Evidence Shows. B. Some states have comprehensive systems initiatives that target school readiness

Some states are undertaking the development of comprehensive early childhood systems that focus on providing high quality early childhood education that links children to essential services needed to promote school readiness. During the past five years, there has been an increase in the number of states developing initiatives to create early child

State-Funded Pre-Kindergarten: What the Evidence Shows. A. Some states are working to develop early childhood education systems

National Association of State Boards of Education, Early Childhood Education Network

State-Funded Pre-Kindergarten: What the Evidence Shows. IV. Some states are making advances in building early childhood systems

With heightened accountability for K-12 student achievement, states have become increasingly interested in developing comprehensive and integrated early childhood systems, with most serving ages birth through five. According to a recent in-depth review of the experiences of three states — Georgia, Massachusetts, and Ohio — in developing a ma

State-Funded Pre-Kindergarten: What the Evidence Shows. 3. States are beginning to invest in tracking the performance of children in pre-kindergarten

Reports describing the performance of children who attend state-funded pre-kindergarten are available from several states. Unlike randomized experiments or quasi-experiments, these studies do not have designs that are appropriate for comparing outcomes for children who attend state-funded pre-kindergarten with other children. Instead, the purpose

State-Funded Pre-Kindergarten: What the Evidence Shows. 2. Quasi-experiments show that states can implement successful pre-kindergarten programs

A well-designed quasi-experiment is an alternative to the randomized experiment when randomly assigning children to different groups may not be practical. In a quasi-experiment, the performance of children who attended the target program is compared to the performance of one or more groups of children who did not attend. The most rigorous quasi-ex

State-Funded Pre-Kindergarten: What the Evidence Shows. 1. States use the evidence from randomized experiments to build their initiatives

The randomized experiment is the strongest research design for determining if a program causes the desired effects. Randomly assigning children either to a group that attends the target program or to a group that does not attend is necessary for knowing whether the program, as opposed to other factors, caused the measured outcomes. As yet, there a

State-Funded Pre-Kindergarten: What the Evidence Shows. B. Some states have used research to design, evaluate, and improve state-funded pre-kindergarten

Surveys show that most state-funded pre-kindergarten programs have standards that demonstrate the state’s plan to offer high quality programs that result in positive outcomes for children. Rigorously documenting the actual results of investments in pre-kindergarten programs is another essential part of program improvement and accountability. Sta

State-Funded Pre-Kindergarten: What the Evidence Shows. A. Many state-funded pre-kindergarten programs meet key indicators of quality

A nationwide survey conducted by researchers at Yale University that focused exclusively on state-funded preschool programs finds that states can implement good, comprehensive pre-kindergarten programming, and some states are already doing a good job of promoting school readiness. (14) In the survey, states reported on characteristics of their pr

State-Funded Pre-Kindergarten: What the Evidence Shows. III. Some states have successfully offered pre-kindergarten programs

According to a 2000-2001 survey conducted by the U.S.

State-Funded Pre-Kindergarten: What the Evidence Shows. II. States are major providers of pre-kindergarten programs

When Head Start was launched in 1965, few if any states had early childhood programs. Today up to 46 states and the District of Columbia provide funding for preschool. (2) Thirty-nine states and the District of Columbia have designed, implemented, and funded their own pre-kindergarten programs on a large-scale. (3) Though eligibility requirement

State-Funded Pre-Kindergarten: What the Evidence Shows. I. Introduction

Whether or not children will be successful students depends greatly on the quality of their experiences in early childhood. Research has demonstrated the value of providing comprehensive interventions for developing the knowledge and skills that prepare children for kindergarten and for closing the school achievement gap for economically disadvant

State-Funded Pre-Kindergarten: What the Evidence Shows

paper.pdf
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In the Running for Successful Outcomes: Exploring the evidence for Thresholds of School Readiness Technical Report

This study represents a multi-method approach to examining the evidence for thresholds in the association between children's school readiness and subsequent academic, social and emotional outcomes, both within and across domains. In addition to a literature review, multiple analytical methods were applied to two national data sets to examine these

From: In the Running for Successful Outcomes: Exploring the evidence for Thresholds of School Readiness Technical Report

rpt.pdf
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Content by Keyword: Pre-Kindergarten