This paper by the Center on Children and Families at Brookings finds existing evidence-based programs can provide opportunity-enhancing supports at every life stage, and this need not cost more than what we are spending now, at least as measured over a child's life cycle.
This report by the ZERO TO THREE Policy Center and Erikson Institute examines how different state working groups have articulated the knowledge and skills that providers of mental health services should have and how these competencies are being used.
From the Child Trends Data Bank: The proportion of 3- to 6-year-old children (not yet in kindergarten) who attended center-based early childhood care and education programs increased from 55 to 61 percent between 2007 and 2012. Gains were particularly high for Hispanic children.
This report is the second in a series of FCD Disparities Among America’s Children reports. It offers the first-ever analysis of economic, education, and health indicators for children whose mothers have not graduated from high school, compared to children whose mothers have higher levels of education.
This report calls for policies that are aimed at improving the quality of interactions between teachers and children, and calls for upgrades to federal laws and outlines many new paths for state leaders who are working to build more robust PreK-12 systems throughout their states.
This brief, based on interviews with Latina immigrant mothers, explores how Latina mothers supported their children's learning and development during the preschool years, and how culture shaped that involvement.
Child Care in America: 2014 State Fact Sheets provide the data to better understand America’s working families and the circumstances families face as they balance work to support their families with child care that is safe, healthy and promotes early learning. This annual report uses federal and national data and information from state Child Care Resource and Referral (CCR&R) agencies and other state agencies.
A school’s leader matters enormously to its success and that of its students and teachers. But how well are U.S. districts identifying, recruiting, selecting, and placing the best possible candidates in principals’ offices? To what extent do their practices enable them to find and hire great school leaders? To what degree is the principal’s job itself designed to attract outstanding candidates? In Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement, authors Daniela Doyle and Gillian Locke examine five urban school districts that have sought to improve their principal-hiring processes in recent years. They find some strengths—but also plenty of challenges.
Recent research shows, however, that early mathematics skills and general knowledge in science and social studies might be even more important for school achievement, not just in math and science but in reading as well. Knowledge of the natural and social worlds seems to be more predictive of reading achievement than are early reading skills.