As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. This study from the rank Porter Graham Child Development Institute asks which of these options is more effective.
Connecting the Dots: Raising A Reader Builds Evidence Base for its Parent Engagement and Early Literacy Program
This brief examines the case of Raising A Reader (RAR), which has been steadily building its evidence base over many years and is now positioned to undertake such a comprehensive evaluation.
Bridging Health Care and Early Education System Transformations to Achieve Kindergarten Readiness in Oregon
This report describes Oregon’s alignment of its two innovative system transformations in education and health care to elucidate lessons for state policy makers for bridging health care and early education systems to achieve a common goal of kindergarten readiness.
New research from the Center for American Progress explores how shifting economic and social trends are affecting infants and toddlers and makes the case for increasing investments in this age group.
From the Education Commission of the States, this Early Learning Primer serves as a reference guide for policymakers and their staffs on the most commonly requested topics from preschool to third grade. The brief is organized in response to the two types of questions policymakers most commonly ask ECS about P-3 approaches.
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.