Implicit Bias in Preschool: A Research Study Brief
Literacy and Academic Success for English Learners through Science (LASErS): Evaluation Report
This report is based on an independent evaluation of the LASErS (Literacy and Academic Success for English Learners through Science) program developed by the Education Development Center and funded as a development grant through the US Department of Education’s Investing in Innovation (i3) Fund, established under Section 14007 of the American Recovery and Reinvestment Act of 2009. LASErS leverages science learning as a vehicle to support young English learners’ language development by providing teachers and instructional coaches with high-quality professional development and providing families with resources and educational events to foster language skills outside the school environment. LASErS is designed to train teachers to use scientific vocabulary and engage young children in extended and meaningful conversations around science in a culturally responsive way. Dr. Chin Reyes of the Yale Child Study Center conducted the independent evaluation of LASErS, piloted in a small sample of schools in the Hartford (CT) Public Schools District.For any questions of assistance with accessibility, please contact email@example.com
Briefs & Research Reports
This SRCD Social Policy Report (2011, V. 25, #2), by Zigler faculty members Pia Rebello Britto and Hirokazu Yoshikawa, and their colleague Kimberly Boller, examines the rationale for investing in early childhood development programs, their conceptual framework and implications for equity.
Early Childhood Mental Health Consultation
Reducing Behavior Problems in Early Care and Education Programs: An Evaluation of Connecticut’s Early Childhood Consultation Partnership
This publication describes the results of a rigorous random-controlled evaluation of the Early Childhood Consultation Partnership (ECCP), a statewide system of early childhood mental health consultation for early education and child care programs throughout Connecticut. This study is the first evaluation of a large-scale early childhood mental health consultation program, and its results will be of interest to program developers, scholars, and decision-makers within Connecticut and nationally. The evaluation was funded by the Children’s Fund of Connecticut.You may read the the policy brief (also linked to the picture on the right) in pdf format.
National Prekindergarten Study
Implementing Policies to Reduce the Likelihood of Preschool Expulsion (Gilliam, 2008)
This new study, based on data from the National Prekindergarten Survey, found that children are much more likely to be expelled from programs with high student-teacher ratios and in extended day programs. The results also indicated that teacher job stress, which may be connected to high student-teacher ratios and extended day programs, is related to high rates of expulsion.You may read the policy brief in pdf format. For more information, see the Foundation For Child Development web site.
Who’s Teaching Our Youngest Students? Teacher education and training, experience, compensation and benefits, and assistant teachers.
The National Prekindergarten Study (NPS) is the first large-sample, broad-based study to evaluate the implementation and classroom practices of state-funded prekindergarten systems across all the states that fund them. This first report to come from the study details the characteristics of the teachers and assistant teachers teaching our children. Read the report in pdf format.
Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems
This study found that pre-K students are expelled at a rate more than three times that of children in grades K-12. The report examines expulsion rates by program setting (public school, Head Start, private providers), gender, and race/ethnicity. It also presents expulsion data from all 40 states that fund prekindergarten programs. You may read the complete report or the policy brief (also linked to the picture on the right) in pdf format. For more information, see the Foundation for Child Development website.
The School of the 21st Century
The School of the 21st Century is Making a Difference: Findings from Two Research Studies
This issue brief discusses findings from two research studies supporting the view that good quality early childhood education can be successfully
implemented in public schools and make a difference. The programs can help to improve children's academic achievement and have a positive impact on the entire school. Implementing such programs is often difficult, but informed leadership and teamwork can help overcome these difficulties. Copies of this report can be downloaded from the 21C website.
Improving Nutrition and and Physical Activity in School: Internet Resources
To assist 21C and other schools work on health and nutrition, researchers at 21C and the Rudd Center for Food Policy and Obesity, both at Yale University, have reviewed resources from many web sites and are presenting a compilation of the best of them for use by 21C schools. These resources are designed to provide educators with opportunities to learn about and implement programs that foster healthy lifestyles. The Issue Brief includes a list of 14 specific web resources on improving nutrition and physical activity in schools, followed by an additional seven comprehensive web resources on the topic. Copies of this resource can be downloaded from the 21C website.
No Child Left Behind
NCLB and Children's Mental Health: Policy Recommendations for the Reauthorization of NCLB
This issue brief discusses how policy makers should children's mental health and related issues when reauthorizing NCLB. Click here to read the brief.