Evaluating Maritime Odyssey Preschool’s early STEM education model
Maritime Odyssey Preschool is a STEM-focused early childhood education program in Norwalk that was founded in 2016 by Odyssey Learning, Inc. and The Maritime Aquarium. Over the past two years, PEER has worked with these organizations to develop a logic model for the preschool’s early STEM education approach and design a preliminary evaluation.
Implementing the Connecticut Documentation and Observation for Teaching System (CT DOTS)
The Connecticut Documentation & Observation for Teaching System (CT DOTS) is a framework to guide early care and education providers in monitoring children’s progress on the skills, abilities and behaviors in the Connecticut Early Learning and Development Standards (CT ELDS). This article provides information about the development and implementation of the CT DOTS.
Stamford’s efforts to strengthen communication across the kindergarten transition
Each of PEER’s partner communities is crafting its own approach to supporting children and families during the transition to kindergarten. In Stamford, a major focus is improving communication between preschool teachers and kindergarten teachers.
Opportunities for Learning: Evaluating the Preschool Development Grant (PDG)
PEER has partnered with the Office of Early Childhood, the State Department of Education, and the University of Connecticut to evaluate the Preschool Development Grant (PDG) program in Connecticut. PEER will use existing data to examine the association between PDG participation and child outcomes in the kindergarten year.
Experts explain how millennials can take care of their unique health needs
"You've got your whole life ahead of you," young adults are often told—but that's of little comfort to the many 20- and 30-somethings who face "adulting" challenges like career uncertainty, overwhelming student loan debt, and relationship difficulties.
PEER Supports Bridgeport Early Childhood Social-Emotional Learning Initiative
In an effort to promote coordinated, high quality SEL programming and supports for the young children and families of Bridgeport, a number of local stakeholders came together in the summer of 2018 to launch the Bridgeport Early Childhood SEL Initiative (BECSELI). The initiative is led by the Yale Center for Emotional Intelligence, and PEER is contributing as an evaluation partner. Several of PEER’s member organizations serve on the BECSELI Steering Committee.
Are Philly-area nonprofits really making a difference? Foundations put up $3 million to find out
Foundations are notorious for demanding that nonprofits document how donations and grants lead to tangible change in the communities they serve, but traditionally they haven’t wanted their money to be used for such monitoring and evaluation. A $3 million partnership announced Tuesday in Center City aims to help accelerate a shift away from that old model by training Philadelphia-area nonprofits to improve their ability to evaluate what they do and measure the results by using data — skills that are sorely lacking at many small nonprofits.
This $3M partnership between Philly funders prioritizes collaboration over competition
Social change in the Philadelphia region has reminded Bill Golderer, the president and CEO of United Way of Greater Philadelphia and Southern New Jersey, of a contact sport. But the goal of the newly established $3 million RISE Partnership — which United Way is partly funding — isn’t competition: Instead, it’s using collaboration to increase the effectiveness of organizations in the Philadelphia region. It kicked off at United Way’s headquarters on the Benjamin Franklin Parkway on Tuesday.
PEER releases study examining the association of kindergarten performance with student, teacher, and classroom factors
The Partnership for Early Education Research (PEER) has released a new brief entitled Kindergarten performance in early literacy: student, teacher, and classroom factors. This publication is the last in a series of four briefs based on the research that was funded by the U.S. Department of Education’s Institute of Education Sciences through the researcher-practitioner partnership grant program.
PEER hosts strategy session with John Easton of UChicago Consortium
PEER member organizations gathered at The Leir Retreat Center in Ridgefield, Connecticut for a strategy session focused on leveraging research to enhance decision-making. John Q. Easton provided the keynote address and shared his deep expertise in research-practice partnerships.
PEER joins the National Network of Education Research-Practice Partnerships
The work of research-practice partnerships is inherently complex and challenging, and PEER works hard to balance rigor, relevance, and timeliness. PEER is part of a national movement of education research-practice partnerships (RPPs), and PEER recently joined the National Network of Education Research-Practice Partnerships (NNERPP).
Strengthening the Early Childhood Continuum from Pre-K to Grade Three
The Connecticut State Department of Education (CSDE) has released a suite of PreK to kindergarten transition resources for schools and districts. These resources include The Early Childhood Landscape Analysis Tool for Connecticut Schools and Districts, Transitioning to Kindergarten: the Why, What, and How of this Important Milestone for Connecticut Students, and The Connecticut State Department of Education’s Evidence-Based Guide for Early Learning.
PEER shares preliminary survey results at stakeholder meeting
PEER convened key partner organizations for a spring stakeholder meeting at Norwalk Community College on Wednesday, May 16. At this meeting, PEER shared an update on its dual language learners project and introduced new opportunities to partner with PEER for evaluation and research technical assistance support.
PEER releases study examining kindergarten entry skills in Connecticut
The Partnership for Early Education Research (PEER) has released a new brief entitled Assessing Kindergarten Entry Skills in Connecticut: The Kindergarten Entrance Inventory, 2010-2013. This brief describes a PEER study that examines the performance of kindergarten children across a variety of domains and explores whether there were any group differences or community differences in performance.