The Partnership for Early Education Research (PEER) is a research alliance among early childhood stakeholders in Connecticut that aims to conduct rigorous, collaborative, actionable research focused on children from birth through age 8. By pursuing questions developed collaboratively with its members, PEER aims to produce research that can inform early childhood education policy and practice at the local and state levels, increase access to high-quality early childhood education, and reduce disparities in educational outcomes. To ensure that its research is relevant and useful to local communities, PEER engages diverse stakeholders, including early childhood care and education teachers and providers, district and program administrators, state and local policymakers and advocates and social science researchers.
During its first year (2014-2015), PEER developed a network of early childhood education stakeholders in Bridgeport, Norwalk, and Stamford, the Connecticut Office of Early Childhood, and the Connecticut State Department of Education. PEER intends to extend this network to other Connecticut stakeholders and regions as the partnership continues to grow. For more information on PEER’s members, please visit our Members page.
During its second year (2015-2016), PEER launched three research projects to address its initial research questions, which focus on understanding the experiences of preschool children in the southwest region of Connecticut and the factors that are associated with their readiness for kindergarten. In addition, PEER collaborated with its member organizations to develop a long-term research agenda that will serve Connecticut communities and drive PEER’s work over the years to come. These activities were funded by grant R305H140142 from the U.S. Department of Education’s Institute of Education Sciences (IES).
In its third year (2016-2017), PEER launched a project focused on one area of the long-term research agenda—supporting Dual Language Learners—with support from the Spencer Foundation’s Research-Practice Partnership Program. With continued support from IES, PEER also worked to conclude the research projects launched in 2015-2016.
Now in its fourth year (2017-2018), PEER is continuing its dual language learners project with ongoing support from the Spencer Foundation, as well as pursuing new projects in partnership with PEER member organizations.