Early Childhood

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Early Childhood Education

There's a wealth of information on the early childhood years where the graduation pipeline begins.  Here you will find some representative reports, research and articles.  Posting here does not indicate Georgia Partnership endorsement.  Entries go back to 2012.  Please report any broken links here.


Early Childhood Workforce INDEX 2016
Center for the Study of Child Care Employment

This report represents the first effort to establish a baseline description of early childhood employment conditions and policies in every state and to track progress on a state-by-state basis to improve early childhood jobs. Introduction and press release. Related story. Related story - specific to Georgia. (Updated August 29. Originally posted July 8) 

Book Deserts - The Consequences of Income Segregation on Children's Access to Print
Urban Education

(Abstract is free.  Fee charged for full document.) This study examines the influence of income segregation on a resource vital to young children’s development: a family’s access to books in early childhood. Related story. (July 18)

New Duke Study:  Early Attention Skills Most Consistent Predictor of Future Academic Success
Atlanta Journal-Constitution

This study suggests problems paying attention in school in early childhood can foreshadow academic challenges later, including graduating from high school. Such students are 40 percent less likely to graduate. Related study. (July 7) 

The Road to High Quality Early Learning - Lessons from the States
Learning Policy Institute

This report provides substantial information on answering on of education's toughest questions:  What does it take to get preschool right? Introduction.  Report brief. Related story. (June 29)

Some Assembly Required - Piecing Together the Preparation Preschool Teachers Need
National Council On Teacher Quality

Preschool teachers have one of the toughest jobs around. Do the prep programs training aspiring preschool teachers give them the skills and knowledge they need to create an high-quality and enduring preschool experience? Introduction.  Related article. (June 24)

How much does it benefit a child to delay kindergarten entry for a year?

Academic redshirting is the practice where a five-year-old child’s caretaker chooses not to enroll her or, more commonly, him in kindergarten even though he is of appropriate age by the state’s cut-off date for enrollment.  Is it the right thing to do? (June 24)

How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?
Center for American Progress

A new analysis of reading and math scores in two of the country's highest-performing public preschool programs (Tulsa and Boston) concludes that high-quality preschool could help children of all backgrounds enter kindergarten on an even playing field. Related story. (April 8) 

Part day or full day kindergarten?
Education Commission of the States

The experiences of children birth to age five have tremendous impact on their readiness for kindergarten. The approaches to learning, executive function, interest and persistence, flexibility, social and emotional development, engagement in learning tasks, language enrichment and attitudes about school all influence academic achievement and later success. (March 23)

Early Grade Teacher Effectiveness and Pre-K Effect Persistence: Evidence from Tennessee
Vanderbilt University - Peabody College

This study shows there is a strong relationship between teacher effectiveness and the trajectory of student learning. The findings could strengthen the argument that pre-K is a valuable tool in helping students get ahead in their learning at a young age, especially for students who are economically disadvantaged or learning English.  AbstractRelated story. (January 2016)


Building a Strong Foundation - State Policy for Early Childhood Education
Southern Regional Education Board (SREB)

On the heels of a major five-year study questioning the long-term effectiveness of Tennessee’s publicly funded pre-kindergarten program, this report calls on states to raise the quality of such programs and make early childhood development a priority. Related story. (November 2015)

Bright and Early
Teachers College - Columbia University

If all goes well, Teachers College neuroscientist Kimberly Noble will soon begin handing over $4 million to a group of new mothers. The goal: to see if a boost in monthly income translates into bigger brains for heir children. (October 2015) 

Georgia's early learning industry - an economic win today with long-term business, social impacts
Saporta Report

How important is early learning? Even more than you realize. Early learning is an industry that generates significant and well-substantiated societal benefits. (October 2015)

A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors Through Third Grade
Vanderbilt University - Peabody Research Institute

Teachers, parents and politicians have long wrestled with the question: How effective is preschool.  This study is clear albeit controversial. Related story. (October 2015) 

Mapping the Early Attendance Gap
Attendance Works

This report shows how disparities in school attendance rates starting as early as preschool and kindergarten are contributing to achievement gaps and high school dropout rates across the country. Introduction. Executive summaryRelated story. (September 2015) 

Transforming the Workforce for Children Birth Through Age 8 - A Unifying Foundation
Institute of Medicine of the National Academies

This explores the science of child development, particularly looking at implications for the professionals who work with children birth through age 8. Brief and Summary. (July 2015)

Early Social-Emotional Functioning and Public Health:  The Relationship Between Kindergarten Social Competence and Future Wellness
As published in the American Journal of Public Health

This study examined whether kindergarten teachers' ratings of children's prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Abstract. Related article. (July 2015)

Too Much TV? Prospective Association Between Early Childhood Televiewing and Later Self-reports of Victimization by Sixth Grade Classmates
Journal of Developmental and Behavioral Pediatrics

Using a birth cohort, this study aimed to verify whether televiewing at 29 months, a common early childhood pastime, is prospectively associated with self-reported victimization at age 12. Abstract (charge for full article). Related article. (July 2015)

Pre-K and Charter Schools:  Where State Policies Create Barriers to Collaboration
Thomas B. Fordham Institute/National Alliance for Public Charter Schools

This examines 36 jurisdictions that have both charter schools and state-funded pre-K programs to determine where charters can provide state-funded pre-K. The most common practical barriers include low funding levels, small pre-K programs, barriers to kindergarten enrollment, and local district monopolies on pre-K funds. Introduction. (July 2015)

Full-Day Kindergarten in Nevada - A Health Impact Assessment
University of Las Vegas School of Community Health Services

Full-day kindergarten may be a gateway to higher academic achievement and improved health for Nevada’s youth, according to this study.  Related story. (July 2015)

The State of Preschool 2014
National Institute for Early Education Research

The 2014 State Preschool Yearbook is the newest edition of this annual report profiling state-funded prekindergarten programs in the U.S. This latest Yearbook presents data on state-funded prekindergarten during the 2013-2014 school year as well as documenting more than a decade of change since the first Yearbook collected data on the 2001-2002 school year. (May 2015)

A Matter of Equity: Preschool in America
U.S. Department of Education

All parents hope their child will start school ready for success. Unfortunately, not every parent can find the high-quality early learning opportunity that sets their child up for success. Related story. (April 2015)

Reading Instruction in Kindergarten: Little to Gain, Much to Lose
Defending the Early Years and Alliance for Childhood

In the U.S. there is widespread belief that teaching children to read early - in kindergarten or even prekindergarten - will help them be better readers in the long-run.  Unfortunately, there is no scientific evidence that this is so.  How then did this idea take hold so strongly? Related story. (January 2015)

Regular naps are key to early learning

Trials with 216 babies up to 12 months old indicated they were unable to remember new tasks if they did not have a lengthy sleep soon afterwards. The University of Sheffield team suggested the best time to learn may be just before sleep and emphasized the importance of reading at bedtime. (January 2015)

Quality Counts 2015: Report and Rankings
Education Week

This annual report takes a broad look at the issues and forces shaping the discussion around early-childhood education.  It examines how new academic demands and the push for accountability are changing the nature of early childhood education for school administrators, teachers, and children alike. (January 2015)


The Economics of Early Childhood Investments
The White House

This report from the White House Council of Economic Advisers makes the case that investing in preschool education is absolutely worth it. Related story. Related story. (December 2014) 

Self-regulation intervention boosts school readiness of at-risk children, study shows
Oregon State University Study

An intervention that uses music and games to help preschoolers learn self-regulation skills is helping prepare at-risk children for kindergarten, a new study from Oregon State University shows. Related story. (November 2014)

Moving Beyond Screen Time - Redefining Developmentally Appropriate Technology Use in early Childhood Education
Rand Corporation

Screen time remains a hot-button issue, but classifying technology use guidelines to include active versus passive use, and how the technology is used, could help redefine traditional screen time guidelines as tech tools become increasingly integrated into early childhood education settings. Related story. (October 2014)

The Scarring Effects of Primary-Grade Retention? A Study of Cumulative Advantage in the Educational Career
Oxford Journals - Social Forces

The already muddy research on whether it’s better to hold back struggling students or promote them to the next grade just got muddier. This study is an empirically solid analysis that adds more weight to those who say retention — what education wonks call repeating a grade — is ultimately harmful. Related story. (October 2014)

The Effects of Poor Neonatal Health on Children's Cognitive Development
Institute for Policy Research - Northwestern University

This working paper makes use of a new data resource—merged birth and school records for all children born in Florida from 1992 to 2002—to study the effects of birth weight on cognitive development from kindergarten through schooling. Related story. (October 2014)

From Preschool to Prosperity: The Economic Payoff to Early Childhood Education
Timothy J. Bartik, Upjohn Institute

Bartik shows that investment in high-quality early childhood education has several long-term benefits, including higher adult earnings for program participants. (September 2014)

2014 Kids Count Data Book
The Annie E. Casey Foundation

This is an annual publication that assesses child well-being nationally and across the 50 states, as well as the District of Columbia and Puerto Rico. Georgia jumps one spot to 42nd! Georgia Family Connection Partnership press release. (July 2014)

The State of Preschool 2013
U.S. Department of Education

Forty states and the District of Columbia had state-supported preschool in 2012-13, serving 1.34 million children, according to this report. (May 2014)

Early Childhood Data System Survey
Early Childhood DATA Collaborative

The 2013 State of States’ Early Childhood Data Systems report is based on a survey of 50 states and the District of Columbia, assessing the coordination of their early childhood data systems. Press release. (February 2014)

Early Reading Proficiency in the United States
Annie E. Casey Foundation

Children who are proficient readers by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood. Related article. (January 2014)


What's ahead in the 2014 legislative sessions for P-3?
Education Commission of the States

More than 500 state lawmakers from 49 states have signed a letter urging Congressional budget writers to increase federal spending on early childhood education. Related story. (December 2013)

Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality

This report reveals that significant underinvestment in early care and education programs at the state and federal levels has left large numbers of children underserved. Introduction. (November 2013)
Synthesis of IES Research on Early Intervention & Early Childhood Education
Institute of Education Sciences

The results of dozens of research studies in early intervention and early-childhood education have been synthesized in this report. Related story. (July 2013) 

America's Children:  Key National Indicators of Well-Being, 2013
Forum on Child and Family Statistics

This report features statistics on children and families in the U.S. across a range of domains, including family and social environment, economic circumstances, health care, physical environment and safety, behavior, education and health. Related storyPress release. (July 2013)

The United States is Far Behind Other Countries in Pre-K
Center for American Progress

Early childhood education and school readiness is essential to preparing our children to succeed in an increasingly competitive global economy. Compared to other countries, however, the United States lags far behind.  Introduction. (May 2013)

The State of Preschool 2012 (State Preschool Yearbook)
The National Institute for Early Education Research (Rutgers Graduate School of Education)

Spending on state-funded preschool dropped by more than half a billion dollars in the 2011-12 school year compared to the year before, creating a hole that some states are only now attempting to fill, according to this report.  Related story. (April 2013)

GEEARS - Georgia Early Education Alliance for Ready Students

This is a map of Georgia’s school readiness indicators and community assets. This is a one-of-a-kind statewide map of indicators of school readiness. Users of the Blueprint are able to review data for each of Georgia’s 159 counties, and are able to make direct connections to the community assets that exist (or do not exist) to meet the needs of children in each county.  (April 2013)

College and Career Readiness:  The Importance of Early Learning

Advocating for a rich curriculum from Day One of early learning, even if that richness doesn't produce a quick pay off in test scores, this report points out that early learning allows student interests to develop at an early age, to grow over time, and provides a basis for learning in the later grades (ECS Connection). (April 2013) 

Federal Investment Can Help Close the Preschool-Access Gap
Center for American Progress

States are leading the charge to expand access to preschool, but a significant federal investment will radically increase the reach and quality of these programs. Related story. (April 2013)

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up
National Institute for Early Education Research

One of the common questions raised about preschool is, “Do the benefits really last?”  According to this report, the answer is in the affirmative for New Jersey’s state-funded program. Related story. (March 2013)

Fact Sheet President Obama’s Plan for Early Education for All Americans
White House

Te president unveiled more details for providing high-quality preschool programs for "every child in America." The proposal includes a federal-state partnership to provide preschool funding for any 4-year-old whose family income is 200% or less of the federal poverty level. Related story. (February 2013)

Meaningful  Differences in the Everyday Lives of American Children
Early Education for All

While children from different backgrounds typically develop language skills around the same age, the subsequent rate of vocabulary growth is strongly influenced by how much parents talk to their children. Related story. (February 2013)

Investing in Our Children - A Plan to Expand Access to PreSchool and Child Care
Center for American Progress

This issue brief presents a plan to expand educational opportunities and care for children ages 0-5 years old by investing significant federal dollars to:

  • Make high-quality preschool universally accessible to all 3- and 4-year-old children
  • Enable more lower-income families to afford child care for children ages 0-3 years old
    Related story. (February 2013)


Advisory Committee on Headstart Research and Evaluation
The report suggests potential to enhance both short-term and longer-term outcomes of Head Start by making quality improvements within Head Start and Early Head Start, and by improving how gains are maintained and built upon in elementary school (PEN). Related story. (December 2012)

Governor's Role in Aligning Early Childhood Education and K-12 Reforms; Challenges, Opportunities and benefits for Children
National Governor's Association

As more and more states pursue reforms in both early childcare (ECE) and the K–12 education system, governors are uniquely placed to bring together state agencies to coordinate ECE and K–12 systems to better serve all children, starting at birth. This paper outlines steps governors can take to bring the two systems into alignment. Related article. (October 2012)

Double Jeopardy - How Third Grade Reading Skills and Poverty Influence High School Graduation
Annie E. Casey Foundation

Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades.  Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. (October 2012)

This issue brief addresses the dearth of reliable, complete, and comparable data on pre-K and kindergarten in school districts and local communities. Press release. (October 2012)

First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
Institute of Education Sciences/National Center for Education Statistics

This provides a snapshot of the 3.5 million kindergartners who were attending kindergarten in the United States for the first time in the 2010-11 school year. The ECLS-K:2011 is a longitudinal study that will follow students from their kindergarten year to the spring of 2016, when most of them are expected to be in fifth grade. (July 2012)

A Count for Quality: Child Care Center Directors on Rating and Improvement Systems
National Women's Law Center

Quality Rating and Improvement Systems (QRIS) - a strategy to improve families' access to high-quality child care - assess the quality of child care programs, offer incentives and assistance to programs to improve their ratings, and give information to parents about the quality of child care. Relating story. (March 2012)

The Abecedarin Project
University of North Carolina

Poor children who get high-quality day care as early as infancy reap long-lasting benefits, including a better chance at a college degree and steady employment, according to this study that followed participants from birth to age 30. Relating story. (January 2012)