contact staff ecs twitter facebook
P-3 Early Intervention (0-3)Selected Research & Readings
What States Are Doing
Selected Research & Readings
Other Web Sites

P-3 Child Care
P-3 Content Standards and Assessment
P-3 Data Systems
P-3 English Language Learners (ELL)
P-3 Ensuring Quality
P-3 Evaluation/Economic Benefits
P-3 Finance
P-3 Governance
P-3 Grades 1-3
P-3 Health and Mental Health
P-3 International Benchmarking
P-3 Kindergarten
P-3 Parent Engagement
P-3 Preschool
P-3 Principals/Leadership
P-3 Public/Private Partnerships
P-3 Special Ed./Inclusion
P-3 Teaching Quality/Professional Development
P-3 Technology

Emerging State and Community Strategies to Improve Infant and Toddler Services - As communities work to align infant and toddler services by increasing access to available programs and resources, creating centralized intake systems, and targeting interventions to specific populations, federal policy should support them by increasing investments and providing long-term and continuous funding, according to this article. It should initiate a permanent cross-agency office at the federal level that would focus specifically on infants and toddlers. (Rachel Herzfeldt-Kamprath and Katie Hamm, Center for American Progress, June 2015)...

Aligning and Investing in Infant and Toddler Programs - Asserting the current approach to services for young children is fragmented and under-resourced, the authors of this report point out that the growing poverty and diversity of young children demand action. Among other recommendations, they advise creating a single entry point for early childhood programs serving infants and toddlers and allowing states to apply for federal infant and toddler funds through a single application to align services. (Maryam Adamu, Katie Hamm, Tim Vance and Farah Ahmad, Center for American Progress, October 2014)...

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America - Disadvantaged children fall behind in abilities essential to school success prior to age 3; achievement gaps are evident at kindergarten entry when children in the lowest income quintile are 20 months behind children in the top quintile. In the last decade, public investment in preschool has not been enough to address the inequality. That decade saw an improvement in state pre-K investment which might have produced very small increases in access to quality, but its impact was limited because states reduced their per-child funding as enrollment expanded. (Milagros Nores and W. Steven Barnett, CEELO and NIEER, May 2014)...

The First Eight Years: Giving Kids a Foundation for LIfetime Success - By age eight, most U.S. children are not on track in cognitive knowledge and skills. This report argues for an integrated and comprehensive service system that meets the needs of all children from birth to eight as well as their families. Yet federal spending on children is lowest when they are young, it has declined since 2010, and is expected to continue to decline over the next decade to its lowest point since the Great Depression. Includes state-by-state data on child well-being. (Annie E. Casey Foundation, November 2013)...

The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills - Researchers looked at 95 studies conducted over the past 10 years on how family involvement affects literacy, math, and social-emotional skills of children three to eight. They found family involvement is important for literacy and math; a few studies found positive relationships between with social-emotional skills. The weakest link was between family involvement at school and children's outcomes. With direction, parents from diverse backrounds can become more engaged with their children. Recommendations are made for future inquiry. (Frances L. Voorhis et al. MDRC, October 2013)...

Synthesis of IES Research on Early Intervention and Early Childhood Education - The purpose of this synthesis is to describe what the Institute for Education Sciences (IES) has learned from research grants on early intervention and childhood education. This synthesis is not intended to be the typical research review, which provides a broad overview of research in a field. Rather, it looks across the projects that IES funded to determine what has been learned and to suggest to the field avenues for further research to support improvements in early childhood education in our country.(IES)...

Are Evidence-Based Programs Worth the Investment? - In 2007, the Birmingham, UK, City Council launched "Brighter Futures," a series of evidence-based programs to better the lives of the city's children. Focused on prevention and early intervention, the programs also included a research feature: outcomes were documented. Some worked well, one didn't and the jury is still out on the other two. They learned when an investment is planned (more than $63 million) it is best to use tested, effective programs and practices. Evidence-based programs can be worth the investment, and programs must be implemented with fidelity to the original, successful version. (Better: Evidence-Based Education, February 2013)...

Including Children with Disabilities in State Pre-K Programs - This brief provides an overview of the Individual with Disabilities Education Act as it pertains to young children with special needs, discusses challenges states face in meeting legal requirements, and provides recommendations to address those challenges. (Ellen Boylan and Dan Goldman, Education Law Center, February 2010)...

State Efforts to Meet the Early Childhood Transition Requirements of IDEA - Throughout the early childhood years, children with disabilities and their families undergo a variety of transitions between various agencies, settings and providers. The purpose of this document is to: (1) summarize the recommendations included in the transition initiative's document; and (2) highlight some of the policies/practices adopted by six states undertaken to meet the early childhood transition requirements of IDEA. (Eve Muller, Kathy Whaley and Beth Rous, Project Forum/National Association of State Directors of Special Education, April 2009)...

Looking for More?

Print Friendly and PDF


Thank you, Issue Site Sponsors

Home  |  About ECS  |  Education Issues A-Z  | Research Studies  |  Reports & Databases  |  State Legislation  |  State Profiles  |  Projects & Institutes  |  Newsroom  |  Website User's Guide

Information provided by ECS combines the best of the most recent and useful research available. Should you have questions, please contact our Information Clearinghouse at 303.299.3675.

700 Broadway, #810 Denver, CO 80203-3442
Phone: 303.299.3600 | Fax: 303.296.8332
©2015 Education Commission of the States |
Read our privacy policy