A Next Social Contract for the Primary Years of Education - This report argues for expanding access to high-quality pre-k and increasing alignment of pre-k-3rd standards and practices. It also recommends starting public education at age three on a voluntary basis, embedding early education into the K-12 finance structure and providing professional development for all teachers of pre-k through third grade that covers the unique needs of young students. (Lisa Guernsey, New America Foundation, March 2010)...

Early Childhood Assessment: Why, What, and How - This National Research Council report articulates the latest understanding of best practices in early childhood assessments, leading with the basic principle that the purpose of each assessment should drive decisions about what to measure, how to measure it, and how to use the data. Guidelines for these processes are provided to ensure that the benefits of assessing young children outweigh any negative effects on the children, adults, or programs, such as making children anxious or overburdening teachers. (National Research Council, 2008)...

Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality - This report describes three critical components of any early childhood accountability system: An infrastructure that ensures high-quality assessments, efficient dissemination of information, and appropriate use of data; a system for assessment and program improvement that matches the purpose for collecting data; and alignment and linkage of the accountability system to the K-3 continuum. The report also offers guidance on when collecting child assessment data is necessary, precautions to take when doing so, and safeguards to "minimize the risks of misuse of assessment information." (National Early Childhood Accountability Task Force, Oct 2007)...