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P-3 PreschoolWhat States Are Doing (Additional Resources)
 
  P-3 PRESCHOOL
 
What States Are Doing
Selected Research & Readings
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P-3 Child Care
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P-3 Technology


Technology and Early Childhood Professional Development MS Word PDF - This ECS StateNote explores to what extent states are taking advantage of distance learning technologies to increase access to high-quality training and professional development for early childhood educators. The first part of the document gives an overview of state policies regarding postsecondary distance education. It also addresses the distance learning opportunities available to early childhood educators in each state and reviews each state’s early childhood educator pre-employment training requirements. The second part looks more closely at state programs offering distance learning opportunities for early childhood educators. (Jessica McMaken, Education Commission of the States, July 2002) ...

The State of Preschool 2010--State Preschool Yearbook - State-funded preschool programs represent an important and sizeable component of the nation's patchwork of early childhood education programs. The National Institute for Early Education Research has developed the State Preschool Yearbook series to provide information on services offered through these programs to children at ages three and four. (National Institute for Early Education Research, April 2011)...

Using The State of Preschool 2009: What You See In Print Is Only Part of What You Get - Each year, when the National Institute for Early Education Resarch publishes the State of Preschool Yearbook, they rank the various state prekindergarten programs based on children's access to them and resources allocated to prekindergarten in each state. Beyond these rankings, however, there's lots to learn from the print edition and even more in the online edition of the database which can be accessed through this link. (National Institute for Early Education Research, April 2010)...

The State of Preschool 2009: State Preschool Yearbook--Executive Summary - Findings for the 2008-09 school year confirmed worries about the effects of the recession on state prekindergarten. This was the first year to be influenced by the recession, and the researchers found a slow down in progress in all three key dimensions that are evaluated--access, quality standards and resources. (W. Steven Barnett, Dale Epstein, Allison Friedman, Rachel Sansanelli and Jason Hustedt, National Institute for Early Education Research, April 2010) ...

Child Care and Early Education Research Connections - Links to a number of 50-state databases on the Internet....

Leadership Matters: Governors' Pre-K Proposals Fiscal Year 2010 - This report evaluates gubernatorial proposals to determine which leaders see voluntary, high-quality pre-kindergarten programs as essential. The news is good. (Pre[K]Now, The Pew Center on the States, May 2009)...

Pre-Kindergarten in the South: Preserving the Region's Comparative Advantage in Education - Today, pre-K is the South's most important comparative advantage in education and a significant, efficient economic investment for the future. Pre-K promises to go a long way in assisting the South to overcome its historical deficit in education and eventually help move the region out of the bottom ranks in education, income and prosperity. When combined with other investments and improvements throughout the education pipeline, pre-K can make a big difference for children and for communities. (The Southern Education Foundation, 2007)...

Leadership Matters: Governors' Pre-K Proposals Fiscal Year 2008 - Twenty-nine governors made pre-K a budget priority in 2007, recommending investments that, if approved, will provide more than 100,000 additional three- and four-year-olds a chance to enter kindergarten prepared to succeed. According to this report, the governors' collective budget proposals would direct more than 800 million new dollars to pre-K in FY08. (Pre-K-Now, April 2007)...

Linking Economic Development and Child Care - This database provides an overview of all current, national sources of comparative data on the early care and education sector including: child care economic data, demographic data, and early care and education program (policy) data. Thirty one sources are profiled. These include federal census and administrative data, federal survey data, and national organizations that collect or maintain comparative data on children and families or early care and education more generally. (Cornell University, 2006)...

Closing the Achievement Gap Series: Part I – Is Indiana Ready for State-Sponsored Prekindergarten Programs? - In 2004, 38 states offered publicly-funded prekindergarten programs to increase school readiness of three- and four-year-old children and to help close student academic achievement gaps that persist in elementary and secondary schools. As of the writing of this brief, Indiana does not provide publicly-funded prekindergarten programs. The brief addresses major policy questions regarding publicly-funded prekindergarten programs, including: (1) Why should Indiana invest in prekindergarten? (2) Who should be served? What should prekindergarten look like in Indiana? (3) And how much will it cost? In an effort to answer these questions, the authors seek to inform policymakers about the feasibility of prekindergarten as a strategy that complements the push for full-day kindergarten funding and maximize the opportunity for critical cognitive development and school preparedness for Indiana children. (Michael Conn-Powers, Alice F. Cross, and Jason S. Zapf, Center for Evaluation and Education Policy, Summer 2006) ...

Funding the Future: States' Approaches to Pre-K Finance - This report examines the range of approaches states employ, how effective they have been in raising funds for high-quality programs, how sustainable those sources of funding are, and how they can be increased to improve the quality of and expand access to pre-k. (Diana Stone, Pre-K Now, February 2006)...

All Together Now: State Experiences in Using Community-Based Child Care to Provide Prekindergarten - This paper studies the emergence of the mixed delivery model, in which pre-kindergarten is delivered in community-based settings and schools. This model has the potential to break the traditional barrier between early education and child care policies and address the needs of children in working families in a coordinated way, in addition to strengthening the quality of community-based child care programs. The paper describes policy choices that states have made in implementing pre-kindergarten in community-based child care programs (providing illustrative examples), discusses the emerging implications of the findings and offers preliminary policy and research recommendations. (Rachel Schumacher, Danielle Ewen, Katherine Hart and Joan Lombardi, Center for Law and Social Policy, February 2005)...

An Analysis of Florida's Voluntary Pre-K Program - In November 2002, Florida voters approved a constitutional amendment that required a voluntary pre-kindergarten (VPK) program be available for all four-year-olds by fall of 2005. On January 2, 2005, Governor Jeb Bush signed into law HB-1A, which allows parents of four-year-old children to choose an approved pre-k service provider. This paper analyzes Florida's VPK program using the policy instruments of regulation, finance and support services, and based on specific benchmarks predicts the likely consequences of the VPK program on the criteria of choice, productive efficiency, equity and social cohesion. The author concludes that the Florida VPK program appears to favor the principles of freedom of choice and efficiency at the expense of equity and social cohesion. (Shana Kennedy-Salchow, Teachers College, Columbia University, May 2005)...

Standards for Children’s Learning Before They Come to School – A Report on What States are Doing - An increasing number of state-level programs have developed "early learning standards." How do these differ from early childhood program standards? This study explores these issues – how states across the country have defined expectations for children, what content has been included, and how the standards are being used. (Catherine Scott-Little, Sharon Lynn Kagan and Victoria Stebbins Frelow, SERVE, June 2003)...


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