Access

Publications and Research

Prepared remarks by U.S. Secretary of Education Arne Duncan on a media call regarding the relesae ofthe 2013 State Preschool Yearbook.

In this report to New Jersey Council for Young Children (NJCYC) Department of Education, researchers present the results of two studies of the quality of child care received by infants and toddlers in New Jersey which addressed the following questions: What is the quality of infant and toddler center-based care in New Jersey?  What is the quality of this infant/toddler care in each of the twenty one counties?  What are some common strengths and weaknesses of infant and toddler center-based care?    

In 2013, preschool education received more attention in the media and public policy circles than it has for some time, in part because of a series of high-profile proposals to expand access to quality pre-K.  The scientific basis for these proposed expansions of quality pre-K is impressive.  This paper brings to bear the full weight of the evidence to address the following questions:

  • What does all the evidence say about effective preschool education and long-term cognitive benefits?
  • What are the estimated effects of state and local pre-K programs in more recent years?
  • Is Head Start ineffective? 
  • Can government improve the quality of public preschool education? 
  • If states expand pre-K with temporary federal matching funds, what happens to state education budgets when that federal money is not available?

NIEER projects that in 2030 all but 1 state would spend less on education from pre-K through grade 12 under federal proposals that incentivize states to raise pre-K quality standards, offer a full school day, and serve all children under 200 percent of the federal poverty level. 

This policy reported, released by the National Institute for Early Education Research (NIEER). the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA), discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities.

This policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012.

Pages