Publications and Research
This policy report examines academic and social outcomes of half-day versus full-day kindergarten and trends in provision of full-day programs. Recommendations include balancing anticipated gains from expanding kindergarten schedules against cost considerations and developing classroom and teacher support strategies when moving to full-day.
This policy report analyzes what the research says about access to and gains made in high-quality preschool programs by children from middle-income families. Recommendations include expanding publicly funded preschool programs to include middle-income children and strengthening standards for child care and early education programs.
Can investing in high-quality early education reduce the demand for high-cost special education, social welfare and criminal justice systems? NIEER Director Steve Barnett makes this point in this video, which features children in preschool and parents who weigh in on the issue.
This policy brief examines assessment of learning among preschoolers and the trend toward increased standardized testing of young children. The brief offers definitions and applications of assessment concepts and policy recommendations essential to a balanced approach.
Sparked by the New Jersey Supreme Court's landmark 1998 decision in the Abbott v. Burke court case, the state has developed a whole new system of pedagogy focused on 3- and 4-year-olds.