Publications and Research
NIEER study of Arkansas' state-funded preschool education program shows significant improvement in the early language, literacy and mathematical development of 4-year-old children.
This NIEER working paper summarizes three studies projecting the economic consequences of expanding preschool programs toward universal enrollment in three states - Massachusetts, Ohio and Wisconsin.
There is abundant evidence demonstrating that states should fund quality preschool programs. However, there is less research available to suggest how much funding is necessary for programs to achieve their desired effects. This NIEER report presents current state spending on preschool, identifies some aspects of programs that are clearly related to cost, and offers estimates of the state commitment necessary to achieve various levels of access and quality.
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 paper presents an overview of the efforts over three years (2002-2005) to develop and implement an assessment system for the New Jersey Abbott Preschool Program. From February, 2002 through August, 2005, Dr. Frede was assistant to the commissioner, Office of Early Childhood Education, New Jersey Department of Education.