Northwest Regional Comprehensive Center

Printed from: http://nwrcc.educationnorthwest.org/early-learning

 

 

 

 

 

 

Early Learning

Early childhood is a key time in any student’s development. The NWCC provides technical assistance to build Northwest states’ capacity to implement comprehensive and aligned early learning systems in order to increase the number of children from birth through third grade who are prepared to succeed in school.

The following resources related to this priority area have been compiled by NWCC staff.

Resources

Building State P–3 Systems: Learning from Leading States


The Center on Enhancing Early Learning Outcomes (CEELO) released a policy report focusing on the state education agency (SEA) role in supporting P–3 system building at the state and local levels. Included in the report are case studies of three states that have devoted significant attention and...

50-State Comparison: K–3 Quality


Education Commission of the States released a resource comparing K–3 Quality policies in all 50 states. Highlights include: Eighteen states plus D.C. provide guidance for the pre-K to kindergarten transition process. This guidance often includes written transition plans, family engagement, teacher/...

The 2015 State of Preschool Yearbook


The National Institute for Early Education Research (NIEER) released the 2015 Yearbook examining the 2014–2015 school year as well as documenting more than a decade of progress since the first Yearbook collected data on the 2001–2002 school year. This year NIEER included additional survey questions...

Pre-K Attendance—Why It’s Important and How to Support It


The Center on Enhancing Early Learning Outcomes (CEELO) released a brief originating from a state request for information on chronic absenteeism with regard to early childhood. It provides information on potential causes of absenteeism, examples from cities and states to address it, and available...

State Policy to Promote Effective Teaching that Improves Learning


The Center on Enhancing Early Learning Outcomes (CEELO) released a publication which encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and...

The State of Preschool: 2014


The National Institute for Early Education Research (NIEER) released its newest edition of their annual report profiling state-funded prekindergarten programs in the United States. This latest Yearbook presents data on state-funded prekindergarten during the 2013–2014 school year as well as...

Approaches to State Pre-K Eligibility Policy: Considerations for Policy Makers in Revising Policy to Increase Access for High Needs Children


The Center on Enhancing Early Learning Outcomes (CEELO) released a policy report providing policy makers with information on state-funded pre-K programs’ eligibility policies and the common risk factors used to prioritize enrollment. As states seek to expand access to early childhood programs and...

Profiles: The State of Early Childhood Programs


The Center for American Progress released a set of fact sheets providing insight into what states are doing to ensure that high-quality education is accessible to all children and how they can improve on that success. The social and economic benefits of high-quality early childhood programs have...

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies into School Turnaround Efforts to Improve Instruction for All Students


The Center on School Turnaround (CST) and the Center for Enhancing Early Learning Outcomes (CEELO) released a publication focusing on case studies of three schools that have used School Improvement Grant (SIG) funds, with the support of their districts, to implement early learning strategies as...

QRIS and Inclusion: Do state QRIS standards support the learning needs of all children?


The Center on Enhancing Early Learning Outcomes (CEELO) released a brief addressing the extent to which inclusion is addressed in state Quality Rating and Improvement Systems (QRIS) models. An online review of state QRIS websites identified states with QRIS and explored the extent to which criteria...

CEELO Annotated Bibliography: Selected Resources on Professional Development Systems


The Center on Enhancing Early Learning Outcomes (CEELO) released an annotated bibliography identifying selected resources on professional development systems. The impetus for this annotated bibliography stems from an information request from a state seeking information from national organizations...

Initiatives from Preschool to Third Grade: A Policymaker’s Guide


The Education Commission of the States released a guide for policymakers and their staffs on the most commonly requested topics from preschool to third grade. The brief is organized in response to the two types of questions policymakers most commonly ask ECS about P–3 approaches: What are...

Changing the Metrics of Turnaround to Encourage Early Learning Strategies


The Ounce of Prevention Fund released a report outlining that current metrics used in School Improvement Grants effectively eliminate the viability of early learning as a potential long-term improvement strategy. The report states that the federal government and states should rethink their metrics...

Facts about Fadeout: The Research Base on Long-Term Impacts of High Quality Pre-K


The Center on Enhancing Early Learning Outcomes (CEELO) released a brief examining the persistence of impacts of quality pre-K education. For states beginning an investment in early childhood education or expanding access to an existing program, it is important to examine the research base for the...

What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders?


The Center on Enhancing Early Learning Outcomes (CEELO) released a report based on reviewing data on 21 states’ principal licensure requirements, conducting structured interviews with experts on principal preparation and professional development in 7 states, and speaking with staff at the National...

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America


The Center on Enhancing Early Outcomes (CEELO) released a report describing readiness and opportunity gaps in access to high quality early education. The report is organized into four main sections. The first describes the “readiness gaps” at kindergarten entry as of 2010. The remaining sections...

Formative Assessment: Guidance for Early Childhood Policymakers


The Center on Enhancing Early Learning Outcomes (CEELO) released a policy report providing a guide and framework to early childhood policymakers considering formative assessment. The report defines formative assessment and outlines its process and application in the context of early childhood. The...

How Are Early Childhood Teachers Faring in State Teacher Evaluation Systems? CEELO Policy Report


Center on Enhancing Early Learning Outcomes (CEELO) released a brief providing state leaders and technical assistance providers with information on the design and requirements of teacher evaluations systems for early childhood teachers in selected states. The brief discusses the approach each state...

2013 State of States’ Early Childhood Data Systems


The Early Childhood Data Collaborative released a report addressing the questions: Are young children (birth to age five) on track to succeed when they enter school? How many children have access to high-quality early care and education (ECE) programs? Is the early childhood workforce adequately...

Fast Fact: Information and Resources on Developing State Policy Kindergarten Entry Assessment (KEA)


The Center on Enhancing Early Learning Outcomes (CEELO) released a brief addressing how states are approaching the development and implementation of KEA as part of a comprehensive assessment system. The brief highlights KEA measures used by other states and the processes states have used to develop...