Education Development Center; Washington D.C.
$86,000 over six months on behalf of the National Association of Early Childhood Specialists in State Departments of Education to provide capacity-building support to develop a new vision and strategic plan for the organization.

National Academies of Sciences, Engineering and Medicine; Washington D.C.
$150,000 over 23 months for a new study within the Board of Children, Youth and Families examining national funding strategies that will provide reliable, accessible high-quality early care and education, including a well-qualified and adequately compensated workforce.

National Association of State Boards of Education; Washington, D.C.
$400,000 over two years to support the State Boards of Education understanding of and engagement in early care and education workforce issues. The grant supports strategic planning efforts aimed at strengthening professional competencies, improving professional development opportunities, and advancing workforce credentialing and preparation through higher education systems.

National League of Cities Institute, Inc.; Washington, D.C.
$400,000 over two years to support municipal leaders understanding of and engagement in early care and education workforce issues. The grant supports strategic planning efforts aimed at strengthening ECE professional competencies and professional development support systems.

Research Foundation for the University of Minnesota; Minneapolis, MN
$75,000 over 11 months for The Human Capital Research Collaborative to build a national dissemination strategy to increase the availability and participation of children in the Child Parent Center-Preschool to 3rd Grade program and to improve the fidelity of program implementation.

Teachers College, Columbia University; New York, NY
$150,000 over 12 months for operational support of the Campaign for Educational Equity to research and analyze policy strategies for developing sustainable financing for high-quality, universal preschool in New York State across diverse program settings.

New York City Early Childhood Research Network

Research Foundation of the City University of New York; New York, NY
$285,000 over two years for the Borough of Manhattan Community College to explore and examine the recruitment, retention, professional development, and mentoring of male educators in NYC’s UPK system.

Research Foundation of the City University of New York; New York, NY 
$475,000 over three-years on behalf of the partnership between the City College of New York and Teacher’s College, Columbia University to research teaching and family involvement practices that are responsive to families from low-income, immigrant, and culturally diverse backgrounds in NYC’s UPK system.

Research Foundation of the City University of New York; New York, NY 
$484,000 over two and half years for the New York Early Childhood Professional Development Institute at the City University of New York to continue the work of NYC Early Childhood Research Network.

Rutgers the State University of New Jersey; New Brunswick, NJ
$200,000 over 15 months for the National Institute of Early Education Research to examine the system of coaching and ongoing professional learning in NYC’s UPK system.

Young Scholars Program

California State University Channel Islands Foundation; Camarillo, CA
$225,000 over two years to support Carola Matera’s study, “Early Childhood Classroom Quality Assessment for Dual Language Learners: Implications for Improving Teaching Practices.”

Migration Policy Institute; Washington, D.C.
$76,000 over 10 months to support the on-going professional learning for the Young Scholars by organizing opportunities for additional scholarship, dialogue with policymakers, and knowledge acquisition regarding how the reauthorization of the Every Student Succeeds Act impacts the preparation, practice, and on-going professional learning of the ECE workforce.

Regents of the University of California Santa Barbara; Santa Barbara, CA
$144,000 over two years to support Michael Gottfried’s study, “The Role of Full-Day Kindergarten for Children with Disabilities: Effects on Achievement and Socioemotional Development.”

University of Texas Foundation; Austin, TX
$119,000 over two years to support North Cooc’s study, “The Role of Early Childhood Teacher Qualifications and Kindergarten Transition Practices in the Developmental Trajectories of Young Children with Disabilities.”

University of Washington Foundation; Seattle, WA
$225,000 over 29 months to support Holly Schindler’s study, “Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-Based Video-Coaching Program for Mexican American Fathers.”