Early Care and Education Grants

Center for Law and Social Policy; Washington, D.C.
$450,000 over three years to conduct in-depth case studies of State implementation of the newly reauthorized Child Care and Development Block Grant, and to provide technical assistance to States as they develop policies within the new legal and priority framework of Child Care and Development Block Grant.

Education Development Center, Washington, D.C.
$86,000 over one year 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 two years for a new study within the Board on 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 for the Education of Young Children; Washington, D.C.
$720,000 over two years for a three-year initiative to create a coalition of ECE professional organizations to establish a set of nationally agreed upon competencies for ECE professionals, parameters for licensing and certification, and the development of national, state and local advocacy strategies to adopt and implement these recommendations.

Research Foundation for the City University of New York; New York, NY
$126,000 over one year on behalf of the New York Early Childhood Professional Development Institute of CUNY to convene a CUNY-wide working group that will result in a blueprint to re-imagine the way the CUNY system prepares early childhood teachers and leaders and to be recommended to CUNY’s Chancellor.

Research Foundation for the City University of New York; New York, NY
$94,000 over three years on behalf of The City College of New York to produce a set of on-line materials including four videos that demonstrate high quality methods and techniques to enhance preschool through early elementary instructional practice.

Teachers College, Columbia University, New York, NY
$150,000 over one year 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.

University of Minnesota Foundation, Minneapolis, MN
$75,000 over one year 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.

New York City Early Childhood Research Network

Bank Street College of Education; New York, NY
$452,000 over two years on behalf of a collaboration with the National Center for Children in Poverty at Columbia University to examine leadership capacity across all Universal Prekindergarten program settings in diverse NYC communities, and the supports offered by them to teaching staff.

New York University; New York, NY
$355,000 over three years on behalf of the Institute of Human Development and Social Change to analyze how teachers with different levels of teaching qualifications are distributed across NYC UPK classrooms with different compositions and levels of quality, and to examine how administrators and teachers use data about classroom quality to improve professional development and classroom practice.

Research Foundation for the City University of New York; New York, NY
$118,000 over four months for a planning grant to be led by the New York Early Childhood Professional Development Institute of CUNY that will coordinate researchers and various city agency leaders collaborating on place-based implementation studies focused on NYC’s UPK system and its workforce.

Research Foundation for the City University of New York; New York, NY
$530,000 over two years on behalf of Hunter College to examine how teaching staff involved in curricula planning understand and use formative child assessment tools to support their daily practice and curricula implementation.

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 early care and education 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 a 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 two years for the National Institute of Early Education Research to examine the system of coaching and ongoing professional learning in NYC’s UPK system.

Teachers College, Columbia University; New York, NY
$656,000 over two years on behalf of the National Center for Children and Families for a comprehensive analysis of variation by NYC UPK program setting, governance, and community district in teacher characteristics, professional development, instructional approach, and program structure.

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 one year 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 early care and education 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 three years 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.”