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.

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 six months 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.

New York City Early Childhood Research Network

Bank Street College of Education; New York, NY
$452,000 over 21 months 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 21 months 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.

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.