- The Effects of Tulsa’s CAP Head Start Program on Middle-School Academic Outcomes and Progress
October 18, 2016
This full paper discusses the persistent, positive effects of a high-quality preschool Head Start program on middle-school academic outcomes and progress in Tulsa, Oklahoma’s Community Action Project.
- Policy Brief: Do the Positive Effects of Tulsa’s Head Start Program Persist Through Middle School?
October 18, 2016
This policy brief discusses the persistent, positive effects of a high-quality preschool Head Start program on middle-school academic outcomes and progress in Tulsa, Oklahoma’s Community Action Project.
- Do The Short-Term Effects of a High-Quality Preschool Program Persist?
October 18, 2016
This paper examines the persistence of short-term effects of a high-quality school-based pre-kindergarten program in Tulsa, Oklahoma on reading and math scores.
- Chaos for Dual Language Learners: An Examination of State Policies for Exiting Children from Language Services in the PreK-3rd Grades
October 6, 2014
Chaos for Dual-Language Learners: An Examination of State Policies for Exiting Children from Language Services in the PreK-3rd Grades from the New America Foundation scans the policies in all 50 states and DC to find out how states determined when to exit dual-language learners from services that help them learn English.
- Making the Hours Count: Exposing Disparities in Early Education by Retiring Half-Day vs. Full-Day Labels
September 9, 2014
Making the Hours Count: Exposing Disparities in Early Education by Retiring Half-Day vs. Full-Day Labels highlights the differences in how time is measured and the lack of data available to accurately determine the length of the school day across states and districts.
- Military Children and Families
August 18, 2014
This issue of Future of Children (Volume 23, Number 2, Fall 2013) seeks to integrate existing knowledge about the children and families of today’s United States military; to identify what we know (and don’t know) about their strengths and the challenges they face, as well as the programs that serve them; to specify directions for future research; and to illuminate the evidence (or lack thereof) behind current and future policies and programs that serve these children and families.
- Strong Early Learning Systems = Strong Young Readers: New Jersey’s Action Plan for Success
July 31, 2014
Earlier this year, New Jersey held its first PreK-3rd Summit in which a diverse group of early childhood leaders came together to identify the major barriers to developing an aligned and coordinated system of early learning (PreK-3rd). The group’s recommendations for PreK-3rd systems building are found in the latest report from the Advocates for Children of New Jersey, Strong Early Learning Systems = Strong Readers: New Jersey’s Action Plan for Success.
- Exploring Instability and Children’s Well-Being
July 24, 2014
This report from the Urban Institute presents the insights gleaned from a November 2013 convening of policymakers, practitioners, and researchers about the implications of stability and instability for children’s development, as well as what we know, what we need to learn, and what we need to do across research, policy, and practice.