Resources

Taking Steps Toward PK-3 Success, examines state policies and practices that affect PreK-3rd teachers’ working conditions.

In Building a Science of Classrooms, Hamre, Pianta, Mashburn, and Downer present a scientific framework to assess classroom quality from PreK through Third Grade.

Phillips, Gormley, and Lowenstein compare and contrast characteristics of Tulsa UPK classrooms to a sample of state-funded PK classrooms in seven states in Classroom Quality and Time Allocation in Tulsa’s Early Childhood Programs.

This analysis compares the United States to the United Kingdom, Canada, Australia and New Zealand.

This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally-representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students.

This policy brief from the National Task Force on Early Childhood Education for Hispanics presents data on the reading and math readiness of Hispanic children at the start of kindergarten and their achievement at the end of fifth grade.

Children born to immigrant parents are a large and rapidly growing segment of the nation’s child population.

This paper centers a PreK-3rd reform agenda in the No Child Left Behind Act (NCLB). Policy recommendations include strategies to fund universal PreKindergarten and full-day Kindergarten, alignment of state and national early learning standards in grades PreK-3rd, support for the expansion of a highly qualified PreK-3rd teaching workforce, and extension of learning time options for young children.