Resources

While quality Pre-kindergarten programs are important contributors to young children’s educational success, systems at both the state and district levels, must be in place to provide a continuum of quality educational experiences from Pre-kindergarten through Grade Three.

In a recent Harvard Education Letter interview, Robert Pianta, Dean of the Curry School of Education at the University of Virginia, discusses the value of the Classroom Assessing Scoring system, a classroom observation instrument known as CLASS. CLASS can be an important part of professional development efforts to create high quality learning experiences for children in PreK-3rd programs by providing a common metric for documenting what goes on in classrooms from grade to grade.

Since 1985, racial/ethnic differences among Black, Hispanic, and White children have been narrowing overall.

The Foundation for Child Development’s Advancing PreK-3rd Series No. 8 Educational outcomes for young English Language Learners (ELL) from ages three to eight can improve if we abandon outdated misconceptions and inform our practices with current scientific findings.

This study conducted by The Urban Institute and funded by the National Council of La Raza, documents the impact of U.S. Immigration and Customs Enforcement (ICE) worksite raids on the children of undocumented workers.

The Foundation for Child Development’s Special Focus Report, Trends in Infancy/Early Childhood and Middle Childhood Well-Being, 1994-2006, presents the first wide-ranging picture of how children in their first decade of life are faring the the U.S. It is the first report to look comprehensively at the overall health, well-being, and quality of life of America’s youngest children — from birth through eleven years old, using the the Foundation’s Child Well-Being Index (CWI), and to track and compare child well-being across three primary stages of development — early childhood, middle childhood, and adolescence.

New Jersey has a unique opportunity to realize a PK-3 vision.

Annual Release - July 22, 2008 The 2008 annual release of the Foundation for Child Development’s Child Well-Being Index (CWI) finds that after an upward trend for eight years, 1994 through 2002, progress in American children’s quality of life has now moved into a stall/slow growth period.