All Resources Resources (cont'd)

The Foundation for Child Development Policy to Action Brief Series No. 1 Why do so many Americans believe that elementary schools are doing a fine job despite clear evidence to the contrary?

In this essay, Edward Zigler, Sterling Professor of Psychology, Emeritus, at Yale University, proposes that a better, research-based use of Title I funds would be to build on the benefits of quality Prekindergarten by focusing Title I funds on the early elementary grades.

Issues in PreK-3rd Education; Number One FirstSchool is part of a national PreK-3rd movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools.

Issues in PreK-3rd Education; Number Two FirstSchool is part of a national PreK-3rd movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools.

Issues in PreK-3rd Education; Number Three FirstSchool is part of a national PreK-3rd movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools.

Education finance policy researchers, Lawrence O. Picus, Allan Odden, and Michael Goetz, apply their evidence-based approach to estimate the national and state-by-state costs of PreK-3rd approaches.

Foundation for Child Development Policy to Action Brief Series No. 2 In a time of great fiscal constraints, policymakers and educators are focusing not only on raising student achievement, but also on making more strategic use of the available funds.

This Research Brief from Child Trends and The Center for Social and Demographic Analysis at the University of Albany, SUNY, finds that nearly one-half of children in immigrant families live in poverty when basic living and child care costs are taken into account.