All Resources Resources (cont'd)

The first years of life are a critical time for development of the foundational skills and competencies that children will need for success in school and in life.

The aim of this study is to investigate the academic and socioemotional trajectories from Kindergarten to Fifth Grade for children with different language abilities at Kindergarten entry.

Lawrence O. Picus and Associates review research on parent engagement programs at the PreK-3rd level, and identify programs with greater promise of academic success for children.

In the annual essay, journalist Dale Russakoff examines evidence as to whether the vast range of efforts by schools to comply with federal requirements to engage parents has led to better achievement for their children.

A new report from the New America Foundation shows how key state officials, early childhood advocates, and school reformers have taken important first steps towards a seamless PreK-3rd early education system in California.

Dear Secretary Duncan: Thank you for your invitation to comment on the Department’s proposed priorities, requirements, definitions, and selection criteria for awarding the Investing in Innovation funds.

A new report from the New America Foundation finds that New Jersey has made tremendous strides in improving children’s access to high-quality early learning experiences, enabling some districts to nearly close the achievement gap.

Recognizing the importance of connecting education research to policy, the American Educational Research Association (AERA) and the Foundation for Child Development (FCD) have collaborated on the development and implementation of this institute directed to building capacity among early career scholars.