Quality of Professional Practice

This two-page brief explains the formation of the New York City Early Childhood Research Network Summary and current studies examining the early care and education workforce within New York City’s Universal Prekindergarten Program.

This full report discusses the implications of child developmental science for early care and education professionals in terms of necessary competencies and practices, as well as the systems change needed to better support the preparation, competency, professional development, and compensation for the early care and education workforce.

As of 2012, 20 states and DC require evidence of student learning to play a role in evaluating teacher performance.

PreK-3rd: Getting Literacy Instruction Right, the ninth in the FCD series of Policy to Action Briefs outlines the elements of strong PreK-3rd literacy instruction including: what high-quality instruction looks like,what supports enable teachers to carry out strong literacy instruction, and what policies enable schools to carry out strong PreK-3rd reading instruction.

This report from the New America Foundation by Lisa Guernsey, and Susan Ochshorn, argues for improving early education through teacher reform.

Many curricula can be used successfully in pre-kindergarten and elementary classrooms.

School improvement efforts in the U.S. should focus on rethinking the use of time.

Will state and federal testing programs advance the goal of school readiness for all children?