Search Results: (1-15 of 29 records)
|REL 2021113||Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative.
|REL 2021093||State-Funded Preschool in the Last Frontier: Alaska's Pre-Elementary Grant Program
Created in 2016, Alaska's Pre-Elementary Grants (PEGs) allow school districts to design, develop, and expand affordable and accessible preschool in their communities. PEGs aim, in particular, to serve historically disadvantaged students. This study aimed to help Alaska stakeholders better understand how districts implemented the grants and what were the characteristics and outcomes of children who participated in PEG programs. Based on analyses of documents, interviews, and administrative data, the study found that PEG districts served a higher proportion of Alaska Native students, English learner students, and students in rural remote schools than did non-PEG districts and that these differences increased between 2016/17 and 2018/19 as more districts received funding. PEG districts used the program’s flexibility primarily to provide or support part-day preschool. In addition, students' participation in state-funded preschool between 2013/14 and 2017/18, including PEG participation, was positively related to kindergarten readiness, kindergarten and grade 2 English language proficiency, kindergarten and grade 1 attendance, and grade 3 assessment scores in math but not to grade 3 assessment scores in reading. The study findings have important implications for Alaska’s efforts to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. Specifically, the implementation findings can help practitioners, program directors, and state agency staff members in Alaska provide more targeted support to districts and modify the grant program in future years. The promising findings on the relationship between PEG participation and student outcomes point to the need for more rigorous research on this topic—an effort that would benefit from improved data collection.
|NCES 2021144||Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|NCES 2020075REV||Early Childhood Program Participation: 2019
This First Look report presents findings about young children’s care and education before kindergarten, including participation rates in weekly nonparental care arrangements, how well these arrangements cover work hours, costs of care, months spent in care, location of care, factors used to select a care arrangement, and factors making it difficult to find care. These data represent circumstances before the implementation of COVID-19 restrictions.
|NCES 2020144||The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|REL 2020015||Enrollment rates of children in universal prekindergarten programs in Vermont in 2016/17
The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the likelihood of being enrolled in different program types. This study describes the characteristics of children enrolled in universal preK programs in 2016/17, which was the first year of full implementation of universal preK in Vermont. Secondary data for 5,662 children enrolled in 282 preK programs were analyzed using descriptive statistics and logistic regression. Results showed that vulnerable children in preK—that is, those with individualized education programs and those identified as eligible for free or reduced-price lunch—were more likely to enroll in public school programs and in programs with higher quality ratings than their peers. While most children enrolled in a program within the geographic boundaries of their local education agency, children with individualized education programs and those identified as eligible for free or reduced-price lunch were more likely to do so. Overall, these findings indicate higher proportions of higher-needs students were enrolled in public school programs compared to private programs. In future efforts to examine how changes to Vermont’s preK program may affect families’ access to preK, Vermont could conduct additional research on how families make decisions about enrolling their children in different preK programs.
|NCES 2019058||The Costs of Childcare: Results From the 2016 Early Childhood Program Participation Survey (ECPP-NHES:2016)
This report uses data from the 2016 Early Childhood Program Participation Survey (ECPP) of the National Household Educational Surveys Program (NHES). It provides findings about percentages of children who received any nonparental care, the type (relative care, nonrelative care, center-based care, or multiple arrangements), associated costs of care, assistance received, and the factors that influenced parents’ decisions about childcare arrangements.
|NCES 2017101REV||Early Childhood Program Participation, Results from the National Household Education Surveys Program of 2016
This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Early Childhood Program Participation Survey collected data on children’s participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents’ participation in various learning activities with their children.
|NCEE 20174024||An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
To date, efforts to include evidence-based instruction in large-scale reading programs have not generated meaningful improvements in student outcomes. To identify additional instructional practices that merit further evaluation, this evaluation brief provides an exploratory analysis of practices that are related to young students' growth in language skills and comprehension in listening and reading. The analysis is based on student test scores and observations of instructional practices in 1,035 classrooms in prekindergarten through grade 3 within 83 Title I schools during the 2011-2012 school year. Among the practices measured, those that were most consistently related to student growth include engaging students in defining new words, making connections between students' prior knowledge and the texts they read, promoting higher-order thinking, and focusing instruction on the meaning of texts.
|REL 2017246||A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)
This is the second in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on the implementation strategies that support SEL programming, including a cycle of continuous improvement. It also presents state and district policy supports for SEL programming, such as engaging stakeholders, assessing resources and needs, adopting evidence-based SEL programs, integrating SEL into teacher and administrator evaluation systems, and developing comprehensive, freestanding SEL learning standards.
|REL 2017245||A review of the literature on social and emotional learning for students ages 3-8: Characteristics of effective social and emotional learning programs (part 1 of 4)
This is the first in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on stand-alone, evidence-based SEL programs that are associated with positive student behaviors and/or academic performance. The literature reviewed for this report also includes programs that target executive functioning, with an understanding that many SEL approaches represent a hybrid of the two. To assist educators and policymakers, this report presents information on selecting an evidenced-based SEL program and provides recommendations from experts.
|NCES 2016144||The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|NCES 2014078||State of Preschool 2013: First Look
This report presents findings from the State of Preschool 2013 data collection from the National Center for Education Statistics within the Institute of Education Sciences. This brief report presents data about state supported preschool enrollment and funding to support enrollment. The report presents the data at the state and national levels for the 2012-13 school year. Enrollment information is shown by children’s year of age. Information about funding is shown for state provided support and then by support from all sources.
|NCEE 20144000||National Evaluation of the IDEA Technical Assistance & Dissemination Program
This report examines (1) the primary technical assistance activities carried out by the Technical Assistance & Dissemination Program national centers, (2) states’ needs for technical assistance and the extent to which these needs are addressed by TA&D centers or other sources, and (3) within specific areas of special education, the extent to which states are satisfied with the products and services received from TA&D Program centers. The report is based on data collected from 27 national TA&D Centers, 51 Part C Early Intervention Coordinators administering IDEA Part C infant/toddler programs, and 51 Part B Special Education Directors. An additional 805 surveys, focused on needs for and receipt of technical assistance within specific areas of special education, were also completed by state staff.
|WWC IRECE271||Let's Begin with the Letter People
Let’s Begin with the Letter People is an early childhood literacy curriculum that uses 26 thematic units—each of which covers a letter of the alphabet—to develop children’s language and early literacy skills. A major focus of the program is phonological awareness, including rhyming, word play, alliteration, and segmentation. The WWC found that Let's Begin with the Letter People has no discernible effects on oral language or phonological processing and mixed effects on print knowledge for preschool children.
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