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CEELO Resources – Child Outcomes

High quality early learning programs promote the developmental and academic success of young children birth through third grade. Research points to key factors that influence child outcomes, including the professional expertise of the adults, the rigor of curriculum based standards, the involvement of families, and the attention to the social-emotional and physical health needs of children. A preponderance of evidence has emerged on the effects of well-implemented early learning programs to inform state and local decision-makers.

CEELO publishes a range of material on child outcomes in the early learning space. See below for our resources listed alphabetically.To view CEELO Resources by publication type, click here. For other child outcomes resources, click here.

All CEELO Resources on Child Outcomes

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America describes readiness and opportunity gaps in access to high quality early education.  The report is organized into four main sections. The first describes the “readiness gaps” at kindergarten entry as of 2010. The remaining sections examine the extent to which there are “opportunity gaps” in the early care and education services that may be associated with those readiness gaps.  (May 2014, Policy Report)

Access to Quality Preschool in the US shares highlights from the national data, including trends over the past 10 years; takes a closer look at states with high minority populations, noting those that are making progress and states that are falling behind in efforts to increase access to high quality preschool for vulnerable children; and, discusses policy recommendations for State Education Agency and early childhood leaders to ensure that all children have access to high quality preschool. The webinar was sponsored by CEELO, with Dr. Steven Barnett (CEELO/NIEER), Dr. Milagros Nores (NIEER), and David Johns, (White House Initiative on Educational Excellence for African Americans).  (August 2013, Webinar)

Behind the New Benchmarks Webinar is a NIEER webinar that provides an overview of changes to State of Preschool report quality standards benchmarks, reasons for the updates and policies that should be in place to meet the new benchmarks. Presenters include NIEER Founder and Senior Co-Director Steve Barnett and yearbook co-author Allison Friedman-Krauss Ph.D., along with representatives from Michigan, Alabama, and New Mexico discussing how they have integrated or plan to integrate new benchmark criteria into state policy/practice. (October 2017)

Best Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK-Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children’s home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner children.  (February 2015, Presentation)

Connecting the Dots: Using Best Practices to Support Three- to Five-Year-Olds and Their Families focuses on current research on child development and learning; revised Vermont Early Learning Standards; standards-referenced, child-centered curriculum development; and developmentally appropriate and effective teaching practices. CEELO’s Jim Squires presented with VT Higher Education Collaborative Early Childhood Coordinator Manuela Fonseca at an interactive full-day session for the Vermont Higher Education Collaborative (VT HEC) on November 30, 2016 in Montpelier, Vermont. (November 2016, Presentation)

Definitions and Approaches to Measuring Reading Proficiency reviews selected resources on national and state definitions of literacy and reading to inform a state definition of reading proficiency. This information can be helpful to guide efforts to ensure all children are supported in developmentally appropriate literacy and reading skills. The resource identifies national and state approaches to measuring reading proficiency.  (May 2014, Fast Fact)

Early Childhood Suspension and Expulsion identifies selected research studies and federal and state policy resources on early childhood suspension, expulsion, and discipline and what can be done to prevent these practices. (August 2015, Annotated Bibliography)

Early Learning Chiropractory: Can we Make Standards Alignment a Little Less Painful?  examines how states are approaching a comprehensive early learning system of standards and explores emerging tools to move state standards along a cohesive and high-quality continuum. CEELO’s Jana Martella and Tom Schultz, along with Albert Wat (National Governors Association) and Jim Lesko (ELC-TA) at the 2014 NAEYC Professional Development Institute.  (June 2014, Presentation)

Early Learning Programs: Ensuring Young Children are Successful provides information on best practices to help young children experience high quality education, every day, and every year, from preschool through third grade. Lori Connors-Tadros, CEELO Project Director, presented at the 2017 Technical Assistance Meeting for the Insular Areas (the U.S. Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands) sponsored by the U.S. Department of Education, School Support and Rural Programs. (April 2017, Presentation)

Equity and Excellence: African-American Children’s Access to Quality Preschool discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities. The report was released by the National Institute for Early Education Research (NIEER), the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA).  (November 2013, Policy Report)

Evidence of Effective Early Literacy Models reviews key research that exists on effective early literacy models, provides an explanation of what early literacy development looks like, describes how teachers can best support children’s acquisition of these skills, and identifies specific interventions that have shown positive evidence. (February 2014, Fast Fact)

Evidence of Effective Early Numeracy Models reviews key research that exists on effective early numeral models and provides available resources that can be used to support districts’ use of evidence-based models and approaches. (March 2014, Fast Fact)

Excellence for Every Child: Improving the Quality of Teaching Birth through Grade Three offers helpful resources on improving instructional practices from the 2014 CEELO Roundtable (see “presentations” and “resources” tabs). Roundtable Reflections 2014 provides broad highlights from the sessions and lists resources identified by participants.  (June 2014, Presentations)

Facts About Fadeout explores what the research says about the lasting benefits of high-quality early education programs. As interest in pre-K continues to grow, policymakers ask whether the benefits “fadeout” in elementary school. This document presents the research findings on effect size over time as well as what factors in a pre-K program are likely to foster lasting benefits.  (August 2014, FastFact)

Formative Assessment: Guidance for Early Childhood Policymakers serves as a guide and framework to early childhood policymakers considering formative assessment, outlining issues for consideration in implementing formative assessment.This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction.  (April 2014, Policy Report)

High Quality Pre-K: Taking the Road Less Travelled discusses how public dollars invested in high-quality pre-K can prevent achievement gaps. It discusses what is required for a pre-K program to be high quality. This video features CEELO’s Steve Barnett, who gave this talk at the AERA Knowledge Forum on February 18, 2016 in Washington, DC. An accompanying fact sheet can be found here.  (August 2016, Presentation)

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina details policy mechanisms that lead to improved child outcomes. The presentation discusses young children’s brain development, dimensions of readiness, elements and measurements of quality, the P-20 approach, and other areas policy can impact. It also includes information on return on investments in early childhood for South Carolina. Jim Squires presented at the Early Childhood Common Agenda Forum South Carolina Children’s Trust.  (November 2014, Presentation)

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program features case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK–3) as a key strategy in their schools’ turnaround models. The goal of this document is to increase the awareness and understanding of how to effectively embed PK–3 strategies in school turnaround efforts within the SIG program. CEELO collaborated with the Center on School Turnaround (CST) to develop the case studies.  (January 2015, Policy Report)

Instructional Practices that Support Literacy Achievement of Students Living in Poverty  reviews research on the impact of poverty and identifies a dearth of literacy resources on the reading achievement of children in low-income households. The presentation highlights intentional instructional practices that focus on vocabulary development, integration of literacy instruction with science and math, and greater access to print and literacy-rich resources can help children as ways to close the achievement gap in literacy and other content domains. CEELO supported the participation of Susan Neuman (University of Michigan) as a presenter for this session at the Wisconsin Literacy (un) Conference.  (April 2013, Presentation)

Is Retention in the Early Years an Effective Research-Based Approach for Improving Student Outcomes? presents what research had to say about the practice of retention, and shares state and local approaches, including early identification and intervention strategies. Jim Squires supported the Southeast Regional Comprehensive Center’s online Community of Practice for SEA early education leaders during this interactive session. (April 2015, Presentation)

Kindergarten as a Critical Link focuses on ways that school districts can develop kindergarten policies to both support alignment across the early grades and ensure effective transitions for children and families into elementary school. The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all. Panelists share how districts and school are enacting and implementing these policies, with a discussion of strategies, approaches, and outcomes. Melissa Dahlin and Shannon Riley-Ayers gave this presentation at the Ounce of Prevention’s Excellence in the Early Grades District Leadership Summit with Vincent Costanza (New Jersey Department of Education), Anne Arnold (Highline Public Schools, WA), and Rick Falkenstein (Kingwood Township School District, NJ).  (March 2015, Presentation)

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state. These presentations were given by CEELO’s Tom Schultz and representatives from states at the 2014 NAEYC Professional Development Institute.  (June 2014, Presentation).

Making Informed Decisions: A Guide to Understanding Early Education Research guides QRIS administrators to identify good research, understand what research says about selected issues, and turn research into practice. It also provides important resources. Jim Squires presented this information to the QRIS National Learning Network. (February 2016, Presentation)

Markers of Structural and Process Quality and Child Outcomes in Multiple Preschool Settings provides context on how young children and early programs are faring, highlights disparities and discusses what recent studies tell us. It also explores communicating metrics with educators & policy leaders. Tom Schultz gave this presentation at the Head Start 12th Research Conference.  (July 2014, Presentation)

The National Landscape of State Prekindergarten Programs: State Roadmaps of Inclusion highlights critical indicators for improving access to pre-K for children with disabilities and details what the 2012 NIEER Yearbook data tell us, and how  children faring after ten years of data collection. Jana Martella gave this presentation at the 2013 IDEA Leadership Conference.  (July 2013, Presentation)

New Early Childhood Indistar® Indicators introduces the audience to new Early Childhood Indistar® Indicators developed by CEELO in collaboration with the Center on Innovations (CIL) in Learning. Indistar® is a web-based system for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The new early childhood indicators provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. (August 2014, Webinar)

New Research and the Pay-Off to Quality Early Care and Education highlights research on quality early care and education in the US – including the National Head Start Impact Study and several state pre-K studies. The final slides lists a number of resources with hyperlinks.  (September 2013, Presentation)

Ohio 3rd Grade Reading Guarantee Early Childhood Work Group focuses on third grade reading success, highlighting evidence of disparities and gaps between low- and high-risk students and providing evidence on why grade level reading is important. It highlights four strategies to improve third grade reading success: convince parents and early childhood teachers that there’s an urgent problem, invest in high-quality early childhood programs, reduce chronic absenteeism, and combat summer learning loss. Tom Schultz gave this presentation to the Ohio 3rd Grade Reading Guarantee Early Childhood Work Group.  (January 2013, Presentation)

Overview of State Kindergarten Readiness Definitions explores current needs and issues and poses critical questions in definition kindergarten readiness. It concludes with resources for further information.Lori Connors-Tadros gave this presentation to the Arkansas Kindergarten readiness Indicators Committee.  (March 2013, Presentation)

A P-3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii’s P-3 Initiative describes implementation of the Hawaii P-3 Initiative, along with findings from a five-year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievement gap. CEELO’s GG Weisenfeld presented with Karen Lee and Kim Guieb from Hawaii P-20 at the National Association of Elementary School Principals on July 7 2016 in National Harbor, MD. (July 2016, Presentation)

Pre-K Attendance – Why it’s Important and How to Support It originates from a state request for information on chronic absenteeism with regard to early childhood. It provides information on potential causes of absenteeism, examples from cities and states to address it, and available resources. (February 2016, FastFact)

Resources for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in Pre-K through Third Grade  identifies selected resources on best practices and policy to support effective teaching and learning for dual language learners (DLL) in early childhood programs and early elementary school. (March 2015, Annotated Bibliography)

Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes? reviews literature on research and practice about the effects of early retention, and highlight considerations that make retention a nuanced rather than definitive research based approach to enhancing student outcomes. (August 2015, FastFact)

State Early Learning Standards: Lessons from Applying Implementation Research highlights national trends and issues for consideration for implementation, shares best practices related to implementing statewide initiatives, and discusses implementing early learning and development standards in Connecticut.  The webinar was jointly sponsored by the New England and Islands Regional Education Laboratory (NEI-REL) and CEELO.  (April 2013, Webinar)

State of the States Policy Snapshot: State Early Childhood Assessment Policies addresses the questions: What child assessments are required of pre-K and Kindergarten providers? How are child assessment data used? The brief is based primarily on secondary analysis of data collected in the NIEER State of Preschool Yearbook and presents a snapshot of responses to questions about child assessment. (March 2014, Policy Brief)

Strategies to Improve Instructional Practice in Early Childhood Settings is based on a state information request to review national research on best practices that have been shown to improve results on the Classroom Assessment Scoring System (CLASS), with a specific focus on research that impacts instruction and is applicable to teachers in school and community-based settings. (April 2018, FastFact)

Supporting SEA Early Learning Initiatives – How We Can Help You! gives an overview of CEELO and resources it hosts on the CEELO website. It also includes information from the NIEER State of Preschool  Yearbook  on the Mid Atlantic Comprehensive Center region.  Jana Martella and Megan Carolan gave this presentation at the Mid-Atlantic Comprehensive Center Early Learning Round Table.  (August 2013, Presentation)

Teacher Evaluation | P-3 explores emerging trends in measuring child growth for teacher evaluation, differing state roles in teacher evaluation systems, and key policies in states. Jana Martella presented these slides at the National Governors Association Cross-State Policy Academy.  (July 2013, Presentation)

Using Assessment to Improve Teaching and Learning for Young Children Birth Through Third Grade offers helpful resources on assessment from the 2013 CEELO Roundtable (see “presentations” and “resources” tabs).  (June 2013, Presentations)

Using Data to Drive Literacy Instruction K-3 provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.  (April 2013, Presentation)

Using Technology in Early Childhood Classrooms provides resources and information about using technology in early education classrooms. It highlights issues to consider when introducing new tools, media, and devices, so that educators and policymakers can make informed decisions about using such resources, and preparing teachers and care providers to do so. (July 2015, Annotated Bibliography)

Where Are We Heading? Children, Childhood, and Early Education in the USA traces the roots of children and childhood over the ages through the eyes of artists; examines trends and future directions of childhood and early learning; and explores implications for participants as parents, teachers and caregivers, program leaders, community leaders, and citizens. Jim Squires gave this presentation at the Alabama First Class Pre-K Annual Conference in Mobile, AL on January 4, 2017. (January 2017)

Young Immigrants and Dual Language Learners: Participation in Pre-K & Gaps at Kindergarten Entry presents data that looks at how children from various language and immigrant backgrounds participate in pre-K programs and at how these children perform relative to their White peers at Kindergarten entry.  (November 2014, Webinar)