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.

New! A Look at Prekindergarten Across the Country

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Author(s): Lori Connors-Tadros, Karin Garver
Date: August 2018

CEELO and NIEER presenters provided information during this webinar to the National Council of State Legislatures Early Learning Fellows Program, highlighting how to design PreK programs for success, and craft policies to reach goals. The presentation focuses on costs and revenues, selected high-capacity states, and how to seize opportunities in ESSA, PDG and other resources. (August 2018)

New! Taking Leadership to a New Level: Helping Early Intervention Leaders Adapt to Change and Move Programs and Policies to Success for Young Children

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Author(s): Mary Beth Bruder, Lori Connors-Tadros, Jana Martella, Stacy Kong, Lisa Wasacz
Date: August 2018

This session held during the 2018 Improving Data – Improving Outcomes Summer Data Institute aimed at helping participants better understand the characteristics of a good leader and reflect on their own leadership skills. State experiences and resources were shared that support knowledge and skill development in individual leaders. (August 2018)

Strategies to Improve Instructional Practice in Early Childhood Settings

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Date: April 2018

This document by Lori Connors-Tadros, Ph.D. Center on Enhancing Early Learning Outcomes and Sarah Daily, Ph.D. Child Trends, 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.

Behind the New Benchmarks Webinar

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Date: October 2017

This webinar from NIEER 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.

Early Learning Programs: Ensuring Young Children are Successful

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Date: April 2017

This presentation 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.

Where Are We Heading? Children, Childhood, and Early Education in the USA

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Date: January 2017

This presentation 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.

Connecting the Dots: Using Best Practices to Support Three- to Five-Year-Olds and Their Families

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Date: November 2016

This presentation 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.

High Quality Pre-K: Taking the Road Less Travelled

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Date: August 2016

This video 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.

A P-3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii’s P-3 Initiative

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Date: July 2016

This presentation 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.

Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes?

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Date: August 2015

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.

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