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.

Definitions and Approaches to Measuring Reading Proficiency

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Date: July 2014

This resource 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.

Early Learning Chiropractory: Can we Make Standards Alignment a Little Less Painful?

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Date: June 2014

This presentation 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.

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children

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Date: June 2014

This presentation 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.

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America

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Author(s): Milagros Nores, and W. Steven Barnett
Date: May 2014

This policy report 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.

Formative Assessment: Guidance for Early Childhood Policymakers

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Author(s): Shannon Riley-Ayers, PhD
Date: April 2014

This report 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.

State of the States Policy Snapshot: State Early Childhood Assessment Policies

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Author(s): Diane Schilder and Megan E. Carolan
Date: March 2014

This policy brief 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.

Evidence of Effective Early Literacy Models

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Date: February 2014

This document 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.

Equity and Excellence: African-American Children’s Access to Quality Preschool

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Author(s): W. Steven Barnett, Megan E. Carolan, and David Johns
Date: November 2013

This report 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).

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