Effective use of child, teacher and classroom assessment data can help teachers and educational leaders target instructional strategies and resources to achieve desired early learning outcomes. States vary in their capacity to support the use of data to inform decisions. Technical expertise can support SEA staff understanding of the nature and types of data that can be used to improve the quality of early educational experiences and ultimately early learning outcomes.

New! Estimating State Administrative Costs for Washington’s Universal Pre-K Program

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CEELO is introducing a new tool to help calculate the costs of administration as part of the true cost of high-quality preschool.
The State Administrative Cost of Quality (SACQ) tool helps states generate data on the functions and costs of the State Infrastructure to Implement, Monitor and Sustain Quality of early childhood programs. The budget tool is organized around a continuum of state- and regional-level administrative capacities framework spanning policy/program development, forecasting and planning, provider recruitment, contracting, child enrollment, and workforce development. SACQ is an Excel-based model that can be integrated into the Cost of Preschool Quality & Revenue Calculator (CPQ&R) to help users determine costs and funding sources related to implementing high-quality preschool programs.

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)

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina

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Date: November 2014

This presentation 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.

Facts About Fadeout

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Date: August 2014

This document 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.

New Early Childhood Indistar® Indicators

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Date: August 2014

This webinar 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.

Understanding Pre-K Inclusion Data: Making the Most of the NIEER State of Preschool Yearbook

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Date: May 2014

This presentation demonstrates why a high quality preschool matters in an inclusive birth through third grade context. It explains what the 2013 NIEER State of  Yearbook data tells readers and how the data can be used. It concludes with a list of additional resources. Jim Squires presented these slides at the National Inclusion Institute.

Don’t Just Do the Assessment, Look at It

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Date: May 2014

This resource examines examples and challenges in using assessment data, discuss what data can tell us about teaching and learning, and offers resources on using assessment data. CEELO’s Tom Schultz gave this presentation to the New Jersey Early Childhood Academy.

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.

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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