This presentation 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.

This listserv summary offers responses from state contacts on the NAECS-SDE listserv, who were asked about exemptions from licensing requirements for early childhood programs in their state. Responses indicate that licensing exemptions may apply to any center that provides preschool education. All states have certain legal exemptions from licensing and–depending on the type of early childhood program–these licensing exemptions may vary.

This brief encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.

This brief encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.

This brief encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.

This annotated bibliography 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.

This tool identifies the tools, reports, and guidance developed by 32 states and 4 cities (Denver, San Antonio, Seattle, and New York City) to support financing of high quality preschool programs in local communities and districts.

This presentation provided an opportunity for NAEYC-PDI participants to review draft recommendations for policy to promote effective teaching and learning for children birth through kindergarten in family and community settings, and the early years of elementary school. Participants provided input on theworking paper, reviewed a guide on a policy problem around streamlining accountability structures , and heard from Vincent Costanza on the goals of New Jersey in participating in a Learning Table co-hosted by BUILD and CEELO. Lori Connors-Tadros and Jana Martella from CEELO, with Debi Mathias, BUILD Initiative and Vincent Costanza, NJ Department of Education presented.

This presentation provided an overview to the Joint Legislative Committee on Virginia’s Preschool Initiative of national data on state pre-k eligibility policy and considerations for policy makers in ensuring that high need children have equitable access to quality preschool programs. Lori Connors-Tadros conducted this presentation at the first meeting of the committee charged with providing recommendations to the Governor by November 2015 for reforming the Virginia Preschool Initiative to increase accountability, flexibility and innovation, in partnership with schools and private providers.

This presentation discusses a strategic approach to financing quality early care and education programs, including five key steps to strategic financing and examples of funding strategies used by states to support sustainability.  Lori Connors-Tadros presented this information to CA, GA, RI, and NC, Race to the Top- Early Learning Challenge grantees, at the Sustainability Peer Learning Exchange hosted by the Early Learning Challenge TA Center in Atlanta.

This tool provides a national view of how states include early childhood teachers in state educator evaluation systems. This scan was developed to follow up on the findings reported in CEELO’s policy report, How are Early Childhood Teachers Faring in State Teacher Evaluation Systems?, which analyzed 11 states’ early childhood teacher evaluation policy and practice in depth.

This document shares income eligibility guidance, tools and resources states have developed for preschool programs  to use determine and verify income eligibility  for and illustrates different approaches states can consider.