This document 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.

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.

This document presents guidance for state policy makers for evaluating the quality and effects of a preschool program. The information here will be valuable as states consider monitoring for program quality and continuous improvement as well as conducting a program evaluation for effectiveness.

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.

This document reviews which states accommodate children with special needs in their quality rating and improvement system (QRIS), and highlights states with exceptional inclusionary practices.

This document presents information on a Professional Learning Academy model of professional development for district teams and some of the initial impacts of this work on participants.

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.

This document delineates the steps to establish and sustain a peer learning community (PLC). It begins with a definition of a PLC and then presents the steps to take to establish a PLC.

This document summarizes what is known about principal licensing requirements and professional development in early childhood pedagogy and best practice, and provides selected state examples of professional development models for principals.

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.

This document explores the branding of kindergarten readiness assessments in different states. It examines how states developed their early childhood assessment systems and the funds that have supported the development and implementation of assessments. Also included is the name and description of the instrument or system used for kindergarten readiness assessment in six states.

This document 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.