Building state capacity to enhance child outcomes
Check back on this site frequently as we post seminal and emerging resources relevant to our Center’s central areas of focus.
Here you will find an array of materials, documents, and websites – articles, reports, archived webinars and video and other tools aimed at securing best practices and enhancing child outcomes.
These are drawn from the repository and emerging efforts of CEELO and our partner organizations, affiliated experts, and linking to other federal and national technical assistance efforts aligned with our work.
New! Putting Education in “Educational” Apps: Lessons from the Science of Learning. This article proposes a framework for gauging whether or not an app can be considered educational based on what we know from the Science of Learning (how children learn best).
States are working to build comprehensive early childhood assessment systems to answer key questions about young children’s learning and development and the effectiveness of early childhood programs. Research and best practice will help states as they make decisions and provide leadership in developing, adopting and providing guidance on assessment of children, programs, and educators; providing professional development on how to administer and use the results of assessments; and supporting timely, useful reporting of assessment data to early childhood programs, teachers, families, school districts and state policymakers.
To view selected assessment resources and websites, click here.
State education leaders and early learning policy makers are increasingly working together to coordinate fiscal and human resources to ensure children experience consistently high quality learning experiences before they enter school and into the elementary school years. Early childhood educators and K-3rd grade staff are working together to align standards, curriculum and assessment, as well as promote leadership and professional development, so that all have the skills and knowledge needed to support children’s learning across ages and grades.
To view selected birth through third grade resources and websites, click here.
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.
To view selected child outcomes resources and websites, click here.
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.
To view selected data resources and websites, click here.
Comprehensive early childhood systems have the potential to integrate resources to promote the success of all young children. States vary in their ability to ensure all young children have access to high quality programs. Research indicates that good data, clear communication, and effective management systems are critical to the sustainability of effective early childhood systems. Technical expertise can build the capacity of SEA staff to work side-by-side with state partners to strengthen the early childhood system and achieve school readiness and school success goals for children.
To view selected systems resources and websites, click here.
Early childhood educators and program leaders are key ingredients to quality programming for young learners. The initial preparation and continuous growth and development of the adults in the classroom are essential parts of an aligned and effective system of early education. Research indicates sustained supports are needed to assure that classrooms are staffed by highly qualified adults with commensurate progressions of degrees, certificates and credentials and specialized expertise unique to the birth to grade three continuum.
To view selected workforce resources and websites, click here.