Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

101 results found.

Select Citation
Result
Resource Type
1.

Advancing child abuse and neglect protective factors: The role of early care and education infrastructure [Executive summary]
Kagan, Sharon Lynn, September, 2003
Washington, DC: Center for the Study of Social Policy. (No longer accessible as of January 18, 2013.)

A summary of a discussion of the use of the Strengthening Families approach to prevent child abuse and neglect through the promotion of protective factors in the delivery of early childhood education and care services

Executive Summary

2.

Advancing ECE2 policy: Early childhood education (ECE) and its quest for excellence, coherence, and equity (ECE)
Kagan, Sharon Lynn; Reid, Jeanne, 19 November, 2008
Washington, DC: Center on Education Policy.

An overview of the historical context of American early education since the 1960s, with research-based policy recommendations for advancing early education

Other

get fulltext

*
3.

Alignment: A missing link in early childhood transitions?
Kagan, Sharon Lynn; Carroll, Jude; Comer, James P.; et al., September 2006
YC: Young Children, 61(5), 26-30, 32

An exploration of the role of complementary curricula in facilitating children’s transition between prekindergarten and kindergarten, based on an analysis of curricula from prekindergarten and kindergarten programs in four communities

Reports & Papers

4.

American early childhood education: Preventing or perpetuating inequity?
Kagan, Sharon Lynn, 12 November, 2008
New York, NY: Columbia University, Teacher's College.

A discussion of the possibility of the current system early childhood education and care in the United States to perpetuate inequalities and disparities amongst children, and arguments for the improvement of early childhood systems to prevent social inequality

Reports & Papers

*
5.

Assessing child-care quality with a telephone interview
Holloway, Susan D.; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2001
Early Childhood Research Quarterly, 16(2), 165-189

A test of the viability of telephone surveys as an alternative to direct observation methods to assess quality in child care sites, based on a comparison of assessments of 89 family child-care homes and 92 centers using both methods

Reports & Papers

get fulltext

6.

Assessing the state of state assessments: Perspectives on assessing young children
Scott-Little, Catherine; Kagan, Sharon Lynn; Clifford, Richard M.; et al., 2003
Greensboro, NC: SERVE.

A collection of papers that examine issues surrounding state systems to assess school readiness

Other

get fulltext

7.

Back to basics: Essential components of an American early care and education system
Kagan, Sharon Lynn, 2001
Albany, NY: Winning Beginning NY.

An exploration of the elements required to create a quality system of early childhood education and care services in the United States

Other

get fulltext

8.

B.A. plus: Reconciling reality and reach
Kagan, Sharon Lynn; Gomez, Rebecca E., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 68-73). Baltimore: Paul H. Brookes

A discussion of the advantages and disadvantages of requiring early childhood teachers to hold a bachelor of arts (B.A.) degree, and an outline of alternative and complimentary approaches to educational requirements for early educators

Other

9.

A better start: Why classroom diversity matters in early education
Reid, Jeanne; Kagan, Sharon Lynn; Potter, Halley; et al., April, 2015
New York: Century Foundation.

The field of early childhood education is experiencing unprecedented public investment accompanied by increasing expectations for enhanced child outcomes. To achieve such outcomes, policymakers must consider the socioeconomic and racial/ethnic composition of children's classrooms as an important component of preschool quality. This report presents the results of a review and analysis of demographic data, current research, and position statements of national early childhood organizations, emphasizing the following findings. The demographic data reveal troubling racial/ethnic and economic disparities in preschool enrollment and in the quality of preschool that children experience, which beckon policy changes to provide all families with access to affordable, high-quality preschool options. Among families who do enroll, most children attend classrooms that are homogenous in family income, and often in race/ethnicity as well. (author abstract)

Other

get fulltext

10.

A better start: Why classroom diversity matters in early education [Executive summary]
Reid, Jeanne; Kagan, Sharon Lynn; Potter, Halley; et al., April, 2015
New York: Century Foundation.

The field of early childhood education is experiencing unprecedented public investment accompanied by increasing expectations for enhanced child outcomes. To achieve such outcomes, policymakers must consider the socioeconomic and racial/ethnic composition of children's classrooms as an important component of preschool quality. This report presents the results of a review and analysis of demographic data, current research, and position statements of national early childhood organizations, emphasizing the following findings. The demographic data reveal troubling racial/ethnic and economic disparities in preschool enrollment and in the quality of preschool that children experience, which beckon policy changes to provide all families with access to affordable, high-quality preschool options. Among families who do enroll, most children attend classrooms that are homogenous in family income, and often in race/ethnicity as well. (author abstract)

Executive Summary

get fulltext

*
11.

The care and education of America's young children: At the brink of a paradigm shift?
Kagan, Sharon Lynn, 1989
Proceedings of the Academy of Political Science, 37(2), 70-83

An essay on the policy impediments and service delivery fragmentations of early child care and education services in the United States

Reports & Papers

get fulltext

12.

Challenges for early childhood education and care policy
Clifford, Richard M.; Kagan, Sharon Lynn; Cochran, Moncrieff M.; et al., 2003
In D. Cryer & R.M. Clifford (Eds.), Early childhood education and care in the USA (pp. 191-210). Baltimore: Paul H. Brookes Publishing Co.

An overview of recent, significant changes in early childhood education and care policy in the United States, which discusses future implications and trends

Other

13.

Child care aid and quality for California families: Focusing on San Francisco and Santa Clara Counties
Fuller, Bruce; Kagan, Sharon Lynn; Suzuki, Sawako; et al., 2001
(Working Paper Series 01-2). Berkeley: Policy Analysis for California Education.

A report on subsidy use and quality of child care selected by single mother welfare recipients in San Francisco and Santa Clara Counties, California

Reports & Papers

get fulltext

14.

Child care and early education: Effective investments in early care and education: What can we learn from research?
Carroll, Jude; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2004
Washington, DC: National Conference of State Legislatures

A summary of research findings designed to educate policymakers regarding the effects of high-quality early care and education on children's developmental outcomes

Reports & Papers

15.

Child care and early education: The effects of professional development efforts and compensation on quality of early care and education services
Lowenstein, Amy E.; Fuller, Bruce; Kagan, Sharon Lynn; et al., March, 2004
(Child Care and Early Education: Research and Policy Series Report No. 2). Washington, DC: National Conference of State Legislatures.

An overview of the relationship between high quality early care and education and teachers' formal education, specialized training and compensation

Other

16.

Child care and early education: The effects of regulation on the quality of early care and education
Ochshorn, Susan; Lowenstein, Amy E.; Fuller, Bruce; et al., March, 2004
(Child Care and Early Education: Research and Policy Series Report No. 3). Washington, DC: National Conference of State Legislatures

A review of recent research and policy on child care and early education program regulation, including information on current state regulatory strategies and processes in areas such as staff child ratios, staff training, safety, and physical environments

Other

17.

Child care and early education: Infant and toddler care: Meeting the needs of families with options that work
Rigby, Elizabeth; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2004
Washington, DC: National Conference of State Legislatures

A review of research on infant and toddler care in a variety of settings identifying promising state policy strategies and highlighting options for policymakers who aim to improve the affordability, availability, quality and coordination of infant and toddler care in their state

Fact Sheets & Briefs

*
18.

Child care in poor communities: Early learning effects of type, quality, and stability
Loeb, Susanna; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2004
Child Development, 75(1), 47-65

A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers

Reports & Papers

get fulltext

19.

Child care in poor communities: Early learning effects of type, quality, and stability
Loeb, Susanna; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2003
(NBER Working Paper Series No. 9954). Cambridge, MA: National Bureau of Economic Research.

A study on the influence of child care type, quality, and stability on the social and cognitive development of the preschool children of low-income single mothers

Reports & Papers

get fulltext

*
20.

Child care quality: Centers and home settings that serve poor families
Fuller, Bruce; Kagan, Sharon Lynn; Loeb, Susanna; et al., 2004
Early Childhood Research Quarterly, 19(4), 505-527

A multi-site, longitudinal study examining the quality of child care settings chosen by low-income mothers enrolled in welfare-to-work programs

Reports & Papers

get fulltext

21.

Child care selection under welfare reform: How mothers balance work requirements and parenting
Mensing, James; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2000
Early Education and Development, 11(5), 573-595

An examination of factors affecting the child care decisions of mothers participating in welfare to work programs

Reports & Papers

get fulltext

22.

The children of the Cost, Quality, and Outcomes Study go to school
Peisner-Feinberg, Ellen S.; Zelazo, Janice; Kagan, Sharon Lynn; et al., 1999
Chapel Hill, NC: Frank Porter Graham Child Development Center.

The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development.

Reports & Papers

get fulltext

23.

The children of the Cost, Quality, and Outcomes Study go to school [Executive summary]
Peisner-Feinberg, Ellen S.; Zelazo, Janice; Kagan, Sharon Lynn; et al., 1999
Chapel Hill, NC: Frank Porter Graham Child Development Center.

Report summarizes the key findings of the longitudinal follow up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study. The longitudinal study examines developmental outcomes of quality of center-based child care.

Executive Summary

*
24.

Children's readiness for school: Issues in assessment
Kagan, Sharon Lynn, 2003
International Journal of Early Childhood, 35(1/2), 114-120

A discussion of the purpose, content, and process of assessing children's readiness for school

Other

get fulltext

25.

Common early learning and development standards analysis for the North Carolina EAG Consortium: Summary report
Scott-Little, Catherine; Sumrall, Teressa Cameron; Kagan, Sharon Lynn; et al.,
Boston: Build Initiative.

The U.S. Department of Education has funded the Enhanced Assessment Grants (EAG) program to advance the development and effective use of kindergarten entry assessments (KEA). Among several efforts that are underway, eight states (Arizona, Delaware, Iowa, Maine, North Dakota, Oregon, Rhode Island, and South Carolina) and the District of Columbia have joined with North Carolina to form the K-3 Formative Assessment Consortium (Consortium). Through the EAG, this Consortium has been awarded $6.1 million to enhance a state-of-the-art system for assessing young children's learning from kindergarten through third grade. Development of the KEA component of the K-3 Formative Assessment will be informed by analyses of what the 10 Consortium states have included in their ELDS that define expectations for children during the year just prior to kindergarten entry. To this end, the Common Standards Analysis Project (CSA Project) was undertaken, with the goal of providing helpful information for the Consortium as it develops the KEA. This brief summarizes the most significant findings and recommendations from the CSA Project. For a detailed description of the Project's methodology, findings, and recommendations, please see the full report, the Common Early Learning and Development Standards Analysis for the North Carolina EAG Consortium. (author abstract)

Reports & Papers

get fulltext

*
26.

Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research?
Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins; et al., 2006
Early Childhood Research Quarterly, 21(2), 153-173

An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness

Reports & Papers

get fulltext

27.

Conceptualizing ECE governance: Not the elephant in the room
Kagan, Sharon Lynn, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 9-29). New York: Teachers College Press

This chapter has tried to do several things. First, analytically, it advanced a thesis that repositions early childhood governance as important, interesting, and infinitely changing, rather than as the boring, immovable elephant whose presence looms large but is ignored. Second and conceptually, it offered a new theory of change, suggesting three concrete systemic outputs (equity, quality, and sustainability). Third and practically, the chapter addressed operational aspects of governance by examining critical implementation and evaluation challenges. (author abstract)

Other

28.

Cost, quality and child outcomes in child care centers: Executive summary
Helburn, Suzanne W.; Cryer, Debby; Kagan, Sharon Lynn; et al., April, 1995
Denver: University of Colorado at Denver, Department of Economics

A summary of findings from a study of the relationship between child care costs and quality and the concurrent effects of child care quality on children's cognitive and socioemotional outcomes, based on data from licensed community childcare sites in Los Angeles County in California, the Hartford corridor in Connecticut, the Frontal range in Colorado, and the Piedmont region in North Carolina

Executive Summary

29.

Cost, quality, and child outcomes in child care centers: Public report
Helburn, Suzanne W.; Cryer, Debby; Kagan, Sharon Lynn; et al., April, 1995
Denver: University of Colorado at Denver, Department of Economics.

Findings from a study of the relationship between child care costs and quality and the concurrent effects of child care quality on children's cognitive and socioemotional outcomes, based on data from licensed community childcare sites in Los Angeles County in California, the Hartford corridor in Connecticut, the Frontal range in Colorado, and the Piedmont region in North Carolina

Reports & Papers

get fulltext

30.

The Cost, Quality and Child Outcomes in Child Care Centers Study
Peisner-Feinberg, Ellen S.,
Denver, CO: Center for Research on Economic and Social Policy

A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes

Major Research Projects

31.

Cost, quality and child outcomes in child care centers: Technical report
Helburn, Suzanne W.; Cryer, Debby; Kagan, Sharon Lynn; et al., June, 1995
University of Colorado at Denver, Center for Research in Economic and Social Policy

An outline of the structure and design of the Cost, Quality and Child Outcomes in Child Care Centers Study, with descriptive comparisons of the centers from which data was drawn, and a presentation of analytic study results

Reports & Papers

32.

CQO children go to school
Peisner-Feinberg, Ellen S.; Zelazo, Janice; Kagan, Sharon Lynn; et al., June, 1999
(NCEDL Spotlights No. 11). Chapel Hill, NC: National Center for Early Development and Learning.

Key findings of the longitudinal follow-up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study (CQO) that investigates the persistence of children's benefits from participation in early childhood care through elementary school

Fact Sheets & Briefs

get fulltext

*
33.

Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten
Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins; et al., 2003
Early Childhood Research & Practice, 5(2)

A description of the content and development of state early learning standards

Reports & Papers

get fulltext

34.

Design choices: Universal financing for early care and education
Brandon, Richard N.; Kagan, Sharon Lynn; Joesch, Jutta M.; et al., 2000
Seattle: University of Washington, Human Services Policy Center.

A brief presenting a model designed to compare the costs of different approaches to the universal provision of early care and education

Fact Sheets & Briefs

get fulltext

*
35.

Early care and education: Beyond the schoolhouse doors
Kagan, Sharon Lynn, October 1989
Phi Delta Kappan, 71(2), 107-112

A discussion of 10 lessons from cross-program collaboration to inform early care and education policy

Other

36.

Early care and education: Current issues and future strategies
Kagan, Sharon Lynn; Neuman, Michelle J., 2000
In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 339-360). New York: Cambridge University Press

A compendium of issues surrounding early childhood care and education, with suggestions for strategies for improvement in quality and service delivery

Other

37.

The early care and education teaching workforce at the fulcrum: An agenda for reform
Kagan, Sharon Lynn; Tarrant, Kate; Kauerz, Kristie; et al., 2008
New York: Teacher's College Press

An overview of the characteristics of the child care and early education workforce and a presentation of goals for workforce transformation

Other

38.

The early care and education teaching workforce: At the fulcrum: Summary report
Kagan, Sharon Lynn; Tarrant, Kate; Carson, Amy; et al., November, 2006
Houston, TX: Cornerstones For Kids.

An overview of the characteristics of the child care and early education workforce, with goals that will transform the workforce

Other

get fulltext

39.

Early childhood data governance: A prerequisite for answering important policy questions
Cochenour, Missy; Hebbeler, Kathleen, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 112-120). New York: Teachers College Press

This chapter examines the critical role that data governance plays in supporting overall early childhood governance in building an integrated data system. It provides an overview of key concepts in early childhood data governance including what it is, its relationship to overall early childhood governance, how it is structured, the stages of good data governance, and where states are in establishing data governance. (author abstract)

Other

40.

Early childhood governance and accountability
Schultz, Tom, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 95-111). New York: Teachers College Press

This chapter argues that federal and state policymakers have created a framework of accountability policies with key structural defects and shortcomings. It then discusses the extent to which proposed reforms in early childhood governance are likely to foster progress toward a more coherent, effective, and efficient accountability system for birth-3rd grade care and education, concluding that current proposals for reforming early childhood governance are likely to generate only incremental solutions to our fundamental accountability challenges. (author abstract)

Other

41.

Early childhood governance: Choices and consequences
Kagan, Sharon Lynn; Gomez, Rebecca E., 2015
New York: Teachers College Press

Aimed toward blending theoretical and practical dimensions of governance and intended to be immediately germane to the burgeoning field of ECE, this volume includes essays by noted thoughtful scholars and progressive practitioners. The volume does not espouse a single collective vision; rather, it is designed to provoke discourse and to raise honest commentary about the strengths and limitations of governance. To that end, readers should expect to be left with ambiguity, but also to be armed with information to guide their own unique thoughts about governance. (author abstract)

Other

*
42.

Early learning standards: Changing the parlance and practice of early childhood education?
Kagan, Sharon Lynn; Scott-Little, Catherine, January 2004
Phi Delta Kappan, 85(5), 388-396

An discussion of early learning standards and the status of their adoption by states in 2002

Reports & Papers

*
43.

Early learning standards: What can America learn? What can America teach?
Kagan, Sharon Lynn; Britto, Pia Rebello; Engle, Patrice L.; et al., November 2005
Phi Delta Kappan, 87(3), 205-208

A discussion of efforts to develop, validate, and implement early learning standards by Brazil, Ghana, Jordan, Paraguay, the Philippines, and South Africa from a UNICEF funded “Going Global” project as reported from particpant scholars from the United States

Other

44.

Early schooling: The national debate
Kagan, Sharon Lynn; Zigler, Edward F., 1987
New Haven, CT: Yale University Press

Other

*
45.

Examining profit and nonprofit child care: An odyssey of quality and auspices
Kagan, Sharon Lynn, 1991
Journal of Social Issues, 47(2), 87-104

A study of the relationship between for-profit and nonprofit child care types and the respective quality of their early child care and education programs from historical, research, and policy perspectives

Other

get fulltext

46.

Exploring the Potential of State-level Consolidated Governance for Bringing Coherence to Early Childhood Education Systems
Gomez, Rebecca E.; Kagan, Sharon Lynn, 2012
Teachers College, Columbia University

The purpose of this research is to explore the decisions states make about the form and function of governance, the ways governance has impacted the Early Childhood Education (ECE) system, and opportunities and limits of governance for bringing coherence to the complex and fragmented ECE system. Of the states that have consolidated governance for ECE, this study focuses on three: Pennsylvania, Massachusetts, and Delaware. The research is being conducted using a phased approach to data collection and analysis. Each research question, designed to test the hypotheses regarding the importance of governance to improving the field of ECE, is addressed in each phase of data collection. This study can, by exploring the form and function of state-level governance, help bring much-needed definitional clarity to a term and a concept that has been defined as many things over the past decade. It can also articulate the potential benefits accorded to a state ECE system via governance, as well as make explicit the limits of governance on system development.

Administration for Children and Families/OPRE Projects

get fulltext

47.

Family and community engagement in early childhood education governance
Rendon, Thomas, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 140-149). New York: Teachers College Press

Somewhat paradoxically, engaging families and communities in early childhood systems governance is both risky and essential. Involving them is risky because family and community involvement can be disruptive to the planning, decisionmaking, and administrative functions of governance. Yet, involving them is essential because their role is of paramount importance in the lives of young children. So, how can families and communities be engaged with early childhood governance, avoiding the risks while leveraging the deepest potential? This chapter gives a simple, direct answer: by making sure that engagement is deep and mutual, that a wide range of opportunities for engagement is available, and that the manner of engagement provides true power-sharing. The way early childhood governance does this is by creating or transforming its structures and the way it does its business (planning, oversight, coordination, and accountability). Given the abundant attention to creating effective governance, this chapter considers how the structures of early childhood governance and the practices of governing entities should be changed to engage families and communities, not only in the work of governance itself but in the broader enterprise of building early childhood systems. (author abstract)

Other

48.

Final report to UNICEF: Going global with early learning and development standards
Kagan, Sharon Lynn; Britto, Pia Rebello, 2005
New York: Columbia University, National Center for Children and Families.

A description of the collaboration between Columbia University and UNICEF to help six countries develop standards for the early learning and development of children

Reports & Papers

49.

Final report to UNICEF: Going global with early learning and development standards [Executive summary]
Kagan, Sharon Lynn; Britto, Pia Rebello, 2005
New York: Columbia University, National Center for Children and Families.

A summary of a description of the collaboration between Columbia University and UNICEF to help six countries develop standards for the early learning and development of children

Executive Summary

50.

Funding and financing early care and education: A vision for the 21st century
Cohen, Nancy E.; Kagan, Sharon Lynn, 1996
New Haven, CT: Yale University Bush Center in Child Development and Social Policy

Reports & Papers

Select Citation

Search Feedback