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Current Filters: Author:Severns, Maggie [remove];

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Many missing pieces: The difficult task of linking early childhood data and school-based data systems
Bornfreund, Laura, October 2010
Washington, DC: New America Foundation.

An examination of barriers and challenges to the development of integrated state longitudinal education data systems and of federal funds to link early childhood and school-based data systems

Other


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A primer for communities: Pioneering literacy: In the digital Wild West: Empowering parents and educators
Guernsey, Lisa,
Denver, CO: Campaign for Grade-Level Reading.

An examination of the features of technology-based products and technology-assisted programs purported to support the early literacy development of young children, based on a scan of 137 products and 30 key informant interviews

Reports & Papers


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Reforming Head Start: What 're-competition' means for the federal government's pre-k program
Severns, Maggie, December, 2012
Washington, DC: New America Foundation.

A discussion of a policy to require low-quality Head Start programs to compete for future Head Start grants every five years

Fact Sheets & Briefs


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Starting early with English language learners: First lessons from Illinois
Severns, Maggie, April, 2012
Washington, DC: New America Foundation.

An exploration of regulations in Illinois to expand services for English language learners into state-funded prekindergarten programs

Other


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Starting early with English language learners: First lessons from Illinois [Executive summary]
Severns, Maggie, April, 2012
Washington, DC: New America Foundation.

A summary of an exploration of regulations in Illinois to expand services for English language learners into state-funded prekindergarten programs

Executive Summary


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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