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Expanding access to quality pre-k is sound public policy
Barnett, W. Steven, December, 2013
New Brunswick, NJ: National Institute for Early Education Research.

An overview of research evidence on the relationship of participation in preschool, including publicly-funded programs, to children's developmental outcomes

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Expanding access to quality pre-k is sound public policy [Executive summary]
Barnett, W. Steven, December, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A summary of an overview of research evidence on the relationship of participation in preschool, including publicly-funded programs, to children's developmental outcomes

Executive Summary


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Pre-Kindergarten in Eleven States: NCEDL's Multi-State Study of Pre-Kindergarten & Study of State-Wide Early Education Programs (SWEEP)
Early, Diane Marie, Fall 2013
Early, Diane , Margaret Burchinal, Oscar Barbarin , Donna Bryant, Florence Chang, Richard Clifford, Gisele Crawford, Wanda Weaver, Carollee Howes, Sharon Ritchie, Marcia Kraft-Sayre, Robert Pianta, and W. Steven Barnett. NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP). ICPSR34877-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-10-02. doi:10.3886/ICPSR34877.v1

The National Center for Early Development and Learning (NCEDL) combined the data of two major studies in order to understand variations among state-funded pre-kindergarten (pre-k) programs and in turn, how these variations relate to child outcomes at the end of pre-k and in kindergarten. The Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (SWEEP) Study provide detailed information on pre-kindergarten teachers, children, and classrooms in 11 states. By combining data from both studies, information is available from 721 classrooms and 2,982 pre-kindergarten children in these 11 states. Pre-kindergarten data collection for the Multi-State Study of Pre-Kindergarten took place during the 2001-2002 school year in six states: California, Georgia, Illinois, Kentucky, New York, and Ohio. These states were selected from among states that had committed significant resources to pre-k initiatives. States were selected to maximize diversity with regard to geography, program settings (public school or community setting), program intensity (full-day vs. part-day), and educational requirements for teachers. In each state, a stratified random sample of 40 centers/schools was selected from the list of all the school/centers or programs (both contractors and subcontractors) provided to the researchers by each state's department of education. In total, 238 sites participated in the fall and two additional sites joined the study in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2002, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher. Pre-kindergarten data collection for the SWEEP Study took place during the 2003-2004 school year in five states: Massachusetts, New Jersey, Texas, Washington, and Wisconsin. These states were selected to complement the states already in the Multi-State Study of Pre-K by including programs with significantly different funding models or modes of service delivery. In each of the five states, 100 randomly selected state-funded pre-kindergarten sites were recruited for participation in the study from a list of all sites provided by the state. In total, 465 sites participated in the fall. Two sites declined to continue participation in the spring, resulting in 463 sites participating in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2004, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher. Demographic information collected across both studies includes race, teacher gender, child gender, family income, mother's education level, and teacher education level. The researchers also created a variable for both the child-level data and the class-level data which allows secondary users to subset cases according to either the Multi-State or SWEEP study.

Data Sets


The state of preschool 2013: First look
Barnett, W. Steven, May, 2014
(NCES 2014-078). Washington, DC: National Center for Education Statistics.

This report provides an overview of state supported preschool enrollment and state funding of preschool programs. Information provided here is based primarily on data collected from state agencies that manage preschool programs through the State of Preschool 2012-13 data collection. Officials in states with state preschool programs were the respondents to the data collection effort. Data collection occurred between November 2013 and March 2014. Forty states and the District of Columbia operated 53 programs in 2012-13 (see Carolan et al. forthcoming). (author abstract)

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The state of preschool 2013: State preschool yearbook
Barnett, W. Steven, 2013
New Brunswick, NJ: National Institute for Early Education Research.

This annual report examines access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children during the 2012-2013 school year. It is based on a survey of administrators of state-funded preschool programs. The report includes profiles for all 50 states, the District of Columbia, and United States territories. Key findings include an overall decline in enrollment from the previous year in states offering public prekindergarten. One program improved on quality benchmarks, while two declined. Five programs met all 10 quality benchmarks. State funding increased in 18 of 41 states offering programs and declined in 20

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The state of preschool 2013: State preschool yearbook [Executive summary]
Barnett, W. Steven, 2013
New Brunswick, NJ: National Institute for Early Education Research.

This summary provides an overview of an annual report that examines access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children during the 2012-2013 school year. It is based on a survey of administrators of state-funded preschool programs. The report includes profiles for all 50 states, the District of Columbia, and United States territories. Key findings include an overall decline in enrollment from the previous year in states offering public prekindergarten. One program improved on quality benchmarks, while two declined. Five programs met all 10 quality benchmarks. State funding increased in 18 of 41 states offering programs and declined in 20

Executive Summary


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The State of Preschool Yearbook: State-Funded Pre-K Program Data, 2011-2012 School Year
Barnett, W. Steven, Winter 2014
Barnett, W. Steven, and Megan E. Carolan. State of Preschool Yearbook: State-Funded Pre-K Program Data, 2011-2012 School Year. ICPSR34942-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research[distributor], 2014-01-30. doi:10.3886/ICPSR34942.v1

The State of Preschool Yearbook is annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in the 54 programs in 40 states and the District of Columbia providing such programs, based on a survey of administrators of state-funded preschool programs. This edition of data covers the 2011-2012 school year, and accompanies the 2012 State of Preschool Yearbook.

Data Sets


Trends in state funded preschool programs: Survey findings from 2001-2002 to 2011-2012
Barnett, W. Steven, June, 2013
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

An examination of trends in access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children from the 2001-2002 through 2011-2012 school years, based on an annual survey of administrators of state-funded preschool programs

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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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