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Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
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A survey: Quality practices Highlights from a study on the identification of teachers' preferred classroom practices and their perceived barriers to the implementation of such practices, based on a national survey of 1,207 preschool teachers in varied early childhood settings |
Fact Sheets & Briefs
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How do pre-kindergarteners spend their time?: Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms An examination of the relationships between the proportion of children’s time in various settings, activities, and in teaching interactions and to ethnicity, gender, and family income from classroom observations of 2061 children in 652 state-funded prekindergarten programs in 11 states |
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Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
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Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
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Georgia study of early care and education: Findings from Georgia’s pre-k program An investigation of process quality and program characteristics prekindergarten programs, based on data from a random sample of 61 programs based in public schools in Georgia in 2008-2009 |
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Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs An examination of the connections between preschool teachers' academic degrees and major courses of study and classroom quality and children's academic skills during the year before entering kindergarten, based on data from multiple studies, including the Early Head Start (EHS) Follow-Up, Georgia Early Care Study (GECS), and Head Start Family and Child Experiences Survey (FACES 2003) |
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Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
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What is pre-kindergarten?: Characteristics of public pre-kindergarten programs A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states |
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What we know about pre-kindergarten programs A summary of results from the National Center for Early Development and Learning's pre-kindergarten study, including program quality and student and teacher characteristics |
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Georgia study of early care and education: Findings from Georgia’s pre-k program: Executive summary A summary of an investigation of process quality and program characteristics prekindergarten programs, based on data from a random sample of 61 programs based in public schools in Georgia in 2008-2009 |
Executive Summary
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Early childhood teacher preparation programs in the United States: State report for Alabama An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Alabama |
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Early childhood teacher preparation programs in the United States: State report for Colorado An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Colorado |
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Early childhood teacher preparation programs in the United States: State report for Idaho An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Idaho |
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Early childhood teacher preparation programs in the United States: State report for Mississippi An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Mississippi |
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Early childhood teacher preparation programs in the United States: State report for Montana An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Montana |
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Early childhood teacher preparation programs in the United States: State report for Nevada An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Nevada |
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Early childhood teacher preparation programs in the United States: State report for Texas An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Texas |
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Early childhood teacher preparation programs in the United States: State report for Virginia An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Virginia |
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Early childhood teacher preparation programs in the United States: State report for Arkansas An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Arkansas |
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Early childhood teacher preparation programs in the United States: State report for Delaware An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Delaware |
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Early childhood teacher preparation programs in the United States: State report for Illinois An overview of the characteristics of the programs, faculty, and students in early childhood teacher preparation programs to prepare the workforce of service providers to children under age 5 in Illinois |
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