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Effective State Offices of Early Learning: Structural features, enabling conditions, and key functions in four states [Executive summary]


This study sought to fill a gap in the literature regarding leadership in SOELs, how teams implement policy, and how an enabling environment with a commitment to a shared vision can produce a coherent and aligned early childhood education system that leads to improved outcomes for participating children, especially those who are most vulnerable. We were particularly interested in understanding how to build a sustainable system of effective early education that adapts to changes in the political environment, while staying focused on goals for children and families. We aimed to answer the question, Regardless of governing body, what are the structural characteristics, organizational competencies, and programmatic functions of effective SOELs? (author abstract)

Resource Type:
Executive Summary
United States
Alabama; Michigan; New Jersey; West Virginia

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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