The purpose of this paper is to report findings from a national survey (61 respondents from 30 states) and follow-up interviews (N = 12) on how state early education leaders think about key issues related to instructional policy supports. Notable…

Spanish-speaking emergent bilingual learners (EBLLs) are the fastest-growing group of children under five in the United States. Yet, there is a limited number of early childhood education (ECE) teachers who speak Spanish. This study examines…

The current study analyzed patterns of neighborhood socioeconomic match across 3- and 4-year-old children’s ( N = 2,029) residential and preschool neighborhoods in Massachusetts. Most children (80%) lived and attended early education and care in…

Child care centers in the United States allow many parents and caregivers to work in and outside of the home and support the growth and development of children. Child care closures and COVID-19 mitigation measures at the onset of the pandemic…

High quality early educational experiences are essential for young children’s academic and social emotional development. Although there is no one set of quality indicators that exists at a national level to assess center-based early care and…

Within a national sample of Spanish-English dual language learner (DLL) children enrolled in Head Start, this study examined how classroom language context and emotional support quality are related to changes in approaches to learning and social…

The purpose of this study was to explore whether evidence that children have significantly higher achievement and more positive relationships with their teachers when assigned to a teacher of their same race/ethnicity extended to the earliest…

 In this mixed methods study, we explored whether teachers’ family engagement practices were associated with ELL children’s attendance and early learning, focusing on whether two aspects of the linguistic context—classroom composition of ELL…

Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an…

The purpose of this study was to explore how adjusted preschoolers were to preschool when their teachers were either racially congruent or racially incongruent and whether gender and moderated these associations. In this study, 259 preschoolers (…

The present study used an integrative theoretical model and a strengths-based conceptual framing to guide longitudinal analyses of how three early childhood contexts—home, early care and education (ECE), and neighborhood—were related to Black…

This study seeks to understand family engagement in Early Head Start under the theoretical model of family-school partnerships, which utilizes a traditional approach to understanding family engagement. Through multiple regression analysis with…

Multidimensionality and hierarchical data structure are common in assessment data. These design features, if not accounted for, can threaten the validity of the results and inferences generated from factor analysis, a method frequently employed…