April 28, 2017

In this Issue:

  1. Puzzling it out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects
      Source: Brookings Institute - April 17, 2017
  2. Early Ed in ESSA: Helping Every Child Succeed - Blog Series
      Source: Center on Enhancing Early Learning Outcomes and New America - April 25, 2017
  3. Playing Fair: Teacher Compensation Parity Policies and State Funded Pre-K Programs
      Source: National Institute for Early Education Research and Center for the Study of Child Care Employment - April 25, 2017
  4. Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports
      Source: Positive Behavioral Interventions and Supports Center - Retrieved April 27, 2017
  5. Strong at the Broken Places: The Resiliency of Low-Income Parents
      Source: National Center for Children in Poverty - April 27, 2017
  6. Child Care Experiences Among Dual Language Learners in the United States
      Source: AERA Open - April-June 2017

1. Puzzling it out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects

Source: Brookings Institute - April 17, 2017

A group of leading pre-k researchers and experts recently reviewed the current evidence on the impact of state-funded pre-kindergarten programs and came together to develop a consensus statement on this topic. The consensus statement is also embedded into a more comprehensive new report, The Current State of Scientific Knowledge on Pre-Kindergarten Effects (April 2017), which looks at the characteristics of effective pre-k programs, the role of pre-k curricula, the benefits of universal pre-k compared to more targeted programs for children at risk, cost-benefit studies, financing, and more.

2. Early Ed in ESSA: Helping Every Child Succeed - Blog Series

Source: Center on Enhancing Early Learning Outcomes and New America - April 25, 2017

A new blog series, Early Ed in ESSA: Helping Every Child Succeed, will highlight early learning opportunities and challenges under the Every Student Succeeds Act (ESSA). The blogs will be authored by early childhood education scholars and researchers exploring key issues raised by ESSA and its implementation. Blog #1 - What's the Right Thing to Do for Every Child to Succeed? (April 25, 2017) discusses strategies that can help reduce the achievement gap and avoid more costly interventions in later grades. The series is an initiative of the Center on Enhancing Early Learning Outcomes (CEELO) and New America.

3. Playing Fair: Teacher Compensation Parity Policies and State Funded Pre-K Programs

Source: National Institute for Early Education Research and Center for the Study of Child Care Employment - April 25, 2017

The National Institute for Early Education Research in partnership with the Center for the Study of Child Care Employment recently published the following two briefs:

The briefs look at the landscape of state policies seeking to improve compensation for pre-K teachers and other early educators. They discuss what compensation parity means, what it requires, and the extent of the compensation parity issue among public pre-K programs. To learn more, see this Preschool Matters blog post, Playing Fair: Teacher Compensation Parity Policies and State Funded Pre-K Programs (April 25, 2017)

4. Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports

Source: Positive Behavioral Interventions and Supports Center - Retrieved April 27, 2017

A new, free e-book, Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports: Concepts and Strategies for Families and Schools in Key Contexts (2017), provides guidance for enhancing family engagement in schools from pre-Kindergarten through high school. The book includes information on the foundations of family engagement (FE), a review of FE in the context of Positive Behavioral Interventions and Supports (PBIS) and Multitiered Systems of Support (MTSS), and strategies for applying ideas in local sites and across systems. It addresses the unique needs of children at risk and emphasizes the critical issue of cultural competence. The voices of family members providing ideas and guidance are included in each chapter.

5. Strong at the Broken Places: The Resiliency of Low-Income Parents

Source: National Center for Children in Poverty - April 27, 2017

A new policy report, Strong at the Broken Places: The Resiliency of Low-Income Parents (April 2017), finds that despite the barriers to healthy development that poor children face, many of them have resilient parents who help them not just survive, but thrive. The report explores common attributes among parents who are able to function well when faced with challenges as well as parenting styles most closely associated with positive social and developmental behavior in children. It uses data from more than 2,200 low-income families surveyed as part of the Fragile Families and Child Wellbeing Study. Recommendations for developing programs and policies that can enhance the well-being and life opportunities of both parents and their children are included.

6. Child Care Experiences Among Dual Language Learners in the United States

Source: AERA Open - April-June 2017

A recent study used nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort to examine child care experiences of children who are dual language learners (DLLs). After accounting for demographic and contextual factors, the results showed few differences in the quality and type of child care experienced by DLL children and non-DLL children. The findings underscore the importance of distinguishing among socioeconomic status, ethnicity, country of origin, and other factors when looking at the child care experiences of dual language learners. To learn more, see the full article:

Espinosa, L. M., LaForett, D. R., Burchinal, M., Winsler, A., Tien, H-C., Peisner-Feinberg, E. S., & Castro, D. C. (2017). Child Care Experiences Among Dual Language Learners in the United States: Analyses of the Early Childhood Longitudinal Study-Birth Cohort. AERA Open, 3(2), 1-15. doi 10.1177/2332858417699380

AERA Open is a peer-reviewed, open access journal published by the American Educational Research Association.