Improving Systems, Practices and Outcomes

Evidence-Based Practice

Recent federal legislation has focused on the importance of building a strong base of scientific evidence to inform educational policy and practice. As such, the WWW: Institute of Education Sciences (IES) was established within the U.S. Department of Education in 2002 to provide rigorous evidence on which to ground education practice and policy. IES encompasses the following national centers:

What is evidence-based practice?

The ECTA Center has compiled a list of selected resources on Defining, Understanding, and Implementing Evidence-Based Practice. We created this list using a reference-sharing program (RefWorks), which allows you to sort, search for, and export references. It also allows you to create APA-style bibliographies.

Where do you find early childhood evidence-based practices?

The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE).

Multiple Early Childhood Topics


Deaf or Hard of Hearing

Early Child Identification

Early Childhood Transition

Early Literacy

Home Visiting


Professional Development

School Readiness

See also, the Multiple Early Childhood Topics section of this page for more reviews of programs and practices that have been shown to be effective at improving different aspects of early school readiness.

Screening, Assessment, Evaluation Instruments

Social Emotional Intervention for Young Children

Many of the Center's topical pages also include links to evidence-based practices related to specific Early Intervention and Early Childhood Special Education topics.

Links on this site are verified monthly. This page content was last updated on 08/03/2015 SG

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email:

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • OSEP's TA&D Network:IDEAs that Work