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Download full textBassok, Daphna; Magouirk, Preston; Markowitz, Anna J. – AERA Open, 2021
Despite substantial federal, state, and local investments in improving early care and education (ECE), we know little about whether ECE program quality has improved over time. The lack of data tracking the quality of publicly funded ECE programs at scale creates a substantial evidence gap for policymakers attempting to weigh the returns on, and…
Descriptors: Educational Improvement, Early Childhood Education, Educational Quality, Child Care
Direct linkSoliday Hong, Sandra; Yazejian, Noreen; Guss, Shannon; Stein, Amanda; Connors, Maia; Horm, Diane; Kainz, Kirsten – Early Education and Development, 2019
Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations…
Descriptors: Early Childhood Education, Educational Cooperation, Educational Quality, Networks
Gordon, Rachel A.; Peng, Fang – Grantee Submission, 2020
The standard scoring of the CLASS PreK produces three domain scores that are widely used in research, practice and policy. Despite these domains being based on developmental theory and research, limited empirical evidence exists for the three-domain structure as operationalized in the CLASS PreK. Using the 2009 and 2014 Head Start Family and Child…
Descriptors: Preschool Education, Low Income Groups, Federal Programs, Factor Structure
