Child Care and Early Education Research Connections

Skip to main content

Using data to improve quality: Formal and informal mechanisms supporting professional development in NYC’s Pre-K for All

With the expansion of NYC’s universal pre-K in 2014 in Pre-K for All (PKA), the NYC Department of Education tackled the challenge of supporting classroom quality through professional development (PD) across 2,500 classrooms and a large, rapidly expanding workforce. We conducted analysis with administrative data and newly collected surveys and interviews to understand mechanisms for strengthening classroom quality via the distribution of ECE teachers across the city and support of teachers’ professional learning through district-led workforce development and site-level advice networks. (author abstract)
Resource Type:
Reports & Papers
United States
New York

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.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Building a unified system for universal pre-k in New York City: The implementation of Pre-K for All by setting and auspice

Reports & Papersview

Teacher turnover in child care: Pre-pandemic evidence from Virginia

Reports & Papersview

Investigating the feasibility of preschool interventions targeting children’s executive functioning & math skills

Reports & Papersview