Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 81 results
Olson Lynn, LePage Brooke, March, 2021
Reports & Papers
This report explores the early learning measurement landscape, why it is failing students, teachers, parents, and taxpayers, and what can be done to improve early learning assessment after the pandemic subsides. It highlights promising innovations…
Friedman-Krauss Allison, Garver Karin A., Nores Milagros, Li Zijia, Whitman Charles, April 28 2020
Reports & Papers

This report summarizes the results of a needs assessment conducted in order to understand and describe early childhood services for preschool-age children with an Individualized Education Program (IEP) in the state of Connecticut. In…

Keating Kim, Cole Patricia A., Schaffner Mollyrose, 2020
Reports & Papers
The State of Babies Yearbook: 2020 bridges the gap between science and policy with national and state-by-state data on the well-being of America's babies. The 2020 edition of the Yearbook, along with issue-based briefs, adds to the ability to see…
Afterschool Alliance, 2020
Reports & Papers
The Afterschool Alliance’s fourth edition of America After 3PM provides a detailed accounting of the circumstances and conditions of U.S. children during the hours of 3 to 6 p.m. and compares afterschool program participation and unmet demand…
Vandell Deborah Lowe, Simpkins Sandra, Pierce Kim M., Brown B. Bradford, Bolt Daniel, Reisner Elizabeth R., 2020
Reports & Papers
Peer Reviewed

Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b)…

Piazza Peter, Frankenberg Erica, November, 2019
Reports & Papers
In the midst of this social and demographic upheaval, Penn State's Center for Education and Civil Rights (CECR) presents data illustrating the current segregation of preschool children. After reviewing updated data on segregation trends, we outline…
Ullrich Rebecca, Schmit Stephanie, Cosse Ruth, April, 2019
Reports & Papers
This brief examines children's access to CCDBG-funded child care in states by race and ethnicity using publicly available data from fiscal year (FY) 2016, building upon CLASP's previous Disparate Access research. (author abstract)
Keating Kim, Daily Sarah, Cole Patricia A., Murphey David A., Pina Gabriel, Ryberg Renee, Moron Leanna, Laurore Jessie, 2019
Reports & Papers
The State of Babies Yearbook: 2019 is a first-of-its-kind resource for stakeholders who recognize the critical importance of supporting the healthy development and well-being of America's babies and toddlers. It seeks to bridge the gap between…
Ansari Arya, Pianta Robert C., Q3 2018
Reports & Papers
Peer Reviewed
Heterogeneity in treatment effects of MyTeachingPartner (MTP), a professional development coaching intervention focused on improving teacher-student interactions, was examined for 1407 4-year-old preschoolers who were enrolled in classrooms that…
Strambler Michael J., Irwin Clare W., Meyer Joanna L., Coleman George (George A.), April, 2018
Reports & Papers
Connecticut is often identified as a state with one of the largest achievement gaps in the country. Research has shown that the achievement gap is often present when children are assessed at school entry, but Connecticut does not administer a…
Kim Do-Hong, Lambert Richard G., Burts Diane C., 2018
Reports & Papers
Peer Reviewed
Although dual language learners (DLLs) are linguistically, culturally, and socially diverse, researchers usually study them in aggregate and compare them to non-DLLs. The authors' purpose was to identify subgroups of preschool DLLs using latent…
Pianta Robert C., Hamre Bridget K., Downer Jason T., Burchinal Margaret, Williford Amanda P., LoCasale-Crouch Jennifer, Howes Carollee, La Paro Karen M., Scott-Little Catherine, November/December 2017
Reports & Papers
Peer Reviewed
Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten…
Lillard Angeline S., Heise Megan J., Richey Eve M., Tong Xin, Hart Alyssa, Bray Paige M., 30 October, 2017
Reports & Papers
Peer Reviewed

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and…

Goldstein Jessica, McCoach D. Betsy, Yu HuiHui, 2017
Reports & Papers
Peer Reviewed
Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning…
DeVito Samantha, 09 December, 2016
Reports & Papers
In Connecticut, 83% of kindergarteners attended preschool. Despite high preschool enrollment, less than half of these students enter kindergarten consistently demonstrating the language, literacy, numeracy and social skills needed for a successful…