Child Care and Early Education Research Connections

Skip to main content

Search Results

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 207 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…
Infurna Charles J., Montes Guillermo, December, 2020
Reports & Papers
Peer Reviewed
This research study investigated the effects of preschool dosage on kindergarten readiness in an urban school district (n= 1,464). This study was guided by one research question: do children who attend two years of structured early childhood…
Keengwe Grace, September, 2020
Reports & Papers
Peer Reviewed
While assessment is key in every field of learning, how it is accomplished determines the outcome. The early childhood grades present a challenge as children are young and of different abilities. There isn’t a standard way early childhood programs…
Classen Audra I., Kang Jean, Cheatham Gregory A., 2020
Reports & Papers
Peer Reviewed
Early educators are urged to use authentic assessments which assess young children's development using systematic observation of real-life experiences and activities (Susman-Stillman, Bailey, & Webb, 2014). However, only a limited number of…
Schachter Rachel E., Strang Tara M., Piasta Shayne B., 2019
Reports & Papers
Peer Reviewed
This study used an embedded mixed method design to examine teachers' experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In…
Boh Andrea, Johnson LeAnne, December, 2018
Reports & Papers
Peer Reviewed
Despite the availability of tools for conducting universal developmental screening, only a fraction of children who could benefit from early intervention services are actually identified before reaching school age. Childcare providers are in a…
McDermott Paul A., Rovine Michael J., Buek Katharine, Reyes Roland, Chao Jessica L., Watkins Marley W., November, 2018
Reports & Papers
Peer Reviewed
Leading research argues the distinct importance of earliest detection of childhood behavior problems and the value of discovering subsequent change patterns as children transition through the early education years. This study examined the relative…
Kollia Betty, Tsiamtsiouris Jim, Smith Janine, Kurtzer Lydia, Basch Corey H., June, 2018
Reports & Papers
Peer Reviewed
Screening procedures typically are quick assessments intended to identify students with a baseline performance qualifying them for services. Effective screening measures have strong specificity, and in turn, students in need of services are…
Rhoad-Drogalis Anna, Sawyer Brook E., Justice Laura M., O'Connell Ann, May/June 2018
Reports & Papers
Peer Reviewed
This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument 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…
Ackerman Debra J., 2018
Reports & Papers
In this report I share the results of a document-based, comparative case study aimed at increasing our understanding about the potential utility of state kindergarten entry assessments (KEAs) to provide evidence of English learner (EL)…
Albritton Kizzy, Stuckey Adrienne, Terry Nicole Patton, December, 2017
Reports & Papers
Peer Reviewed
The application of Response to Intervention (RtI) to early childhood settings presents many opportunities and challenges; however, it remains unclear how best to implement this framework in settings in which children at risk of academic difficulty…
Cooper Maria, December, 2017
Reports & Papers
Peer Reviewed
Implementing relationships-based pedagogies in infant and toddler settings might assume that teachers' experiences of emotional labour will be acknowledged. This assumption may be complicated by assessment practices that both rely on and detract…
Frans Niek, Post Wendy J., Huisman Mark, Oenema-Mostert Ineke C. E., Keegstra Anne L., Minnaert Alexander E. M. G., October, 2017
Reports & Papers
Peer Reviewed
Despite the claim by several researchers that variability in performance may complicate the identification of 'at-risk' children, variability in the academic performance of young children remains an undervalued area of research. The goal of this…
Palaiologou Ioanna, August, 2017
Reports & Papers
Peer Reviewed
Since the introduction of the Early Years Foundation Stage (EYFS) in England in 2008, assessment of children has taken a formal and standardized measurable approach. Such an approach goes against most findings of play-oriented research. Thus, the…