Tracking the Enrollment of Dual Language Learners in Early Ed
To serve young dual language learners equitably, state leaders must first have a way to identify them and track their enrollment.
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Omnibus Bill Brings Good News for Early Childhood Advocates
Formal Credentials and Degrees – Not Always the Best Starting Point for Early Childhood Teachers
Dual Language Learner Data Gaps: The Need for Better Policies in the Early Years
State leaders need to build data systems that more fully account for the growing population of DLLs.
Tracking Outcomes from Age 3 to 35: New Results from the Chicago Child-Parent Centers
A new study on the Chicago Child-Parent Center Program finds program participants had higher degrees of educational attainment.
In-Home Childcare Providers Need to Step Up To the Importance of Formal Education
Lost Connections: Tech Use Among Young Kids in Silicon Valley
Survey results paint complicated picture of tech in the lives of young kids. Families want better access but also have concerns.
Q&A 国产视频 Expanding Pre-K Access for Children of Immigrants
Transforming Financing in Early Care and Education
A report from the National Academies of Sciences highlights how current investments in early care and education are inadequate.
New Report Examines Equitable Pathways to Quality Bachelor’s for Pre-K Teachers
Distilling ideas from across the country on how to revamp bachelor’s degree programs to best train current and future pre-K teachers.