Even before the COVID-19 crisis, early care and education providers faced challenges attracting and retaining qualified, well-trained, and diverse early educators — and staff turnover can affect children’s early progress. Three approaches may help improve these workers’ access to professional education, their overall economic well-being, and their sometimes difficult working conditions.
Home Visiting and Coordinated and Integrated Early Childhood Systems
Funders at all levels are investing in programs to support expectant parents and families with young children. MDRC is conducting research in that field in three areas: integrating systems of services that work together, getting families and children the right services, and building evidence about promising models.
What Do We Know and What Are We Learning?
There is growing evidence that alignment between preschool and elementary school can help sustain the learning gains that children make in preschool. A new policy brief examines two large-scale, multiyear projects seeking to build rigorous evidence about the promise of aligning instruction from preschool through third grade.
The Implementation of High 5s in New York City
Small-group math clubs in kindergarten are an innovative way to align children’s elementary and pre-K math experiences. In a demonstration of the High 5s kindergarten supplement aligned with the principles of an evidence-based, developmentally appropriate pre-K curriculum, attendance and engagement were high, and children participated in hands-on, individualized activities.
Introducing ExCEL P-3, a Study from the Expanding Children’s Early Learning Network
The ExCEL Network, a collaboration of researchers, preschool providers, and local officials, is exploring how benefits of early childhood interventions persist. The ExCEL P-3 project examines whether one preschool program, reinforced by a system-wide alignment of instruction into elementary school, has impacts on a range of skills through third grade.
A Summary of Impact and Implementation Findings from Head Start CARES
This two-page issue focus summarizes the main findings from Head Start CARES, a test of three distinct classroom-based approaches to enhancing children’s social-emotional development: Incredible Years Teacher Training Program, Preschool PATHS (Promoting Alternative Thinking Strategies), and Tools of the Mind–Play.
Exploratory Findings from the Head Start CARES Demonstration
This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.
The Importance of Evidence
In this essay, adapted from remarks made to the Growth Philanthropy Network/Social Impact Exchange 2014 Conference on Scaling Impact, MDRC President Gordon Berlin explains why developing reliable evidence of effectiveness is critical when expanding programs to a large scale.
National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence
This demonstration tested the effectiveness of three program enhancements implemented at scale that were designed to improve preschool children’s social-emotional competence. All three had positive impacts on teacher practice and on children’s social-emotional outcomes during the preschool year, although to varying degrees and not necessarily in the expected ways.
Adapting a Preschool Social-Emotional Curriculum
In this study, an existing evidence-based curriculum was adapted for use with a special population by focusing on structural, cultural, and language issues. The findings indicate that adaptations can account for a specific population’s needs while staying true to the core principles and components of the program.