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.
More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
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.
Assessment-to-Instruction (A2i) is a data-driven professional support system that helps teachers tailor instruction for each child. When delivered with intensive in-person training, it is effective at improving students’ reading ability. This Issue Focus introduces the evaluation of a delivery model that uses technology to make the system more affordable.
Implementation and Outcome Findings for the AVID Central Florida Collaborative Study
Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.
The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes
This project tested whether high-quality, aligned math instruction, via an evidence-based curriculum in pre-K and innovative math clubs in kindergarten, could improve children’s outcomes. The effect of two years of enriched math translates into closing more than a quarter of the achievement gap between low-income children and their higher-income peers.
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.
A Literature Review
Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project-based learning, how it has been used in K-12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students’ learning outcomes.
Success Academy is a rapidly expanding charter school network in New York City. In this paper, MDRC uses lotteries for the seven Success Academy schools operating during the 2010-2011 school year to estimate the difference in students’ academic achievement caused by Success Academy.
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.