(See also: Helpful Links)
Aber, L. J., Bishop-Josef, S. J., Jones, S. M., Taaffe McLearn, K., & Phillips, D. A. (2006). Child development and social policy: Knowledge for action. http://www.apa.org/pubs/books/4318036.aspx
This book explores the influence of social policy on children’s development and the unique insight that developmental perspectives bring to the formation of social policy.
Barnett, S. W., Epstein, D. J., Friedman, A. H., Stevenson B. J. & Hustedt, J. T. (2010). The state of preschool 2009: State preschool yearbook. Rutgers, NJ: National Institute for Early Education Research. http://nieer.org/yearbook.
The 2009 State Preschool Yearbook is the seventh in a series of annual reports profiling state-funded prekindergarten programs in the United States.
Bianchi , S. M., Robinson, J. P., & Milkie, M. A. (2006). Changing rhythms of American family life. New York: Russell Sage Foundation.
Analyzes the way families spend their time and uncovers surprising new findings about how Americans are balancing the demands of work and family.
Council of Chief State School Officers (November, 2009) A Quiet Crisis: The Urgent Need to Build Early Childhood Systems and Quality Programs for Children Birth-Five. A Policy Statement http://www.ccsso.org/content/pdfs/A%20Quiet%20Crisis-PolicyStatement%20final.pdf
Ewen, Danielle and Matthews, Hannah (January 2010) FAQ: Using Title I of ESEA for Early Education http://www.clasp.org/resources_and_publications/publication?id=0709&list=publications
, Washington D.C.; Center for Law and Social Policy. www.clasp.org
Ewen, Danielle, and Hannah Matthews. (October, 2007)). Title I And Early Childhood Programs: A Look At Investments In The NCLB Erahttp://www.clasp.org/admin/site/publications/files/0379.pdf
Explores the wide range of ways in which school districts are using funds from Title I of the No Child Left Behind Act (NCLB) for early education through kindergarten and examines how the implementation of NCLB has impacted those investments. It also makes recommendations for local educational agencies interested in creating Title I-funded early education programs or thinking about how to sustain these types of investments in the face of policy and funding challenges.
Goffin, S. G. & Washington, V. (2007). Ready or not: Leadership choices in early care and education. NY: Teachers College Press. http://store.tcpress.com/0807747939.shtml
This book examines the identity, purpose and responsibility of the early care and education field while discussing the opportunities and challenges facing leaders in the field.
Kirp, D. L. (2007). The sandbox investment: Preschool movement and kids-first politics. Harvard, MA: Harvard University Press. http://www.hup.harvard.edu/catalog.php?recid=29482
This book discusses the research, policy, and politics behind the preschool education movement in the U.S.
Lynch, R. G. (2007). Enriching children, enriching the nation: Public investment in high-quality prekindergarten. Washington DC: Economic Policy Institute. http://www.epi.org/publications/entry/book_enriching
This book applies a careful cost-benefit analysis to a nationwide public investment in early childhood education, considering both a targeted scenario and a preschool for all approach.
Maeroff, G. (2006). Building blocks: Making children successful in the early years of school. New York: Palgrave Macmillan. http://us.macmillan.com/buildingblocks-1
This book focuses on pre-K through grade 3 as a unit: coordination with standards, curriculum, instruction and assessment.
National Association of Elementary School Principals. (2005). Leading early childhood learning communities: What principals should know and be able to do. Alexandria, VA. http://web.naesp.org/misc/ECLC_ExecSum.pdf
Provides information to school principals and administrators in the areas of: high quality pre-k, developmentally appropriate practice, and engaging the school community in understanding children’s early development and learning.
National Center for Early Development & Learning (NCEDL) http://www.fpg.unc.edu/~ncedl/pages/research.cfm Research at NCEDL focuses on enhancing the cognitive, social and emotional development of children from birth through age eight.
National Governors Association Center for Best Practices. (2005). Building the Foundation for Bright Futures: A Governor’s Guide to School Readiness, 36pp. http://www.nga.org/portal/site/nga/menuitem.4096192acba1c8899cdcbeeb501010a0/?vgnextoid=abbb8cc156de1010VgnVCM1000001a01010aRCRD
National Institute of Early Education Research (NIEER) http://nieer.org/research/ Browse research publications and documents organized by topic.
- Ackerman, D. J., & Barnett, W. S. (2006). Increasing the effectiveness of preschool programs.
This policy brief reviews research on the inputs contributing to quality, features of programs that impact children's learning and development, and current state policies related to these characteristics, and makes recommendations on how to increase effectiveness.
- Ackerman, D. J., Barnett, S. W., Hawkinson, L. E., Brown, K. & McGonigle, E. A. (2009). Providing preschool education for all 4-year-olds: Lessons from six state journeys. (NIEER Policy Brief). This policy brief examines the journeys of six states in their work to achieve a plan for preschool for all: Florida, Georgia, Oklahoma, Illinois, New York and West Virginia.
National Pre-kindergarten Center. (2004). Pre-kindergarten Policy Framework., Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. http://www.fpg.unc.edu/~npc/framework.
National School Boards Association ,The Center for Public Education ( 2009).
Planning for Pre-Kindergarten: A Toolkit for School Boards. This toolkit is designed to help school boards think through the issues involved in establishing high-quality pre-k. It includes resources and tools to help school boards establish policies, implement effective programs, engage their communities and become advocates for good pre-k programs. Toolkit includes sample of an MOU (Memorandum of Understanding.)
Webinar and toolkit available at: http://www.nsba.org/MainMenu/Advocacy/FederalLaws/EarlyEducation.aspx
Ounce of Prevention Fund. Ready For School http://www.ounceofprevention.org/news/pdfs/ready_for_school.pdf
How do we ensure that children enter school eager to learn and ready to succeed?
Pianta, R. C. & Howes, C. (2009). The promise of pre-k. Baltimore, MD: Brookes Publishing.
This book examines the current state of pre-K with exploration of the latest research and best practices. Specific examples of successful programs are included.
PreK Now RESEARCH REPORTS http://www.preknow.org/resource/reports/preknowreports.cfm
A campaign of the Pew Center on the States, PreK Now collaborates with advocates and policymakers to lead a movement toward high-quality, voluntary
pre-kindergarten for all three and four year olds.
Accurate research allows policymakers, advocates, and families to evaluate the range of pre-k programs across the country.
- Wat, A. (April, 2010) The Case for Pre-k in Education Reform. http://www.preknow.org/documents/thecaseforprek_april2010.pdf The brief puts in one place the most recent independent evaluations of state-funded pre-k programs around the country and shows that the evidence goes well beyond the longitudinal studies from 30 or more years ago. With evidence from diverse states, this document shows that high-quality pre-k boosts academic achievement, reduces grade retention and lowers special education rates. In other words, it is a proven strategy for turning around underachievement and building a strong foundation for learning
- Wat, A. & Gayl, C. (2009). Beyond the school yard: Pre-k collaborations with community-based partners. Pew Center on the States http://preknow.org/documents/pkn_collaboration_rept_final.pdf.
This report discusses collaborations and community approaches to providing Pre-K programming. It highlights varying collaboration approaches and provides information on nationwide-successful efforts, including models in Maine.
- Wat, A. (2008). The pre-k pinch: Early education and the middle class. http://www.preknow.org/documents/pre-kpinch_Nov2008_report.pdf This report discusses the availability of high-quality services to low-income families and at-risk populations (government programs and targeted pre-K) as well as those that can afford to pay (fee based private programs.) A case for equity is made by exploring the provision of high-quality universal state pre-kindergarten programs.
- Wat, A. (2007). Dollars and sense: A review of economic analyses of pre-k. http://www.preknow.org/documents/DollarsandSense_May2007.pdfReviews relevant research that supports a benefit-cost analyses of Pre-K programs. Assessment of benefits is made available in dollar amounts related to research studies and in projected impacts upon social programming.
Schulman, K. & Blank, H. (2007). A center piece of the pre-k puzzle: Providing prekindergarten in Child Care Centers. National Women’s law center. http://www.nwlc.org/pdf/NWLCPreKReport2007.pdf.
Provides information on benefits of allowing child care centers to operate state prekindergarten programs. Information includes: financing, qualifications and compensation issues, relationship development between public school and child care centers and issues such as curriculum, assessment and transition.
Schumacher, Rachel, Danielle Ewen and Katherine Hart. (Revised February 2005). All Together Now: State Experiences in using Community-based Child Care to Provide Pre-Kindergarten, 60pp. Washington, DC: Center for Law and Social Policy. http://www.clasp.org/admin/site/publications/files/0225.pdf
Segal, Ann and Charles Bruner. (2004). On the Path to School Readiness: Key Questions to Consider Before Establishing Universal Pre-Kindergarten, 16pp. Des Moines, IA: State Early Childhood Policy Technical Assistance Network. http://www.finebynine.org
Spodek, B. & Saracho, O. N. (2005). Handbook of research on the education of young children (Second Edition). Mahwah, NJ: Lawrence Erlbaum Associates.
This is a reference on research in early childhood education, not only in the United States but throughout the world. It provides a comprehensive overview of important contemporary issues and the information necessary to make judgments about these issues.
Stebbins, Helene and L. Carol Scott (2007) Better Outcomes For All: Promoting Partnerships Between Head Start And State Pre-K. http://www.clasp.org/admin/site/publications/files/0338.pdf This report, a collaboration between CLASP and Pre-K Now, examines how Head Start and state pre-kindergarten programs can work together to best serve young children and their families.
Zigler, E., Gilliam, W. S. & .Jones, S. M. (2006). A vision for universal preschool education. Cambridge, UK: Cambridge University Press.
This book brings together nationally renowned experts from a variety of fields to present a compelling case for expanding access to preschool education programs.