Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. In its third year of implementation, Kentucky continued to utilize the Race to the Top Early Learning Challenge…

The Race to the Top - Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for children from birth through age 5. This discretionary grant program is administered jointly by the U.S. Departments of Education (ED) and Health and Human Services…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. Kentucky is pleased to report on progress in the implementation of the state's Race to the Top Early Learning…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. In December of 2013, Kentucky received notice that they would join 19 other States as a winner of the Race to…

Making Connections was the Annie E. Casey Foundation's signature place-based, community-change initiative of the 2000s. It sought to build on previous work and launch an effort focused firmly on the framework of family strengthening. The Foundation started Making Connections in 22 places, focusing eventually on first 10, then seven sites. It…

Education policy makers identify access to quality pre-Kindergarten programs as a critical step in early childhood development. While most agree on access, definitions of quality vary widely. A new study by the National Center for Early Development & Learning (NCEDL) finds that families define quality in broader terms than educators,…

Examined the impact of high-quality middle-level teacher preparation programs. Subjects were 2,139 teachers from 5 states. Middle schools with grades six through eight configurations were selected. Results showed that respondents prepared in comprehensive programs, had separate licensure, or who had taken more courses tended to give more favorable…

This document evaluates a series of weekly activity guides developed for families of at-risk preschool children. The purpose of the guides was to increase communication between teachers and families, the amount of time families spent with their children on developmentally appropriate learning activities, and parental understanding of…

A 4-year follow-up study of children in the Rural Child Care Project has shown that greatest losses in intellectual functioning for former project children occurred in the first year of public school among those scoring above 80 on their first Binet but who were retained in grade 1. IQ change during grade 1 was negatively related to attendance at…

The 1968-69 evaluation of Kentucky's Rural Child Care Project had 5 major objectives: to assess the relationship between a child's attendance in a Child Development Center and his subsequent intellectual performance and academic achievement in elementary school; to evaluate the impact of changes in the Child Development Program itself on…