Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…

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

Every weekday morning, Director Steve White and 40 teachers welcome 206 children to the Early Learning and Literacy Resource Center (ELLRC) in Atlanta. Upstairs in the same building, Principal Karen Brown-Collier and 30 full-time teachers welcome 385 students to Dunbar Elementary School. These children and their parents are benefiting from an…

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 Georgia's accomplishments, lessons learned, challenges, and strategies Georgia will implement to address those challenges. In 2015, the second year of implementation, Georgia continued to use the RTT-ELC opportunity as a mechanism to…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Georgia's accomplishments, lessons learned, challenges, and strategies Georgia will implement to address those challenges. In 2014, the first year of implementation, Georgia was able to use the Early Learning Challenge opportunity 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…

For the past 21 years, the KIDS COUNT project of the Annie E. Casey Foundation has tracked the well-being of children at the national, state, and local levels. Over the years, the foundation's work has documented both great progress in child well-being and periodic setbacks. The 10 key indicators tracked in the KIDS COUNT Data Book over the past…

Research indicates that state pre-k programs with higher teacher qualification requirements improve children's school readiness so states get the most out of their investment in early education. This 2010 report, authored by Marisa Bueno, Linda Darling-Hammond and Danielle Gonzales, reviewed research on training for pre-k teachers and concluded…

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,…

This publication, developed by W.K. Kellogg Foundation in collaboration with IDEO, details a human-centered approach to evolving the system of early education for the needs and possibilities of the 21st century. It provides a set of ideas or "thought-starters" on transforming early education to ensure school readiness and success for the…

While working to reconcile developmentally sound curricula and instruction with district and state requirements, faculty at a Dalton, Georgia, primary school were hindered by mandated standardized tests. Since uncovering several negative aspects of such testing, faculty have been struggling to teach a developmental and test-driven math program…

Describes the Chatham-Savannah Youth Futures Authority (YFA) program designed to help eliminate problems of urban youth, and analyzes the YFA with a focus on problems associated with female-headed, urban, black families. A summary of research is provided followed by a discussion of the conceptual model used as a basis for the program and an…

One component of the Appalachian Regional Commission's regional plan process is the annual review and approval of individual state development policies. The state summaries of proposed programs for fiscal year 1979 (for Alabama, Georgia, Kentucky, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,…

This report presents activities of the Family Connection initiative in Georgia, whose aim is systemic change and improvement in child health, child development, family functioning, school performance, and family economic capacity. Section 1, "The National Context," illustrates how Family Connection efforts reflect a national recognition…