Using a randomized control trial, this paper studies an at-scale preschool construction program that serves poor communities in rural Mozambique. We show that the program significantly increased preschool enrollment in treated communities by 73 percentage points, from a small base of 2 percent of children enrolled in preschool in control…

Pakistan is a country with insufficient educational resources. The formal educational system is unable to cater to the educational needs of the growing population. A great number of school-going children were out-of-school or dropped out and the majority was those who could not attend formal schooling due to some issues. Non-Formal Education (NFE)…

This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county…

In efforts to better understand program availability, quality, and characteristics related to family choice among universal prekindergarten (preK) programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different…

In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a…

Background: Quality early childhood development (ECD) is crucial for protecting children against a multitude of socio-economic challenges such as poor living standards, lack of education, and substandard healthcare. Furthermore, research has revealed that educational resources used at ECD centres enrich the all-round well-being of young children.…

In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their…

These are the appendixes for the report, "Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19." In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have…

This study examines "First 10 Schools and Communities"--coordinated efforts to improve teaching, learning, and care during the first decade of children's lives. First 10 initiatives take two basic forms. First 10 School Hubs are anchored by a single elementary school, which provides direct support to families and collaborates with nearby…

This report draws on newly available data from the National Survey of Early Care and Education (NSECE) to describe early care and education (ECE) centers that participate in two prominent publicly-funded ECE initiatives: Head Start and publicly-funded pre-kindergarten. Although a great deal is known about Head Start programs, and there are sources…

This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic…

In 2009, in response to concerns of state policymakers, Regional Educational Laboratory Appalachia published "West Virginia's progress toward universal prekindergarten" (Cavalluzzo et al. 2009), which covered school years 2002/03-2006/07. This follow-up brief updates that report with data for 2007/08-2010/11. It compares the shares of…

Each year since 1990, the Annie E. Casey Foundation has published the KIDS COUNT Data Book to track the well-being of children nationally and in every state. When the first Data Book was launched 25 years ago, the hope was that it would raise public awareness and build public commitment to invest in solutions to ensure that each and every child…

In this policy report, the Annie E. Casey Foundation explores the intersection of kids, race, and opportunity. The report features the new Race for Results index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state level. The index is based on 12 indicators that measure a child's…