Effectiveness of Early Education

    Equity in Early Education

    • Equity Starts Early: Addressing Racial Inequities in Child Care and Early Education Policy explores these critical racial equity issues in major early childhood programs, policies, and systems, including CCDBG, Head Start, and state pre-kindergarten programs. It provides demographic and historical context for creating racially equitable early childhood policies and analyzes policy issues related to access, quality, and the early childhood workforce. Finally, the report offers state and federal policy strategies that can begin to address inequities. (Dec. 2017).

    • Undervalued: A Brief History of Women’s Care Work and Child Care Policy in the United States provides a brief overview of the state of child care in the United States and traces how—through the persistent denigration of the care work performed by women, especially women of color, and resulting public policy decisions—we arrived at this point. And it identifies the policy solutions that are needed to move toward a system that works for both families and child care providers.

    Economics of Early Childhood

    • Nobel Peace Prize-winning economist James Heckman has computed that every dollar invested in high-quality birth-to-five early childhood education for disadvantaged children delivers a 13% annual return on investment, significantly higher than the 7-10% return delivered by preschool alone.
    • The National Conference of State Legislatures summarized three reports on the impact of early education initiatives as public investment.

    Additional Resources

    • State Policy Update: 2018 Organized by state, the update provides a snapshot of advocates’ birth-to-five policy priorities along with state budget and policy changes from November 2017 through September 2018.
    • A Guide to Toxic Stress: Chances are, you’ve heard or read something about toxic stress—maybe from the media, from a physician or other medical professional, or from a family member, friend, or neighbor. You may feel overwhelmed by all of the toxic stress information out there. And, unfortunately, it’s very easy to find misleading or incorrect information. The Center on the Developing Child created this Guide to Toxic Stress to clear up the confusion and help you learn the facts about toxic stress step by step
    • The Thirty Million Word Gap refers to discrepancies in exposure to words and vocabulary development observed in a well-known study by researchers Betty Hart and Todd Risley. Young children living in poverty heard significantly fewer words and demonstrated lower levels of vocabulary knowledge than their affluent peers.
    • Child Care and Early Education Research Connections houses an extensive and frequently updated collection of research on early education. The website provides free access to more than 25,000 resources, including empirical articles, government reports, fact sheets, issue briefs, datasets, and instruments
    • The National Institute for Early Education Research (NIEER) publishes an annual State of Preschool Yearbook, which provides data on state-funded prekindergarten programs around the country.
    • Child Trends authored this report  for the Alliance for Early Success delineating The Research Base for a Birth through Age Eight State Policy Framework.  
    • Pay for Success  is an emerging strategy for financing early childhood programs.

    National Organizations

    • The Alliance for Early Success works to improve state policies for children birth through eight by bringing state, national, and funding partners together
    • Annie E. Casey Foundation is a national thought leader on education issues, particularly on the importance of reading on grade level by the end of third grade
    • The Build Initiative supports states around the nation, including Georgia, as they work to set policy, offer services, and advocate for children birth through age five.
    • Child Trends works to improve outcomes for children and youth by conducting high-quality research and sharing results with practitioners and policymakers.
    • Harvard Center on the Developing Child, GEEARS’ partner in our Frontiers of Innovation–Georgia efforts, works to drive science-based innovation that achieves breakthrough outcomes for young children facing adversity.
    • Institute for Child Success is a research and policy organization dedicated to the success of all young children.
    • Mission: Readiness, a nonpartisan organization led by senior retired military leaders who advocate for smart investments in our nation’s young children.
    • National Association for the Education of Young Children is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research
    • National Center for Children in Poverty uses research to inform policy and practice with the goal of ensuring positive outcomes for the next generation.
    • National Institute for Early Education Research conducts and shares research to support high-quality effective early education for all young children.
    • Ready Nation works to improve business competitiveness by helping children get a good start in life, educating policymakers and the public to advance better policies for children and youth
    • The Ounce advocates for quality early learning for children birth to five and is a leader in developing innovative high-quality programs for young children
    • Zero to Three works to ensure that all babies and toddlers have a strong start in life.

    Research on Early Care and Learning in Georgia

    • Pre-Kindergarten
      In 2011, the Georgia General Assembly authorized an evaluation of Georgia’s Pre-K program. Researchers at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill have been conducting a series of ongoing studies that measure the impact of the program
    • Economic Impact of Early Care and Education
      Researchers from the University of Georgia and Georgia State University conducted a study examining the impact of the early care and education industry on Georgia’s economy.
    • Child Care Quality
      In 2008 and 2009, researchers at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill conducted a statewide study of the quality in licensed child care settings in Georgia. Findings underscored the need to improve quality in early learning settings and contributed to the launch of Georgia’s Quality Rating and Improvement System, Quality Rated.