All Featured Highlights: Pre-kindergarten
- Jan 21, 2010 | Hannah Matthews and Danielle Ewen FAQ: Using Title I of ESEA for Early Education This paper provides answers to frequently asked questions on using Title I of the Elementary and Secondary Education Act funds on early education. Read Online
- Aug 31, 2010 | Hannah Matthews and Danielle Ewen Early Education Programs and Children of Immigrants: Learning Each Other's Language This paper was written for the Urban Institute's roundtable on Young Children in Immigrant Families and the Path to Educational Success. It discusses the federal and policy landscape for serving young children of immigrants in early care and education and includes policy recommendations for improving access for immigrant families. Read Online
- Jan 12, 2012 | Hannah Matthews Revisiting Early Learning Standards with ELLs in Mind Read Online
- Jun 15, 2007 | Rachel Schumacher, Katie Hamm, and Danielle Ewen Making Pre-Kindergarten Work For Low-income Working Families As of 2006, 38 states and the District of Columbia had pre-kindergarten programs, which vary considerably in their design. While low-income children stand to gain the most from early care and education initiatives, working families may not be able to access programs that are not responsive to their needs. This paper discusses research supporting the need to review initiatives to ensure maximum access for children in working families, especially low-income children; highlights key strategies to address the needs of low-income working families; and examines the extent to which state pre-kindergarten policies currently do so.This paper is based on research conducted for the CLASP report All Together Now: State Experiences in Using Community-based Child Care to Provide Pre-Kindergarten. Download PDF
- Mar 15, 2011 | Hannah Matthews Financing a Birth to Five Program: The Appleton Area School District Model Title I of the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB) funds long have been used to provide preschool services for at-risk children. This paper focuses on the Appleton Area School District (AASD) in Appleton, Wisconsin and their efforts to use Title I funds to finance a comprehensive birth-five program. Read Online
- Jan 21, 2010 | Hannah Matthews and Danielle Ewen FAQ: Using Title I of ESEA for Early Education This paper provides answers to frequently asked questions on using Title I of the Elementary and Secondary Education Act funds on early education. Read Online
- Aug 31, 2010 | Hannah Matthews and Danielle Ewen Early Education Programs and Children of Immigrants: Learning Each Other's Language This paper was written for the Urban Institute's roundtable on Young Children in Immigrant Families and the Path to Educational Success. It discusses the federal and policy landscape for serving young children of immigrants in early care and education and includes policy recommendations for improving access for immigrant families. Read Online
- Jan 29, 2010 | Danielle Ewen Testimony of Danielle Ewen for U.S. Department of Education ESEA Listening Tour Danielle Ewen's testimony lays out principles to consider for early childhood issues in the upcoming reauthorization of the Elementary and Secondary Education Act (ESEA) and CLASP's recommendations for changes to the law. Download PDF
- Jul 31, 2009 | Rachel Schumacher, Katie Hamm, and Danielle Ewen Making Pre-Kindergarten Work For Low-Income Families As of 2006, 38 states and the District of Columbia had pre-kindergarten programs, which vary considerably in their design. While low-income children stand to gain the most from early care and education initiatives, working families may not be able to access programs that are not responsive to their needs. This paper discusses research supporting the need to review initiatives to ensure maximum access for children in working families, especially low-income children; highlights key strategies to address the needs of low-income working families; and examines the extent to which state pre-kindergarten policies currently do so. Download PDF
- Jun 01, 2009 | hannah matthews and danielle ewen Title I And Early Education: Models For Using ARRA Funds This page provides provides information on how Title I can be used for early education, the benefits of using Title I, and illustrative examples of school districts that have used Title I funds to invest in services from infant/toddler programs to pre-kindergarten classes to Head Start collaboration. Read Online
- Jul 31, 2009 | Danielle Ewen and Hannah Matthews Title I And Early Childhood Programs: A Look At Investments In The NCLB Era This paper 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. Download PDF
- Jul 31, 2009 | Rachel Schumacher, Danielle Ewen, Katherine Hart, and Joan Lombardi Policy Brief: All Together Now: State Experiences In Using Community-Based Child Care To Provide Pre-Kindergarten This brief is based on the 61-page report of the same name, which was commissioned by the Brookings Institution. It studies the emergence of the mixed delivery model, in which pre-kindergarten is delivered in community-based settings and schools. This policy brief, the fifth in the Child Care and Early Education Series, describes principal approaches to state implementation of the mixed delivery model but does not provide examples of state policies. See the full report for details about state policy choices. Download PDF
- May 17, 2007 | Danielle Ewen and Hannah Matthews Recommendations To Support High-Quality Early Education Programs Through Reauthorization Of The No Child Left Behind Act Unlike other early care and education funding sources, Title I of the No Child Left Behind Act (NCLB) has seen some increases in funding levels since 2002. As a result, a number of policymakers interested in investing in high-quality early care and education programs have turned to Title I as a funding source. This publication, which draws from two years study of the relationship between Title I and high-quality early education, offers recommendations for the reauthorization of NCLB. Download PDF