This is the fifth and final post in New America’s blog series, DLL Data Gaps, and summarizes key findings and recommendations for state policy leaders. Click here to learn more about this project and access the other blogs in the series. Across a variety of domains, states need better data to more equitably serve dual language learners (DLLs) in… Read more »
High-quality teachers are an essential component of an effective pre-K program. After all, young children’s learning depends on the quality of interactions they have and the relationships they form with adults. While there is much debate in the early education field right now about teacher qualifications and preparation requirements, there has been less discussion on… Read more »
Over the past several decades, the number of young children enrolled in formal, center-based early childhood education, which can include Head Start, state-funded pre-K, and private child care programs, has grown dramatically. For example, while only 23 percent of four-year-olds were enrolled in formal early learning programs in 1968, that number increased to 65 percent… Read more »
The Omnibus bill introduces a new Open Textbook Pilot, investing in projects that create or expand the use of open educational sources.
Federal E-rate money could bring these high-speed connections to rural schools, but funding is elusive
A new analysis of 60 studies on teacher coaching finds that benefits dissipate as coaching programs attempt to reach more teachers
Survey results paint complicated picture of tech in the lives of young kids. Families want better access but also have concerns.
With augmented reality books, students can see vocabulary come to life.
DeVos may not give guidance, but here’s what to tell kids – and what not to tell them
Universal preschool, raising assistant teacher salaries, up for discussion