Daphna Bassok
Associated IES Content
Grant
Building State-wide Quality Rating Strategies for Early Childhood System Reform: Lessons From the Development of Louisiana's Kindergarten Readiness System
The purpose of this project is to validate a new outcomes-based approach to Quality Rating and Improvement Systems (QRIS) and explore assumptions about the role of parental selection in early childhood programs. High quality early childhood education (ECE) programs can narrow school-readiness gaps, alter children’s life trajectories and yield substantial social returns. However, there is substantial variation in quality, both across and within early childhood sectors (e.g., licensed ch...
Federal funding program:
Award number:
R305A140069
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
FY2017
FY2017 Early Intervention and Early Childhood Education Peer Review Panel
Grant
University of Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program
The Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program engaged five promising researchers in opportunities to develop skills to conduct rigorous research in education science.
Federal funding program:
Award number:
R305B170002
FY2016
FY2016 Early Intervention and Early Childhood Education Peer Review Panel
Grant
The Availability of Early Childhood Education and Care in the United States: Exploring Links Between Policy, Availability and Effects, 1990-2005
The purpose of this study is to examine the availability of early childhood education and care (ECEC), explore the extent to which policies and regulations impact supply, and examine the link between supply and child outcomes. This study will explore the impact of childcare regulations across all types of early childhood education and care settings including family day care homes, private child care, Head Start, and state-funded preschool programs. The research team will address the policy a...
Federal funding program:
Award number:
R305A100574
View More