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 Pub Number  Title  Date
REL 2017245 A review of the literature on social and emotional learning for students ages 3-8: Characteristics of effective social and emotional learning programs (part 1 of 4)
This is the first in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on stand-alone, evidence-based SEL programs that are associated with positive student behaviors and/or academic performance. The literature reviewed for this report also includes programs that target executive functioning, with an understanding that many SEL approaches represent a hybrid of the two. To assist educators and policymakers, this report presents information on selecting an evidenced-based SEL program and provides recommendations from experts.
NCES 2016144 The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
NCES 2014078 State of Preschool 2013: First Look
This report presents findings from the State of Preschool 2013 data collection from the National Center for Education Statistics within the Institute of Education Sciences. This brief report presents data about state supported preschool enrollment and funding to support enrollment. The report presents the data at the state and national levels for the 2012-13 school year. Enrollment information is shown by children’s year of age. Information about funding is shown for state provided support and then by support from all sources.
NCEE 20144000 National Evaluation of the IDEA Technical Assistance & Dissemination Program
This report examines (1) the primary technical assistance activities carried out by the Technical Assistance & Dissemination Program national centers, (2) states’ needs for technical assistance and the extent to which these needs are addressed by TA&D centers or other sources, and (3) within specific areas of special education, the extent to which states are satisfied with the products and services received from TA&D Program centers. The report is based on data collected from 27 national TA&D Centers, 51 Part C Early Intervention Coordinators administering IDEA Part C infant/toddler programs, and 51 Part B Special Education Directors. An additional 805 surveys, focused on needs for and receipt of technical assistance within specific areas of special education, were also completed by state staff.
WWC IRECE271 Let's Begin with the Letter People
Let’s Begin with the Letter People is an early childhood literacy curriculum that uses 26 thematic units—each of which covers a letter of the alphabet—to develop children’s language and early literacy skills. A major focus of the program is phonological awareness, including rhyming, word play, alliteration, and segmentation. The WWC found that Let's Begin with the Letter People has no discernible effects on oral language or phonological processing and mixed effects on print knowledge for preschool children.
WWC IRECE153 Doors to Discovery
Doors to Discovery is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The WWC found that Doors to Discovery has potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing or math for preschool children.
WWC IRCYD578 Social Skills Training
Social skills training is a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. The WWC reviewed 47 studies that investigated the effects of social skills training on children with disabilities in early education settings. Three of those studies are randomized controlled trials that meet WWC evidence standards without reservations and included 135 children with disabilities in early education settings in the United States. Based on these studies, the WWC found that social skills training has no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings.
WWC SSREC12 Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders
The study, Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders, examined the intervention Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) which involves immersing children with Autism Spectrum Disorder (ASD) into preschool classrooms with other children. The study examined the effectiveness of a full two-year LEAP training and support model for teachers on improving outcomes of preschool children with ASD, as compared to a limited LEAP model in which no professional development support was provided. Researchers found that the full LEAP model produced positive impacts on behavior, communication, intellectual outcomes, and social outcomes of preschool children. This study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
REL 2012021 Prekindergarten Participation Rates in West Virginia
This report compares the shares of preK seats provided by public school systems and collaborative partners—federal or private—and analyzes participation based on socioeconomic and racial/ethnic subgroups and district characteristics. This report updates through 2010/11 a previous report that covered school years 2002/03–2006/07.

The study found that the statewide participation rate in preK more than doubled between 2002/03 and 2010/11, from 26 percent to 63 percent of eligible students.
WWC IRSNMT12 Milieu Teaching
Milieu teaching is a practice that involves manipulating or arranging stimuli in a preschool child’s natural environment to create a setting that encourages the child to engage in a targeted behavior. Typically, milieu teaching involves four strategies that a teacher will utilize to encourage a student to demonstrate the targeted behavior, such as using a particular language structure: modeling, mand-modeling, incidental teaching, and time-delay. The WWC reviewed 162 studies that investigated the effects of milieu teaching on preschool children with disabilities. One study is a randomized controlled trial that meets WWC evidence standards without reservations. The study included 40 preschool children with developmental delays attending two schools in Davidson County, Tennessee. Based on this study, the WWC found milieu teaching to have no discernible effects on communication/language competencies for preschool children with disabilities.
REL 2011107 Participation During the First Four Years of Tennessee's Voluntary Prekindergarten Program
This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution of program sites.
NCSER 20113006 A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities
This report describes how children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills. It also describes how their receptive vocabulary and math performance vary over time by primary disability category.
NCEE 20114026 National Assessment of IDEA Overview IDEA National Assessment Implementation Study Executive Summary and Report

The Individuals with Disabilities Education Act (IDEA), reauthorized in 2004, supports states in the provision of early intervention and special education and related services for 7 million children and youth with disabilities. In fiscal year 2010, federal funding for IDEA was $12.6 billion.

The congressionally mandated study provides a national picture of state agency implementation of early intervention programs for infants and toddlers (IDEA Part C) and both state and school district implementation of special education programs for preschool- and school-age children (IDEA Part B). The study is based on surveys of state agency directors and a nationally representative sample of district special education directors conducted in 2009. The key findings include:

  • State Part C agencies support the transition of toddlers with disabilities to Part B preschool-age special education programs, but Part C has not expanded to serve children until kindergarten. At age 3, toddlers receiving Part C services transition to Part B services (if eligible), typically involving a change in lead agency (in 46 states) and often a change in support staff, service settings, and services.
  • Most school districts (85 percent) do not use IDEA Part B funds to provide Coordinated Early Intervening Services (CEIS). IDEA 2004 permits, and in some cases requires, school districts to use some of their Part B funds to provide CEIS, services for students not yet identified as needing special education. These services are meant to address the overrepresentation of racial/ethnic minority students in special education.
  • Most school districts implement Response to Intervention (RtI), use RtI data when determining specific learning disability (SLD) eligibility, and support RtI with district general funds. RtI, a range of practices for monitoring student academic and behavioral progress and providing targeted interventions, was added to IDEA in 2004 as a way to inform the determination of SLD and implement CEIS.
NCSER 20113000 Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
WWC IRECELE10 Literacy Express
Literacy Express is a comprehensive preschool curriculum designed for three- to five-year-old children. The program is structured around thematic units on oral language, emergent literacy, basic math, science, general knowledge, and socio-emotional development. It can be used in half- or full-day programs with typically developing children and children with special needs. The program provides professional development opportunities for staff, teaching materials, suggested activities, and recommendations for room arrangement, daily schedules, and classroom management.
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