Effective Learning Experiences in Preschool
Quality in early childhood programs has been a longstanding priority in policy and practice. Identifying the contribution of specific elements of high quality or effective learning experiences (ELE) is critical in scaling effective programs to population levels. This Brief summarizes preschool findings for five ELEs in the Midwest Child-Parent Center (CPC) Expansion Project: (1) full-day preschool, (2) small classes (17 or fewer children), (3) balance of teacher-directed and child-initiated instruction, (4) a high percentage of instructional time in core domains, and (5) an engaging classroom environment.
New Phase of Chicago Longitudinal Study
HCRC researchers are partnering with Northwestern University on a new phase of the seminal Chicago Longitudinal Study (CLS). Since 1985, the CLS has tracked the development of a group of 1,539 individuals who grew up in urban poverty. Intervention group members attended the Child-Parent Centers (CPC) beginning in preschool and continued participation through 2nd or 3rd grade. The new phase of CLS research, which began in spring 2017, further examines the connection between CPC participation, educational attainment, and physical and mental health outcomes at age 37-39.
Minnesota Legislative Auditor's Evaluation Report
Minnesota's Early Childhood Programs
Jody Hauer, Ellen Dehmer, and Will Harrison, Office of the Legislative Auditor, State of Minnesota
The Legislative Audit Bureau's evaluation of Minnesota's early childhood programs. The report focuses on 8 main programs including Early Childhood Family Education (ECFE), Head Start, Voluntary Pre-k and Early Learning Scholarships. The report presents information on these programs, including what they are, who uses them, and what evidence exists about their effectiveness. Key recommendations are also presented.