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Early learning

Mitigating the Impact of COVID-19 on Early Educators and Young Children: Understanding the Issues and Identifying Evidence-based Recovery Responses

March 2021 - June 2021
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Christina Weiland, Erica Greenberg, Daphna Bassok, Anna Markowitz, Paola Guerrero Rosada, Grace Luetmer, Rachel Abenavoli, Celia Gomez, Anna Johnson, Brenda Jones-Harden, Michelle Maier, Meghan McCormick, Pamela Morris, Milagros Nores, Deborah Phillips, Catherine Snow, Jasmina Camo-Biogradlija
The COVID-19 crisis upended life for young children, their families, and the early care and education (ECE) programs that serve them. Leaders need a clear understanding of the pandemic’s impact, particularly as the Biden administration makes historic investments in ECE. To meet this need, a team of early childhood experts synthesized findings from 76 high-quality studies, spanning 16 national studies, 45 studies from 31 states, and 15 local studies. The experts then collaborated with ECE policy and practice leaders from multiple states to identify actionable, evidence-backed, and...
Early learning

Evaluation of Michigan's Transitional Kindergarten Program

In partnership with the Michigan Department of Education (MDE), the research team is analyzing administrative education records to describe transitional kindergarten programming in Michigan (i.e. Young Fives) and to examine its impacts on children’s kindergarten readiness and K-3 outcomes. This study also has several connections to the COVID-19 crisis. Program data will be used to describe the progress of cohorts of children more versus less directly affected by COVID-19. Additionally, surveys of families, teachers, and districts on their COVID-19-related experiences and challenges will be...
Early learning

Preparing to Succeed Study

January 2009 - January 2012
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Christina Weiland, Hirokazu Yoshikawa, Jason Sachs
Preparing to Succeed was the first study for the Boston Early Childhood Research Practice Partnership and, in many ways, it kicked off our long-term partnership. The study examined the effects of the Boston Public Schools Pre-K program in 2008-2009, after BPS made evidence-based investments in the quality of the program. The study found Boston Pre-K program has some of the largest positive effects on kindergarten readiness of any Pre-K program in the country. Related publications are linked...