Education Drivers

Early Childhood Education

Beginning with Head Start in the 1960s, strong evidence has existed for positive effects for early education that include fewer arrests, fewer teen pregnancies, and higher employment. Research also supports a substantial return on investment in early childhood development (ECD) programs. Research also finds that early childhood programs are only as good as they are designed and how effectively they are implemented.

Data Mining

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Are Early Childhood Programs Worth the Investment?
This analysis reviewed four research studies on the long-lasting effects of early childhood development programs.
States, J. (2011). Are Early Childhood Programs Worth the Investment? Retrieved from are-early-childhood-programs.
Which early childhood programs produce the best results?
This is an analysis of an evidence-based research synthesis that looks at the impact of early childhood programs.
States, J. (2015). Which early childhood programs produce the best results? Retrieved from which-early-childhood-programs.

 

Student Research

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The efficacy of descriptive functional assessment for intervention with Head Start students.
This study evaluated the efficacy of descriptive functional assessment of intervention with Head Start students by identifying antecedent conditions that influenced challenging behavior.
Park, K. L. (2008). The efficacy of descriptive functional assessment for intervention with Head Start students. Retrieved from student-research-2008.
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One-to-one Computing: Literature Review

This paper examines the factors affecting the successful implementation of a laptop program, classroom uses of laptops and the support required for schools from current research almost exclusively from the United States.

 

State of NSW, Department of Education and Training, Curriculum K-12 Directorate. (2009, March). One-to-one computing: literature review. Retrieved from http://www.dec.nsw.gov.au/detresources/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/support/lit_review.pdf

Characteristics of Future Ready Leadership: A Research Synthesis

The U.S. Department of Education’s Office of Educational Technology, in partnership with the American Institutes for Research (AIR), developed a research-based synthesis defining a set of policies and practices implemented by successful Future Ready district leaders. The resulting rubric provides a basis for personalized professional learning to expand the capacity of district superintendents to effectively transition to digital learning.

U.S. Department of Education. (2015, December). Characteristics of Future Ready Leadership A Research Synthesis. Retrieved from http://tech.ed.gov/files/2015/12/Characteristics-of-Future-Ready-Leadership.pdf.

Benefits and costs of quality early childhood education

This article reviews the economic studies on early childhood education and places them in the context of the larger knowledge base on this topic. It concludes that well designed programs and policies do produce significant results but, most current programs and policies are not well designed or implemented effectively.

Barnett, W. S. (2007). Benefits and costs of quality early childhood education. Child. Legal Rts. J., 27, 7.

Effective early childhood education programs: A systematic review.

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. The review concludes that on academic outcomes at the end of preschool and/or kindergarten, six early childhood programs showed strong evidence of effectiveness and five had moderate evidence of effectiveness.

Chambers, B., Cheung, A., Slavin, R. E., Smith, D., & Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

A recent study, attempts to answer this question by examining the effects of two North Carolina early-childhood programs on students’ educational outcomes in elementary school. These findings indicate that North Carolina’s investment in early childhood programs is associated with improved educational outcomes. Importantly, these effects don’t appear to fade during the elementary grades

Dodge, K. A., Bai, Y., Ladd, H. F., & Muschkin, C. G. (2016). Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School. Child Development.

The Life-cycle Benefits of an Influential Early Childhood Program

This paper estimates the large array of long-run benefits of an influential early childhood program targeted to disadvantaged children and their families. It is evaluated by random assignment and follows participants through their mid-30s. It has substantial beneficial impacts on (a) health and the quality of life, (b) the labor incomes of participants, (c) crime, (d) education, and (e) the labor income of the mothers of the participants through subsidizing their childcare.

García, J. L., Heckman, J. J., Leaf, D. E., and Prados, M. J. (2016). The Life-cycle Benefits of an Influential Early Childhood Program. Human Capital and Economic Global Working Group

A critical meta-analysis of all impact evaluations of state funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation.

This paper presents a critical meta-analytic review of these evaluations, providing measures of standardized effects for all significant impacts to facilitate comparisons across differing domains of outcome and evaluative methods. The research supports a modest support for positive impacts in improving children’s developmental competence in a variety of domains, improving later school attendance and performance, and reducing subsequent grade retention.

Gilliam, W. S., & Zigler, E. F. (2000). A critical meta-analysis of all impact evaluations of state funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluations. Early Childhood Research Quarterly, 15, 441–473.

Exceptional Returns: Economic, Fiscal, and Social Benefits of Investment in Early Childhood Development

This study demonstrates, for the first time, that providing all 20% of the nation’s three- and four-year-old children who live in poverty with a high-quality ECD program would have a substantial payoff for governments and taxpayers in the future.

Lynch, R. G. (2004). Exceptional Returns: Economic, Fiscal, and Social Benefits of Investment in Early Childhood Development. Washington, DC: Economic Policy Institute.

Kids & Family Reading Report 5th Addition

The Bi-annual Kids & Family Reading Report on the attitudes of children and parents toward reading was released in early January 2016. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.

Scholastic. (2015). Kids & Family Reading Report 5th Addition. Scholastic.

Bridging the Early Language Gap: A Plan for Scaling Up

This white paper describes a multi-tiered set of interventions pitched at the population, community, and individual levels. This multi-tiered initiative would employ interventions at multiple touchpoints to ensure a broad reach across diverse communities and to offer strategies that are tailored to a child’s development stage.

Suskind, D., Kuhl, P., Leffel, K. R., Landry, S., Cunha, F., & Neckerman, K. M. (2013, September). Bridging the early language gap: a plan for scaling up. In A white paper prepared for the White House meeting on bridging the thirty-million-word gap. Retrieved from http://stagingharris. uchicago. edu/sites/default/files/White% 20Paper% 20Suskind_Leffel_Landry_Cunha (Vol. 209, No. 2030, p. 2020131).

Enhancing Teaching and Learning Through Educational Data Mining and Data Analytics

The U.S. Department of Education Office of Educational Technology published this brief that is intended to help policymakers and administrators understand how analytics and data mining have been—and can be—applied for educational improvement while rigorously protecting student privacy.

U.S. Department of Education, Office of Educational Technology, Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief, Washington, D.C., 2012.

Future Ready Schools: Building Technology Infrastructure for Learning

The Future Ready Schools: Building Technology Infrastructure for Learning guide provides practical, actionable information intended to help district leaders (superintendents, principals, and teacher leaders) navigate the many decisions required to deliver cutting-edge connectivity to students. It presents a variety of options for district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district.

U.S. Department of Education, Office of Educational Technology, Future Ready Schools: Building Technology Infrastructure for Learning, Washington, D.C., 2014. 

Early Learning and Educational Technology Policy Brief

The U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.

 

U.S. Department of Education, Office of Educational Technology, Policy Brief on Early Learning and Use of Technology, Washington, D.C., 2016.

Designing Online Communities of Practice for Educators to Create Value

The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.

 

U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.

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SYNOPSIS
Best Evidence Encyclopedia

The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.

Manpower Demonstration Research Corporation
MDRC is best known for mounting large-scale evaluations of real-world policies and programs targeted to low-income people.
Southwest Educational Development Laboratory (SEDL)
SEDL is a nonprofit education research, development, and dissemination organization that provides consultation, research and evaluation cross a wide range of education issues.
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