Publications and Research

Research has shown that 3- and 4-year-olds, especially those who are at risk for school failure, when placed in high-quality preschool programs are more successful in their future academic and social development. This policy brief calls for the improvement of early education and care in our nation by focusing on what is critical for the child, family, teacher, curriculum, and classroom.

This study of state-funded prekindergarten programs finds teachers in publicly-operated settings are better educated, better paid, and more likely to stay in their jobs than teachers in private settings.

“Growing and Learning in Preschool” presents the essential features of a high-quality preschool program. This video shows how a preschool curriculum based on solid research builds school and life skills, why well-qualified teachers are so important, and how play is integrated into learning.

These two reports document the degree to which the Connecticut School Readiness Initiative (CSRI) classrooms operating in south-central Connecticut during FY 1999 and FY 2000 have achieved high quality. While most classrooms provided high quality education and care for preschoolers, quality varied greatly, and many classrooms needed improvement in at least one area. Recommendations include improving quality through NAEYC accreditation.