Grantee Reports and Publications

Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future [Executive Summary]
Description       Full Report
By Marcy Whitebook, Deanna Gomby, Dan Bellm, Laura Sakai, and Fran Kipnis This two-part paper examines the early care and education (ECE) and K-12 research literature in depth to assess the current state of knowledge about the effective preparation of excellent teachers, and charts a research and policy agenda for the future.
Part I: Teacher Preparation and Professional Development in Grades K-12 and in Early Care and Education: Differences and Similarities, and Implications for Research
Description       Full Report
Part I summarizes the differences between the K-12 and the early care and education fields. The researchers found more than enough similarities to warrant a close consideration of the combined wisdom of both fields.
Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children
Description       Full Report
The Center for the Study of Child Care Employment and the National Institute for Early Education Research have jointly published a NIEER Policy Brief, "Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children." In this Policy Brief, Marcy Whitebook and Sharon Ryan argue that too much attention has been given to debating the baseline qualifications required of preschool teachers - AA vs. BA. They contend that it is just as necessary to take into account the nature of the education teachers receive en route to a degree, supports for ongoing learning, and the effects of the workplace environment on teaching practice.
Part II: Effective Teacher Preparation in Early Care and Education: Toward a Comprehensive Research Agenda
Description       Full Report
Part II contains an in-depth review of the ECE and K-12 teacher preparation research and outlines what remains to be learned. It concludes with a set of key recommendations for research and policy.
Staff Preparation, Reward, and Support: Are Quality Rating and Improvement Systems Addressing All of the Key Ingredients Necessary for Change?
Description       Full Report
As quality rating and improvement systems (QRISs) increasingly become the key strategy for improving the quality of early care and education, it is critical to understand and examine how such systems define quality, the benchmarks used to indicate quality, and the opportunities in place to support improvement. This report examines the extent to which QRISs support the professional development of practitioners and include in their rating rubrics key ingredients - staff qualifications, direct compensation, and the factors related to work settings - that have been linked to quality.
Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education, Year 3
Description       Full Report
The Year 3 interviews of the Learning Together study reveal that the vast majority of students successfully graduated from their B.A. cohort program. Year 3 interviews focused on two issues of concern about higher education programs – the practicum experiences for employed students and the adequacy of attention to working with children from linguistically diverse backgrounds. The graduates overwhelmingly reported that their B.A. classes provided them with skills and strategies needed to communicate with children who speak a language other than their own. While the majority of students reported that their practicum experiences helped them do a better job at their workplace, they also identified several areas for improvement. The Year 3 study also reports on the graduates' perspectives about support at their jobs for ongoing learning and any changes in employment and/or compensation upon completing their degree.
Leading School Improvement with Data: A Theory of Action to Extend the Sphere of Student Success
Description       Full Report
This is the first in a series of three evaluations of SAM (Scaffolded Apprenticeship Model), the primary methodology New Visions for Public Schools is using with its PSO schools to build capacity for ongoing gains in student improvement. The evaluation, led by Dr. Joan Talbert of the Center for Research on the Context of Teaching at Stanford University, examines SAM's theory of change, which posits that teams of educators can continually expand a school's "sphere of success" by using data to identify specific skill gaps among targeted students and design interventions aimed at accelerating student learning. Dr. Talbert's findings point to four key principles for the success of SAM's inquiry-based approach to reform, including:
  • "keeping the focus small" by helping educators address specific, identified skill gaps in order to accelerate student learning;
  • shifting the classroom focus from what is being taught to what is being learned;
  • challenging assumptions and practices that limit student success; and
  • navigating colleague resistance and facilitating adult learning.
California Preschool Study
Description       Full Report
The RAND Corporation has undertaken the RAND California Preschool Study, a landmark study of the utilization and quality of preschool programs for 3- and 4-year olds in California. RAND researchers surveyed a representative group of 2,000 parents with preschool-age children and more than 700 providers and observed about 250 child care and preschool centers. The study's findings hold significant implications for the future of early childhood education on this state. To date, RAND has completed 5 studies . The five studies currently available are: Who is Ahead and Who is Behind? Gaps in School Readiness and Student Achievement in the Early Grades for California's Children; Early Care and Education in the Golden State: Publicly-Funded Programs Serving California's Preschool-Age Children; Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California; Preschool Adequacy and Efficiency in California: Issues: Policy Options, and Recommendations; and A Golden Opportunity: Advancing California's Early Care and Education Workforce Professional Development System. These studies as well as policy implications may be found at the following link:
2006-07 Youth Justice Board Report & Recommendations
Description       Full Report
Stand Up Stand Out: Recommendations to Improve Youth Participation in New York City's Permanency Planning Process by Members of the Youth Justice Board, a program of the Center for Court Innovation Written by the 16 teenage members of the 2006-2007 Youth Justice Board, this report proposes 14 specific recommendations to improve the court experiences and outcomes for adolescents in foster care. The Youth Justice Board, which consists of New York City youth 15 to 19 years old, spent several months researching New York City's permanency planning process, interviewing over 40 child welfare and court professionals, conducting two focus groups of youth in care and observing Family Court proceedings in Kings County, Bronx County and New York County Family Courts.