This report shows that while some states and local governments have reduced learning time in response to severe budget pressures — typically by reducing the number of days in the school year — others have prioritized expanding learning time to better prep
This resource guide provides background on the importance of third grade reading proficiency, resources and promising practices for developing information systems to address third grade reading proficiency, and recommendations for next steps at both the s
Children who attended an intensive preschool and family support program attained higher educational levels, were more likely to be employed, and less likely to have problems with the legal system than were peers who did not attend the program, accordin
Head Start and Early Head Start programs have always understood that high-quality services are grounded in a thorough understanding of the children and families in their communities. And the portrait of our nation's children is changing rapidly.
Impaired phonological processing is characteristic of dyslexia and thought to be a basis for difficulty in learning to read. A recent study suggests that how people with dyslexia hear language may be more important than previously realized.
Children who attend high-quality pre-kindergarten programs are more likely to graduate from high school, says a report from the National Association of Elementary School Principals (NAESP) that calls on states and communities to build an aligned system
"If language experiences are not rich, then where is your interest to retain them?" says Janice H. Im of Zero to Three: the National Center for Infants, Toddlers and Families.
According to the National Assessment of Educational Progress (NAEP), about fifty percent of low-income fourth graders in our nation's schools are unable to read at a basic level.
In January 2010, the Cooney Center and the Stanford Educational Leadership Institute convened a Digital Age Teacher Preparation Council to look at current practices for teaching young children and to design a professional development action plan for in
This report summarizes 12 peer-reviewed, high-quality research studies between 1995 and 2005 and synthesizes their findings on the effects of extensive reading interventions (comprising at least 100 instructional sessions) for struggling K-3 readers.