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Catherine Ayoub and Barbara Pan, from the Harvard Graduate School of Education, describe their work collecting and analyzing longitudinal data to supplement national findings from the Early Head Start study.
Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.
Charles Bruner of the Child and Family Policy Center outlines three factors of good family strengthening programs that evaluators are not adequately measuring in their evaluations.
Elizabeth Burke Bryant and Catherine Walsh, of Rhode Island Kids Count, give an account of the School Readiness Indicators Initiative.
Donna Bryant and Karen Ponder describe the past 10 years of evaluating North Carolina's nationally recognized early childhood initiative.
Nancy Clark-Chiarelli from Education Development Center, Inc. describes an evaluation of two approaches to early literacy professional development—one with a traditional face-to-face mode of delivery and one with a technology-enhanced component.
This brief offers lessons and best practices from foundations across the country on grantmaking to school districts. It offers advice to foundations that are considering school district investments for the first time. It also offers a useful "check" to more experienced foundations that want to examine their thinking and approaches against the lessons and practices of other foundations.
Harvard Family Research Project explains how it helps to ground evaluation in theories of the policy process.
Barbara Gebhard of Build describes the initiative's interactive evaluation approach.
Erin Harris from Harvard Family Research Project with Suzanne Muchin, CEO of Civitas, illustrate the design concept “information architecture” for displaying complex information clearly and simply.
Marilou Hyson and Heather Biggar, from the National Association for the Education of Young Children, offer ideas for how stakeholders in early childhood can share research results.
Ted Jurkiewicz and Charles Hohmann from the High/Scope Educational Research Foundation describe the design of High/Scope's new Youth Program Quality Assessment tool.
Ed Zigler, Ron Haskins, and G. Reid Lyon discuss the past and future of Head Start, the country's first federally funded early childhood program.
Economist Art Rolnick discusses his approach to early childhood investment, which he describes as “economic investment in human capital.”
Lisa Klein, guest editor for this issue, reflects on the progress made inthe early childhood field over the past 40 years and on the work that still has to be done.
This article describes a Knight Foundation early literacy initiative in Philadelphia and its ongoing evaluation.
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Audrey Laszewski, project director of the Early Years Home Visitation Outcomes Project of Wisconsin, describes how a stakeholder collaboration resulted in a common outcome measurement process.
Anna Lovejoy, from the National Governors Association Center for Best Practices, describes how the organization keeps governors informed about emerging issues in early childhood.
Jana Martella, from the Council of Chief State School Officers, describes a data-driven approach to developing and integrating policy into the nation's school systems.
Over the past three decades, an enormous body of research literature has been amassed on early childhood education, parent education, and family support programs. This review summarizes these three areas of research and reports on relevant research in progress.
Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.