Resource Library

The session at the 2017 APPAM Fall Research Conference described the implementation of a unique research and policy collaboration: The New York Early Childhood Research Network. This first-of-its kind collaboration between a foundation, researchers in the metropolitan area, and key policymakers focused on a shared goal of improving New York City Universal Prekindergarten (UPK) program. Eight research studies are providing actionable and scientifically rigorous research findings using diverse methodologies to support continuous improvement of UPK.

This paper describes QUALITYstarsNY- New York State’s comprehensive quality rating and improvement system for all regulated early childhood programs—. It includes child care in both centers and homes, pre-kindergarten in both schools and centers, and Head Start programs. 

Child care offered in a provider's own home is the most common child care arrangement for young children from low-income families, yet national studies have found the quality of home-based family child care to be wanting. In 2012, New York City launched one of the country's largest experiments in raising the quality of subsidized family child care. More than three years since the launch of EarlyLearnNYC, the Center for New York City Affairs investigated what has worked and what has not. 

The purpose of the NCCF study was to identify variation in PKA implementation by setting (schools vs. CBOs) and auspice (CBOs with only UPK funding; CBOs with UPK and Child Care funding; and CBOs with UPK and Head Start funding) during the 2016-17 school year. Designed to discern lessons regarding quality, we used a mixed-methods approach with data collected from 57 UPK sites and 66 lead teachers: 1) UPK administrator surveys; 2) UPK lead teacher surveys; 3) Classroom Assessment Scoring System (CLASS) observations; 4) DOE site-level child demographics. After determining the statistical significance of comparisons by setting and auspice, we identified differences in the implementation of policy efforts to enhance quality.

The purpose of this study is to examine the implementation of the PKA initiative during the 2016-17 school year, the first year of operation since the two-year expansion began in 2014-15. Specifically, we examine the variation present in PKA implementation and program quality among different program settings (i.e., schools vs. NYCEECs) and programs with different funding auspices (i.e., sites that receive UPK funds only through the DOE, sites that receive UPK and Child Care funds through ACS Early Learn, and sites that receive both UPK and Head Start funds). We also examine how differences in the resource level of neighborhoods where UPK sites are located may relate to variation in PKA’s implementation. 

The purpose of the NCCF study was to identify variation in PKA implementation by setting (schools vs. CBOs) and auspice (CBOs with only UPK funding; CBOs with UPK and Child Care funding; and CBOs with UPK and Head Start funding) during the 2016-17 school year. Designed to discern lessons regarding quality, we used a mixed-methods approach with data collected from 57 UPK sites and 66 lead teachers: 1) UPK administrator surveys; 2) UPK lead teacher surveys; 3) Classroom Assessment Scoring System (CLASS) observations; 4) DOE site-level child demographics. After determining the statistical significance of comparisons by setting and auspice, we identified structurally rooted differences in PKA implementation and program quality.

We tracked the location of new child seats in the opening year of Mr. de Blasio’s pre-k effort. This brief first details varying levels of growth in the count of seats situated in public schools, looking across the city’s boroughs and communities, which differ widely in their economic vitality and organized infrastructure. We then examine the evolving distribution of seats situated in community organizations, asking whether they help to equalize children’s access to preschool. The city’s departments of education and health have published neighborhood-level data on the location of pre-k seats for 2013 and 2014, the inventories on which our analysis is based.

A key challenge for the Early Care and Education (ECE) field is identifying key features of program quality that matter for children’s learning and social-emotional outcomes. In recent years, the role of leaders in ECE programs has been recognized as critical to achieving and maintaining effective teaching and other aspects of quality. This brief presents key findings from a study of Pre-K leaders in NYC preschool programs.

This report shares findings from a two-year, place-based study that sought to examine some of the intrinsic and extrinsic factors that influence men’s decisions to pursue careers in the early childhood education (ECE) workforce. To carry out the study, we recruited a broad array of male educators, including licensed teachers, less-credentialed paraprofessionals and assistant teachers, family advocates as well as male and female program leaders who supervise the male educators

Early childhood educators often experience inequality, earning less and having poorer working conditions and fewer professional requirements than K-12 educators. The disparity also exists among early childhood educators: those who work with infants and toddlers receive the lowest pay, have fewer professional development opportunities, need fewer preservice credentials, and are less respected by society than are K-2 teachers. Infant-toddler educators need to reclaim their profession. This paper argues that community colleges have a crucial role in preparing infant-toddler professionals and are therefore vital in the reclamation of infant-toddler education.

This presentation given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of instructional leaders' time use at PreK for All programs located in community-based organizations and in schools.  

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. It previews key findings from the study of instructional leaders' time use at PreK for All programs located in community-based organizations and in schools.  

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children.  

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study of Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children. 

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children. 

This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Pre-K Education Directors’ and Instructional Leaders’  Use of Coaching Strategies to Support Effective Teaching.

This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Quality UPK Teaching in Diverse Settings.

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of Quality UPK Teaching in Diverse Settings.

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.

This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.