Resource Library

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 Classroom Quality and Support for Dual Language learners in New York City.

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 Time Use Study of Coaches in New York City’s UPK Program.

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 Time Use Study of Coaches in New York City’s UPK Program.

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews background information and insights from the study of Infant-Toddler Course Content and the Teacher Education Pipeline in Undergraduate Early Childhood Programs.

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews background information and insights from the study of Case Studies on Authentic Assessment: Perspectives on Fidelity, Utility, and Applications to Practice.

This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews background information and insights from the study of Re-envisioning Professional Learning to Account for and Include Teachers’ Brilliance.

This handout was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.

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: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.

This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study: Building a Unified System for Universal Pre-K in NYC: The Implementation of Pre-K for All by Setting and Auspice.

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: Building a Unified System for Universal Pre-K in NYC: The Implementation of Pre-K for All by Setting and Auspice.

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews background information and insights from the study of Enhancing the Quality of Infant and Toddler Care in New York City: Variation Across Formal Care Settings.

This policy brief provides information on the preliminary budget for New York City's 3-K for All program launched in 2017. The brief explains the landscape of the City's early education programs including the sources of funding. Additionally, there is a description of the proposed roll-out for 3-K for All.

This report by the The New York City Comptroller provides an analysis of the current landscape for infant and toddler care in New York City. It descibes a proposed "NYC Under 3" plan to be implemented over 6 years.  The report lays out how each year would be rolled out. It suggests recommendations with the goal of making services more affordable and accessible to families.  Additionally, it explains some challenges within the resources currently available for infant and toddler care in the city

This report takes a look at the progress made by New York City's July 2019 commitment to starting pay salary parity for early childhood educators. It describes the recent history of pay parity issues, and the challenges for Community Based Organizations (CBOs) in New York City. The gains made and continued challenges are discussed, including disparity in health and other benefits.

This report focuses on the effects of two enhanced math interventions in New York City. Making Pre-K Count involved randomly assigning pre-k programs to receive an evidence-based early math curriculum and associated professional development or to a "pre-k as usual" condition.  In the High 5's study, students from the Making Pre-K Count program classrooms in pre-k were individually randomly assigned to small-group math clubs in their kindergarten year.  The impacts of these interventions along with contributing factors and implications are discussed.

The New York City Department of Education, in conjunction with the New York City Center for Economic Opportunity, collaborated with Westat, Metis Associates, and Branch Associates, with additional support from New York University's Institute for Human Development and Social Change to conduct a study of the initial year of the New York City Pre-K for All program. This report also includes a summary of the findings from that study.  Additionally, accomplishments and improvements made in the second year of the program are discussed.  These improvements address some findings that arose from the study.

The New York City Department of Education, in conjunction with the Mayor's Office for Economic Opportunity, collaborated with Westat, Metis Associates, and Branch Associates to conduct a study of the progress made by the New York City Pre-K for All program in its second year of implementation. This report is the second one conducted by Westat. It includes a summary of the findings from the current study.  Additionally, a memo discussing the accomplishments and improvements made in the third year of the program (2016-2017) is included.  

This small study included 51 parents at three childcare centers in New York City.  It provides background information on the importance of interactions for parents; both with teachers and other parents.  The researchers suggest that little is known about the extent, location, and content of these interactions. However, building these social ties is valuable.  The various types of adult interactions at the centers are discussed, along with limitations of the research and recommendations.

This report describes the economic integration of the Educational Alliance pre-kindergarten program of the Manny Cantor Center (MCC).  This program, located in the Lower East Side of New York City, services a racially and economically diverse group of families.  For the first time in 2018, MCC placed 72 UPK students into four classrooms, regardless of their family’s point of entry into the program as Head Start-eligible or tuition-paying. The report also includes the challenges encountered, benefits achieved, and recommendations for such integration in the future.  

This report from the New York City Independent Budget Office provides an overview of the landscape of the New York City child care system from 2012 through 2016.  It includes a description of programs introduced, capacity changes, and funding.  Additionally, there is a discussion of potential future challenges.