Minnesota’s Linguistic Diversity and Dual Language Learner Policies
A new report examines how Asian-American and Pacific Islander (AAPI) students are doing in Minnesota’s schools.
PreK–12 Education
After AMAOs: Defining What Progress for English Learners Means Under ESSA
When it comes to ELL accountability under ESSA, policymakers are in a holding pattern until the Department of Ed regulates the law’s nebulou
Expanding Access to High-Quality Child Care for Infants and Toddlers
Congress introduced the Child Care Access to Resources for Early-learning Act to provide more dedicated child care funding for young kids.
Scholars Debate the State of Early Childhood Research
Four scholars recently debated the research base of early childhood programs.
K–12 Education Won’t Matter in the 2016 Elections
K-12 education policies won’t be seriously debated in, and won’t ultimately influence, the 2016 presidential election.
Starting Early, Starting Right with Dual Language Learners
Dual language learners do particularly well in public pre-K programs. How can we improve the early education workforce.
Laying a Solid Floor: What’s Important to Know about the NIEER Pre-K Benchmarks
As the need for pre-K gains attention across the country, the data collected by NIEER are often cited by state leaders.
Closing the Gap: What Effective Teaching Can Do in the Early Years
A study from the Center for American Progress highlights the discrepancies in access to quality teaching across for children from low-income
Obama’s Final Budget: Another Push for High-Quality Early Education
On Tuesday, President Obama released his FY 2017 budget proposal, making his priorities for his final year in office known.
3 Facts and 3 Challenges to Keep in Mind about Pre-K This Election Season
As the election season heats up, here are 3 facts and 3 challenges about pre-K that could help to avoid myths and misunderstandings.