School Readiness

  • Research Brief

    The Economic Returns from Investing in Early Childhood Programs in the Granite State

    We assessed investments in early childhood programs in New Hampshire, summarizing benefits and economic returns of three early intervention strategies and estimating costs and benefits of statewide investments in programs for at-risk children.

    Feb 15, 2017

  • A medical professional visiting an infant and her mother at home

    Report

    The Costs and Benefits of Investing in Early Childhood in New Hampshire

    Stakeholders in the public and private sectors in New Hampshire have been focused on investments in young children. What do they need to know?

    Feb 15, 2017

  • A boy in preschool playing with building blocks with classmates

    Research Brief

    Building Blocks for Expanding High-Quality Preschool

    Cincinnati is seeking to expand preschool programs to more children. A number of approaches would likely provide returns on investment, but it is important to ensure programs are high-quality.

    Dec 12, 2016

  • Journal Article

    Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2

    Family level socioeconomic factors may help predict poor school readiness among young children without overt or identifiable developmental delays.

    Aug 29, 2016

  • A child's handprint drawing

    Report

    Options for Investing in Access to High-Quality Preschool in Cincinnati

    Like many other major American cities, Cincinnati is seeking to expand access to and raise the quality of preschool programs, especially for its most vulnerable kids. What are the city's options?

    Aug 16, 2016

  • News Release

    High-Quality, Full-Scale Preschool Programs Boost School Readiness and Produce Sustained Benefits

    The investment in high-quality preschool programs may be paid back through improved outcomes during the school-age years and beyond. In addition to school readiness, they produce long-term benefits like lower rates of special education use, reduced grade repetition, and higher high school graduation rates.

    Mar 11, 2016

  • Preschool students and a teacher building a tower with blocks

    Report

    High-Quality, Full-Scale Preschool Programs Boost School Readiness and Produce Sustained Benefits

    The investment in high-quality preschool may be paid back through improved outcomes during the school-age years and beyond. In addition to school readiness, they produce long-term benefits like lower rates of special education use, reduced grade repetition, and higher high school graduation rates.

    Mar 11, 2016

  • Mother and son using a touch pad tablet on a plane

    Commentary

    Step Aside, 'Screen Time.' Make Room for 'Screen Purpose.'

    Technology is simply another way to communicate, learn, and play. It shouldn't automatically be regarded as a threat. Whether technology helps or harms children largely depends on how it is used.

    Nov 17, 2015

  • A toddler holds an electronic tablet

    Essay

    Tech for Tots: Learning to Use the Power of Technology to Enrich Kids' Lives

    When it comes to youngsters and technology use, how much is too much? How young is too young? RAND is on the case, to help prepare children for success in school and life.

    Jan 20, 2015

  • A teacher helps a girl use a digital tablet

    Commentary

    Helping Teachers Overcome Technology Barriers in Early Childhood Education

    When it comes to helping children appreciate the benefits of using technology in a classroom setting, early childhood education providers play a critical role integrating that technology appropriately, intentionally, and productively. But these educators face myriad barriers to fulfilling these roles.

    Nov 21, 2014

  • Father and son using an electronic tablet on bunk beds

    Report

    Improving Family Engagement in Early Childhood Education Through Technology

    Technology may afford new opportunities to improve early childhood education outcomes by empowering families to become better educators at home, and strengthening the connection and communication between school and home.

    Nov 17, 2014

  • Three preschool children using a tablet on the floor

    Commentary

    Access to Technology Is Key to Early Childhood Education

    For children from all income classes to benefit from the proper use of technology in early childhood education, providers, families, and children themselves must have access to an adequate technology infrastructure, including devices, connectivity, and software.

    Nov 4, 2014

  • A kindergarten teacher with children at the computer

    Report

    Early Childhood Educators and Technology

    Early childhood education (ECE) providers are in a position to help ensure that technology is used effectively. While there are obstacles, there are also courses of action that might be helpful in creating ECE providers who can ensure appropriate, intentional, and productive use of technology among young kids.

    Nov 3, 2014

  • Young boy with tablet

    Report

    Identifying an Adequate Technology Infrastructure for Early Childhood Education

    Infrastructure (devices, software, and connectivity) should support technology's potential to improve learning and build digital literacy among young kids. But many factors make “adequate infrastructure” a moving target, such as the myriad of choices on the market.

    Oct 20, 2014

  • Preschoolers in a classroom looking at a tablet with their teacher

    Blog

    The Role of Technology in the Lives of Children

    On a typical day, children ages 3-5 spend an average of four hours with technology, and technology use is increasing among children of all ages. Debates about the role of technology in early childhood education are ongoing, with some providers, parents, and others yet to be convinced of its potential benefits.

    Oct 10, 2014

  • Little boy with tablet and mother

    Report

    Moving Beyond Screen Time: Appropriate Technology Use for Young Children

    Appropriate technology use by young kids has traditionally focused on a single, blunt measure: “screen time.” But technology and patterns of use have changed. A more comprehensive definition should also consider what technology and content kids use, how they use it, and why.

    Oct 8, 2014

  • Three preschoolers looking at a laptop with their teacher

    Report

    Identifying Goals for Technology Use in Early Childhood Education

    Technology use among young children is increasingly a fact of life. Establishing a clear set of goals that are broadly accepted by stakeholders is critical to planning for the successful integration of technology into early childhood education.

    Sep 22, 2014

  • two preschool children using colored pencils

    Commentary

    Narrowing the Income Achievement Gap

    The achievement gap between children from the highest- and lowest-income families has substantially grown since 1960. The income achievement gap is now about twice the size of the black-white achievement gap.

    Jun 12, 2014

  • standardized test

    Report

    How New Deeper Learning Tests Measure Up

    English language arts and mathematics items from a group of nationally and internationally administered “deeper learning” tests were more cognitively demanding than previously studied state tests. Demand also varied by subject and item format. These and other findings provide a benchmark for comparing how well new tests assess deeper learning.

    Mar 3, 2014

  • Young students using crayons with their teacher

    Solution

    Improving Access to Early Childhood Education

    Achievement gaps between disadvantaged and advantaged students in language arts and mathematics can form early, with some children trailing behind in school readiness measures when they enter kindergarten. Despite fiscal constraints, an increase in the funding for effective preschool programs can help to close these gaps and reduce costs later on.

    Dec 1, 2013