Early Childhood Education

273 Results

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Commentary

Apr 25, 2025

Public School Pre-K Teachers Should Not Be an Afterthought

An estimated 60 percent of U.S. public elementary schools now have a pre-K classroom. The 70,000 or more pre-K teachers who work in them warrant distinct consideration and research as states seek to make the most of early childhood programs.
Research

Apr 22, 2025

Translating Reading Science into Practice—Foundational Reading Instruction in Public Elementary Schools: Findings from the Spring 2024 American Instructional Resources Survey

In this report, the authors describe how state policies that promote the science of reading are associated with elementary teachers’ reading instructional practices. They also explore how these practices vary by grade taught and teacher experience.
Press

Apr 9, 2025

RAND Survey Reveals Varied Curriculum Use and Time Constraints Among Public School Pre-K Teachers

Over 80 percent of public school-based pre-kindergarten (pre-K) teachers use multiple curriculum materials. Some combine materials that focus on a particular domain—such as literacy or numeracy—while others use material that covers many domains at once, and some use both. More than two-thirds reported using materials that they created themselves, often in conjunction with commercial curricula.
Research

Apr 9, 2025

Creating a Nationally Representative Survey Panel of Public School Pre-K Teachers

This report describes the effort to recruit public school pre-kindergarten (pre-K) teachers to the American Teacher Panel. Authors discuss the sample, recruitment methods, recruitment results, and weighting approach to surveys with pre-K teachers.
Research

Apr 9, 2025

Instructional Resources in Public School–Based Pre-K: Findings from the Spring 2024 American Pre-K Teacher Survey

This report presents findings from the first American Pre-K Teacher Survey, a nationally representative survey of pre-kindergarten teachers in public schools across the United States, fielded through RAND’s American Teacher Panel.
Research

Apr 9, 2025

American Public School Pre-K Teacher Survey: Spring 2024 Technical Documentation and Survey Results

This technical report contains descriptions of the data, samples, and methodology for the spring 2024 Pre-Kindergarten Teacher Survey, including survey results.
Research

Jan 16, 2025

Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions

In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in high-need communities could improve outcomes by improving the effectiveness of individual-level interventions.
Research

Jan 16, 2025

Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence From Kentucky's Math Achievement Fund

This study examines the effectiveness and costs of Kentucky's Math Achievement Fund—a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3.
Research

Dec 5, 2024

Supporting the Social-Emotional Learning of Young Learners: An Evaluation of PEDALS

The authors evaluate the Positive Emotional Development and Learning Skills program, a social-emotional learning program being implemented in prekindergarten classrooms in Western and Central New York and Southeast Michigan.
Research

Nov 11, 2024

Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood

We estimate the effects of expansion of universal early childhood education to all 1- and 2-year-olds in Norway on achievement tests in 5th grade. Findings suggest that wider access to early learning has the potential to reduce education inequality.
Project

Oct 2, 2024

Research on Child and Youth Development

Our child and youth development research examines all aspects of the lives of young people--physical, emotional, social, behavioral, and cognitive--across the stages of development and the systems supporting their growth.
Research Summary

Sep 20, 2024

PEDALS for Preschool Classrooms: Implementation Evaluation

This brief presents implementation findings from an evaluation of the Positive Emotional Development and Learning Skills, a social-emotional learning program in prekindergarten classrooms in western and central New York and southeast Michigan.

Early Childhood Education

Early Childhood Education

Building a Robust System for Early Childhood Developmental Screenings

Early Years Education Reform: Could Life Chances for Children in England Be Significantly Improved?

Explore RAND’s Work on this Topic

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Public School Pre-K Teachers Should Not Be an Afterthought

Translating Reading Science into Practice—Foundational Reading Instruction in Public Elementary Schools: Findings from the Spring 2024 American Instructional Resources Survey

RAND Survey Reveals Varied Curriculum Use and Time Constraints Among Public School Pre-K Teachers

Creating a Nationally Representative Survey Panel of Public School Pre-K Teachers

Instructional Resources in Public School–Based Pre-K: Findings from the Spring 2024 American Pre-K Teacher Survey

American Public School Pre-K Teacher Survey: Spring 2024 Technical Documentation and Survey Results

Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions

Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence From Kentucky's Math Achievement Fund

Supporting the Social-Emotional Learning of Young Learners: An Evaluation of PEDALS

Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood

Research on Child and Youth Development

PEDALS for Preschool Classrooms: Implementation Evaluation

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Early Childhood Education

Early Childhood Education

Building a Robust System for Early Childhood Developmental Screenings

Early Years Education Reform: Could Life Chances for Children in England Be Significantly Improved?

Explore RAND’s Work on this Topic

Error

Public School Pre-K Teachers Should Not Be an Afterthought

Translating Reading Science into Practice—Foundational Reading Instruction in Public Elementary Schools: Findings from the Spring 2024 American Instructional Resources Survey

RAND Survey Reveals Varied Curriculum Use and Time Constraints Among Public School Pre-K Teachers

Creating a Nationally Representative Survey Panel of Public School Pre-K Teachers

Instructional Resources in Public School–Based Pre-K: Findings from the Spring 2024 American Pre-K Teacher Survey

American Public School Pre-K Teacher Survey: Spring 2024 Technical Documentation and Survey Results

Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions

Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence From Kentucky's Math Achievement Fund

Supporting the Social-Emotional Learning of Young Learners: An Evaluation of PEDALS

Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood

Research on Child and Youth Development

PEDALS for Preschool Classrooms: Implementation Evaluation

Oops! An unexpected error has occurred.