Journal Resources March/April 2020
Why Intervene Early?
By the Ounce of Prevention Fund
Source: https://www.theounce.org/our-impact/ounce-stories/developmental-science-influence-on-our-research/
Early Childhood Student Learning Outcomes
From The State We’re In 2019 by Advance Illinois
The State We're In 2019: A Report on Public Education in Illinois
Web version: https://www.advanceillinois.org/swi/
Analysis of data from the Illinois Early Childhood Asset Map database, 2017.
U.S. Department of Health and Human Services, Office of Human Service Policy, The Early Achievement and Development Gap, 2014.
The Bridgespan Group and Pritzker Children’s Initiative, Achieving Kindergarten Readiness for All Our Children, A Funder’s Guide to Early Childhood Development from Birth to Five, 2015.
The accuracy of KIDS results for English Language Learners may be impacted if the administrator of the assessment did not speak the home language of the child.
Regenstein, E., Boer, B., and Zavitkovsky, P., “Establishing Achievable Goals.”
U.S. Department of Health and Human Services, Poverty Guidelines for 2019.
Illinois Early Childhood Asset Map database
Center for American Progress. American Childcare Deserts in 2018.
NIERR, State of Preschool Yearbooks, 2017.
Reynolds, Arthur J., et al. NCBI. “Association of a Full-Day versus Part-Day Preschool Intervention with School-Readiness, Attendance, and Parent Involvement.”
Strengthening the Early Childhood Education Continuum
By Tom Keily, Alyssa Evans, and Bruce Atchison, Education Commission of the States
Strengthening the Early Childhood Education Continuum by Alyssa Evans, Bruce Atchison, Tom Keily
https://www.ecs.org/strengthening-the-early-childhood-education-continuum/
Landscapes in Teacher Prep: Undergraduate Elementary Ed, by Sam Lubell and Hannah Putman, Washington, DC: National Council on Teacher Quality, December 2016 https://www.nctq.org/dmsView/UE_2016_Landscape
K-3 Policymakers’ Guide to Action: Making the early years count by Bruce Atchison, Emily Workman, Louisa Diffey, Education Commission of the States
www.ecs.org/k-3-policymakers-guide-to-action-making-the-early-years-count/
Initiatives from Preschool to Third Grade: A Policymaker’s Guide by Bruce Atchison, Louisa Diffey, Education Commission of the States
https://www.ecs.org/initiatives-from-preschool-to-third-grade-a-policymakers-guide/
Early Warning! Why Reading by the End of Third Grade Matters by the Annie E. Casey Foundation
https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/
Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation (2011), by Donald J. Hernandez
https://www.fcd-us.org/assets/2016/04/DoubleJeopardyReport.pdf
School readiness and later achievement, Duncan G. et al, Developmental Psychology, 2007.
https://www.ncbi.nlm.nih.gov/pubmed/18020822
50-State Comparison: State K-3 Policies, Education Commission of the States
https://www.ecs.org/kindergarten-policies/