CCEC publishes a series of white papers to provide explanations of original research, to focus the discussion of children’s well-being on evidenced based facts and to provide practitioners and policy-makers the tools to understand matters of pressing concern. Read about white paper policies and white paper author guidelines.
If you are interested in writing a white paper, please contact us at Williamson.email@example.com.
|Ohio’s Kindergarten Readiness Assessment: Does It Forecast Third-Grade Reading Success?
Ohio has used the KRA, a statewide measure of school readiness that is aligned to the state’s early learning and development standards, since 2014. The measure is intended to help guide kindergarten teachers as they teach children of varying school readiness levels. The KRA is part of the overall infrastructure of evaluation and intervention for young students to help ensure that they are reading proficiently by the end of the third grade. Our authors examined whether the KRA predicted later reading success.
|Has Ohio’s Third-Grade Reading Guarantee Led to Reading Improvements?
The Crane Center for Early Childhood Research and Policy conducts original research and policy analysis on a range of issues impacting children. Enacted in 2012, Ohio’s third-grade reading guarantee was intended to put a stop to social promotion and ensure that third graders were reading proficiently before fourth grade. Our latest white paper, written by Jessica Logan, Laura Justice, Jamie Davies O’Leary, and Kelly Purtell, examines the impact of Ohio’s third-grade reading guarantee on the reading proficiency of fourth graders. What has the impact of this policy been? What can be done to promote higher levels of proficiency among young readers? Read the full paper here.
|Who’s Going Hungry in Franklin County, Ohio? Food Insecurity among Low-Income Families with Young Children|
Summer Success: A Comprehensive Kindergarten Readiness Camp
|Teachers’ Perspectives on the Kindergarten Readiness Assessment in Year 2: Easier to Administer But What Role Can it Play in Instruction?|
|Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned?|
|Bridging the Gap between Data and Instruction to Promote School Readiness|
|The Kids in Columbus Study (KICS)|
|Profiles of School readiness among rural Appalachian from low-income home|
|Understanding and Fostering the Language and Literacy Development of Young Bilinguals|
|Using the New Kindergarten Readiness Assessment: What Do Teachers and Principals Think?|
|KRA Supplemental Materials|
|Blending Funding Streams in Early Childhood Education: Case Study of the A. Sophie Rogers School for Early Learning|
|Improving Children’s School Readiness via Teacher Coaching: Can It Make a Difference?|
|The Case for Pre-K in Ohio: The Conceptual, Theoretical, and Empirical Foundations for Pre-K Expansion|
|The Forgotten Children: Unaccompanied Runaway and Homeless Youth|
|Ready To Read & School Success|