To access the following reports, click on the related link.
Workforce Study
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This report highlights key characteristics of the 2005 early childhood center workforce in Ohio. Where comparable data was available, data from a 2001 survey conducted by the Ohio Association for the Education of Young Children is included. |
2005 Workforce Study - General Analysis.pdf |
School Readiness Solutions Group Final Report
The Ohio Core Body of Knowledge and Competencies for Early Childhood Professionals
Full-Day vs. Half-Day Preschool
The National Institute for Early Education Research report "Is More Better? The Effects of Full-Day vs Half-Day Preschool on Early School Achievement "discusses a randomized trial that compared children from low-income families in half-day and full-day public preschool programs. Results show that children attending full-day programs did better on mathematics and literacy tests than children in a 2.5 to 3-hour public preschool program and the achievement gains continued at least until the end of first grade.
http://nieer.org/resources/research/IsMoreBetter.pdf
It's More Than Content: Early Learning Standards
As early childhood education continues to rise to the top of federal, state, and local policy makers’ agendas as a "tool" to improve children’s academic performance in the later grades, many researchers and experts within the field are raising cautionary flags to ensure that policy makers understand the uniqueness that exists within the early childhood years. These stakeholders want to ensure that policy makers do not simply push down K-12 education reforms for the early years. A new Early Childhood Research & Practice article investigates repackaging of the K-12 standards within early childhood education through a case study of the formulation and implementation of Wisconsin’s Model Early Learning Standards.
http://ecrp.uiuc.edu/v9n1/brown.html