ERIC Number: ED457971
Record Type: RIE
Publication Date: 2001-Jul
Early Care and Education.
Progress of Education Reform 1999-2001, v2 n6 Jun-Jul 2001
Noting that there are special considerations to take into account when creating appropriate and effective programs for young children, this issue of Progress of Education Reform focuses on early childhood care and education. The report is intended for use by policymakers who are considering implementing and/or reforming early care and education practices in their states. Four questions are discussed in the report: (1) whether young children do better when their early childhood curriculum is aligned with curriculum in the early primary grades; (2) when children should start school; (3) whether children who are assessed regularly fare better than children who are not; and (4) whether young children fare better with teachers having bachelor-degree-level education than with teachers having less education. Each question/issue is presented with relevant research findings, implications for policy, and references. (Contains 19 references.) (KB)
Descriptors: Day Care, Developmental Continuity, Early Childhood Education, Educational Change, Educational Policy, Outcomes of Education, Preschool Curriculum, Public Policy, School Entrance Age, School Readiness, Student Evaluation, Teacher Qualifications
Education Commission of the States, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Order Publication #S1-01-10: 6 bimonthly publications, $20 a year plus postage and handling). Tel: 303-296-8332; e-mail: firstname.lastname@example.org. For full text: http://www.ecs.org.
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Sponsor: GE Fund, Fairfield, CT.
Authoring Institution: Education Commission of the States, Denver, CO.
Note: This publication, the 12th in a series of bimonthly reports, is adapted from papers written for ECS by Lilian G. Katz. Published bimonthly.