Kids Count Data Book: State Profiles of Child Well-being
Annie E. Casey Foundation, June 2017, 68 pp.
This annual report provides data on 10 indicators of child well-being, by state and for the U.S. States are ranked on each indicator and compared to previous years. more info >
Northside Achievement Zone
Wilder Research, April 2017
The Northside Achievement Zone (NAZ) is a collaboration of community organizations whose mission is to build a culture of achievement in North Minneapolis to assure all youth graduate from high school college-ready. The evaluation includes community surveys, year-end reports, and a prospective return on investment study. more info >
Hennepin County Children's Mental Health Collaborative
Wilder Research, September 2016
The Hennepin County Children’s Mental Health Collaborative (HCCMHC) focuses on juvenile justice, uninsured/underinsured youth, primary care, school-based mental health services, parent involvement, culturally-responsive initiatives, early childhood, and parent leadership. more info >
The Long-term Impact of the Head Start Program
Brookings Institution, August 2016
Head Start, the large-scale federal preschool program, has been shown to improve post-preschool outcomes including high school completion and health outcomes. This analysis investigate the impact of Head Start on a new set of long-term outcomes, extending analyses further into adulthood and considering the effect of Head Start on participants’ children. more info >
Invest Early - Early Childhood Initiative
Wilder Research, July 2016, 6 pp.
A multi-year evaluation of Invest Early, a community collaboration to improve children’s school readiness by improving the system of early childhood screening, care, and education; strengthening and empowering families; and promoting healthy child development. more info >
Minnesota Early Childhood Risk and Reach Report: Key Indicators of Early Childhood Development in Minnesota, County by County
Wilder Research, September 2015, 99 pp.
Presents indicators of risk to the healthy development of young children and the extent of coverage of publicly-funded services to meet their needs. Data are provided by Minnesota county. more info >
Championing Early Childhood Policies that Prevent Social, Economic, and Educational Inequities
Wilder Research, May 2015, 8 pp.
In response to the 2015 Minnesota legislative debate focused on increasing access to early education, this brief proposes a new policy approach that would prevent opportunity and achievement gaps and social, economic, and educational inequities. more info >
Cradle to K Cabinet Plan to Address Early Childhood Disparities in Minneapolis
City of Minneapolis, May 2015, 42 pp.
Outlines a plan to improve achievement and lives of children of color by focusing on their early health and education. The focus is on children prenatal through age three. Goals areas outlined in the plan include a healthy start rich early experiences, stable housing, and high quality child care. more info >
PreK-3 Professional Development Evaluation Brief
The McKnight Foundation, April 2014, 4 pp.
Evaluation brief about professional development in McKnight's early literacy grantee school sites. Measures McKnight's efforts to increase the percentage of Twin Cities students reading proficiently by the end of third grade. more info >
State of Black America
National Urban League, April 2014
Annual report presenting the National Urban League's Equality Index. Focuses on unemployment and income equality, but also includes measures of education, health, civic engagement, housing, transportation, and public safety for Hispanic, Black, and White populations. Includes metropolitan area rankings of unemployment and income equality. Requires a free registration to download full reports. more info >
North Dakota Head Start preschool by the numbers
Center for Law and Social Policy (CLASP), March 2014, 4 pp.
Presents North Dakota and national data on the types of Head Start programs, as well as participant, family, and staff characteristics. The fact sheet is based on Program Information Report (PIR) data, which all Head Start programs are required to complete annually. more info >
2013 State of States' Early Childhood Data Systems
Early Childhood Data Collaborative, February 2014, 31 pp.
Findings from a survey of 50 states and the District of Columbia assessing state early childhood data systems with the goal of using coordinated data to improve program effectiveness and inform decisions. The survey focused on: states' ability to securely link child-level data across early childhood education programs; collect screening, assessment and kindergarten data to examine developmental status; and data governance structure. more info >
The State of America's Children
Children's Defense Fund, January 2014, 92 pp.
A compilation of national and state-by-state data on poverty, health, child welfare, youth at risk, early childhood development, education, nutrition and housing. Report is compiled annually. more info >
The McKnight Foundation Education and Learning Program PreK-Third Grade Literacy and Alignment Formative Evaluation Findings
The McKnight Foundation, October 2013, 20 pp.
Series of evaluation briefs to measure The McKnight Foundation's efforts to increase the percentage of Twin Cities students reading proficiently by the end of third grade. more info >
A Governor's Guide to Early Literacy: Getting All Students Reading by Third Grade
National Governors Association, October 2013, 48 pp.
Describes five policy actions that governors can take to ensure all children read at grade level by the end of third grade. more info >
School Readiness Report Card
Wilder Research, October 2013, 44 pp.
The 2010 Minnesota Legislature directed Minnesota’s Early Childhood Advisory Council to make recommendations on the creation and implementation of a statewide School Readiness Report Card to monitor the state’s progress toward the goal of having all children ready for kindergarten by the year 2020. Reports describe the process used to develop report card indicators and measure progress toward the goal. more info >
Growing Young Minds: How Museums and Libraries Create Lifelong Learners
Institute of Museum and Library Services, June 2013, 52 pp.
This report promotes the inclusion of libraries and museums as early learning resources and partners in creating comprehensive early learning strategies. more info >
Wilder Research, April 2013, 26 pp.
Generation Next is an initiative committed to closing the achievement gap among Twin Cities’ low-income students and students of color. It is a partnership of education, community, government, and business organizations dedicated to accelerating educational achievement for all our children – from early childhood to early college and career. Reports provide baseline data for Generation Next goals, strategies for improving student college and career readiness, an analysis of the local landscape of college and career readiness programming, views by local leaders on the strengths and gaps in local college and career readiness efforts, and effective strategies for early literacy intervention. more info >
Minnesota Head Start by the numbers
Center for Law and Social Policy (CLASP), March 2013, 4 pp.
Presents Minnesota and national data on the types of Head Start programs, as well as participant, family, and staff characteristics. The fact sheet is based on Program Information Report (PIR) data, which all Head Start programs are required to complete annually. more info >
Improving school readiness: A brief report from the Palm Beach County Family Study
Chapin Hall, August 2012, 11 pp.
A longitudinal mixed-methods evaluation of Florida's Palm Beach County system of prevention and early intervention services. It looks at the factors that most affected children's development and school readiness, and concludes with recommendations for improving the service system. more info >
Minnesota school readiness study: Developmental assessment at kindergarten entrance
Minnesota Department of Education, November 2011, 64 pp.
A multi-year assessment of the school readiness of Minnesota children. more info >
Minnesota school readiness study: Developmental assessment at kindergarten entrance
Minnesota Department of Education, November 2011, 23 pp.
An assessment of school readiness among children entering kindergarten in Minnesota in Fall 2010. more info >
Starting Out Right: Pre-K and Kindergarten
The Center for Public Education, November 2011
To determine what combination of early childhood education programs has the greatest impact on student achievement, this report examined the combinations of pre-k and full- or half-day kindergarten. more info >
State Preschool Yearbook
National Institute for Early Education Research, November 2011, 240 pp.
Annual report profiling state-funded pre-kindergarten programs in the United States. Individual state profiles include a description of prekindergarten initiatives, followed by data about access, quality and spending. more info >
Project Early Kindergarten
Wilder Research, October 2011, 78 pp.
Project Early Kindergarten is a pre-kindergarten program at elementary schools, child care centers, and family child care homes aligned with the Saint Paul Public School’s K-12 curriculum model. PEK aims to to bolster the school success of children at risk of poor academic performance. In 2006, the Saint Paul Public Schools received a federal Early Reading First grant to expand the PEK program. The multi-year evaluation looks at school readiness and the academic outcomes achieved by children. more info >
Early education reform blueprint
Minnesota Early Learning Foundation, October 2011, 20 pp.
Outlines the importance of school readiness, describes reforms found to be effective, and makes policy recommendations for improvement. The blueprint includes private and public sector to-do lists. more info >
Immigrant Children: The Future of Children Spring 2011
The Brookings Institution and Princeton University, March 2011, 270 pp.
Includes a variety of articles that look at the well-being of immigrant children and what can be done to improve their educational attainment, health, social and cognitive development, and long-term prospects for economic mobility. more info >
Ready, Set, Go! Why Business Should Support Early Childhood Education
Institute for a Competitive Workforce, September 2010, 43 pp.
This report focuses on early learning as an investment in workforce development by supporting policies that proffer high-quality, evidence-based learning programs. It provides promising practices of successful early childhood education initiatives throughout the country alongside a step-by-step guide businesses may use to support and invest in early childhood education in their communities. more info >
Big ideas: Game-changers for Children
First Focus, September 2010, 150 pp.
In an effort to generate new and innovative ideas to improve child well-being in the United States, First Focus called upon policy thinkers to provide game-changing proposals designed to advance federal children's policy. more info >
Minnesota Early Childhood Initiative
Wilder Research, August 2010, 16 pp.
In 2003, the Minnesota Initiative Foundations launched the Minnesota Early Childhood Initiative. Since 2003, the Initiative has grown to include 86 local early childhood coalitions covering over 200 greater Minnesota communities. The reports identify model strategies used to address the well-being of young children and describe and assess findings from a survey on the perceived impacts and improvements in early childhood practice, programs, and policies in communities with Minnesota Early Childhood Initiative coalitions. more info >
Young Children of Immigrants: The Leading Edge of America's Future
The Urban Institute, August 2010, 14 pp.
Highlights information about children 0-8 growing up in immigrant families in the United States, including immigration trends, impact on schools, and parental and family characteristics. more info >
North Dakota Early Learning Guidelines, Ages 3 through 5
North Dakota Department of Human Services, February 2010, 66 pp.
A resource for parents and early childhood educators that provides guidelines on the skills, knowledge, and dispositions that young children need prior to starting first grade and for ensuring a successful transition into kindergarten. more info >
Early childhood Minnesota
Wilder Research, June 2009, 24 pp.
Looks at indicators and strategies for Minnesota’s early childhood system. Presents data for 22 indicators of child and family health and well-being and system indicators of quality and access. Indicators represent four, overlapping themes: early learning, family support, health/mental health, and special needs/early intervention. The report also identifies a set of key strategies for improving outcomes for young children. A special analysis highlights disparities in income, race, and geography that adversely affect the health and well-being of Minnesota children under age 6 and their families. more info >
Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B)
Child Trends, June 2009, 39 pp.
This study finds disparities between poor, at-risk children and more advantaged children as early as 9 months of age. It identifies low income and low maternal education as the factors most strongly associated with poorer cognitive, social-emotional, and health outcomes among very young children and also finds that the more risk factors a child has, the more profound the disparities. more info >
The cost burden to Minnesota K-12 when children are unprepared for kindergarten
Wilder Research, December 2008, 27 pp.
Estimates the cost burden to the Minnesota K-12 system due to children entering kindergarten unprepared for school success. The study also provides estimates of the dollars already in the K-12 system that could be used differently by the state and school districts to ensure more school readiness and, therefore, less spending at the K-12 level. more info >
Early care and education in Minnesota
Wilder Research, December 2008, 12 pp.
This report, summary, and fact sheet describe the status of Minnesota's early childhood care and education system in 2008. It is based on a review of reports, group discussions, and interviews around the state with 175 early childhood stakeholders. It also provides recommendations for how to improve upon assets and implement new approaches and assumptions. more info >
Smart investments in Minnesota's students: A research-based investment proposal
Growth & Justice, October 2008, 32 pp.
Shows how to apply what is known about cost-effective investments in education to address a looming shortage of educated workers that could undermine the state’s economic well being. more info >
Project thrive: Reducing disparities beginning in early childhood
National Center for Children in Poverty, July 2007, 8 pp.
Research about disparities with origins in early childhood and the role of state early childhood comprehensive systems in reducing disparities. more info >
Success by ten: Intervening early, often, and effectively in the education of young children
Brookings Institution, January 2007, 33 pp.
This discussion paper proposes a program designed to help every child achieve success in school by age ten. It calls for major expansion of Head Start so that every disadvantaged child has the opportunity to enroll in a high-quality program of education and care during the first five years of his or her life. It also calls for schools to devote their Title I spending to instructional programs that have proven effective. more info >
Lessons from family-strengthening interventions
Harvard Family Research Project, October 2006, 21 pp.
Highlights the best program and evaluation practices of family-strengthening intervention programs. more info >
The effects of state prekindergarten programs on young children's school readiness in five states
National Institute for Early Education Research, December 2005, 20 pp.
Estimates the effects of five state-funded preschool programs on entering kindergartners academic skills using a rigorous research design. more info >
Early childhood interventions: Proven results, future promise
RAND, December 2005, 201 pp.
A review and synthesis of research that addresses the potential for various forms of early childhood intervention to improve outcomes for participating children and their families. more info >
Resources to promote social and emotional health and school readiness in young children and families : a community guide
National Center for Children in Poverty, November 2005, 72 pp.
Provides information about resources and strategies that families, child care providers, teachers, and others can use to help children develop the social and emotional skills they need to succeed in school. Contains a section on resources to guide community action. more info >
School readiness: Closing racial and ethnic gaps
Princeton University, Brookings Institution, April 2005, 196 pp.
Discusses multiple factors that may contribute to racial/ethnic gaps in school readiness. more info >
Minnesota Department of Education Early Learning Resources
Minnesota Department of Education and Department of Human Services, January 2005, 68 pp.
Provides a list of resources for community members and policymakers to use in assessing the impact of current policies and resources on the optimal development of young children. more info >
The transition to kindergarten: A review of current research and promising practices to involve families
Harvard Family Research Project, April 2004, 10 pp.
A review of research on the transition to kindergarten, focusing on promising transition practices and the role that schools might play in their implementation. more info >
Families as primary partners in their child's development and school readiness
Annie E. Casey Foundation, January 2004, 162 pp.
Tool kit includes key strategies and promising practices for parents that will assist communities in working with families as primary partners in their child’s development and school readiness more info >
Attending Kindergarten and Already Behind: A Statistical Portrait of Vulnerable Young Children
Child Trends, December 2003, 8 pp.
This brief provides a comprehensive picture of young children attending kindergarten as of 1998-99 who were lagging behind their peers. It covers multiple measures of potential vulnerability: health, cognitive achievement, and social and emotional development. more info >
Meeting great expectations: Integrating early education program standards in child care
Center for Law and Social Policy (CLASP), August 2003, 60 pp.
Reports on the importance of early education program standards in child care, the experiences of seven states, a case study on funding, and recommendations for policy and future research. more info >
Policy Matters: Setting and Measuring Benchmarks for State Policies: Improving the Readiness of Children for School
Center for the Study of Social Policy, February 2003, 71 pp.
Provides background information on school readiness and a framework for school readiness policy. more info >
High-quality preschool: Why we need it and what it looks like
National Institute for Early Education Research, November 2002, 11 pp.
Describes the features of a high-quality preschool program for the child, family, teacher, curriculum, and classroom. Includes information on The Early Childhood Environment Rating Scale (ECERS) and provides policy recommendations. more info >
An uneven start: Indicators of inequality in school readiness
Educational Testing Service, March 2002, 75 pp.
Provides indicators of the types of children who may be educationally at-risk when they begin school. The focus is on race/ethnicity, gender, socioeconomic status (SES). This information was drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. more info >
A benefit cost analysis of the Abecedarian Early Childhood Intervention
National Institute for Early Education Research, November 2001, 50 pp.
A cost-benefit analysis of the Carolina Abecedarian preschool project, an intensive preschool for children in low-income families. more info >
Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children
Kauffman Early Education Exchange, November 2001, 116 pp.
Contains papers from "The Kauffman Early Education Exchange," which focused on the link between social-emotional development and later cognitive development. more info >
Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children
National Center for Children in Poverty, November 2001, 24 pp.
Reports on young children at risk for poor social, emotional, and behavioral development and what kinds of interventions seem most effective. more info >
School readiness: Helping communities get children ready for school and schools ready for children
Child Trends, October 2001, 8 pp.
Summarizes recommendations from the National Education Goals Panel; identifies specific components of school readiness for children, the school, and family and community. more info >
Child Care & Early Education Research Connections
Promotes high-quality research in child care and early education and the use of that research in policy making. Includes reports, data, a database of instruments, information on policies, and links to other resources. more info >
Education Commission of the States
Educational information covering early learning, K-12, and postsecondary. The issue sites include summaries of the facts, what states are doing, programs and practice, and sources of additional information on topics such as school readiness, assessment, at-risk students, charter schools, child abuse, educational attainment, mentoring, teaching, and many more. more info >
National Center for Children in Poverty
Research on preventing child poverty and improving the lives of low-income families. Includes poverty statistics and information on child care, welfare reform, and more. more info >