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Cross-Sector Policy Alignment and Early Learning: Evidence From the Early Learning Network
Mon, April 16, 8:15 to 9:45am, New York Hilton Midtown, Floor: Second Floor, Clinton SuiteSession Type: Symposium
Abstract
High-quality early childhood education is one of the most promising interventions shown
to boost children’s school readiness and provide benefits that cascade across the life course. That
said, retaining high-quality programming while scaling up interventions has proven to be a
challenge. This panel brings together researchers from the Early Learning Network (ELN), a
Consortium of six teams working to support efforts to build effective early learning systems in
the United States. Participants in this symposium will present their work on various policy
supports that may improve the delivery of high-quality early childhood education and realize the
promise such interventions.
Sub Unit
Chair
Papers
Aligning Standards, Curricula, and Assessments in Early Education: Evidence From Rural North Carolina - Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill; James Sadler, University of North Carolina - Chapel Hill; Michael Harris Little, University of North Carolina - Chapel Hill; Rebecca Merrill, University of North Carolina - Chapel Hill
Aligning Content and Mode of Instruction Across the Early Grades: A Study of Policies and Practices in the Boston Public School District - Meghan McCormick, MDRC; Christina Weiland, University of Michigan; JoAnn Hsueh, MDRC; Nicole Leacock, MDRC; Laura Schick, University of Michigan
The Politics of Classroom Observation and Effective Teaching: The Optimizing Learning Opportunities for Students (OLOS) Observation System - Carol M. Connor, University of California - Irvine; Michele M Mazzocco, Institute of Child Development; Ann Schulte, Arizona State University; Deborah L. Vandell, University of California - Irvine
Kindergarten Transition in Ohio: Understanding Formal and Informal Supports - Kelly Purtell, The Ohio State University; Anne Valauri, The Ohio State University; Anna Rhoad-Drogalis, Ohio State University; Laura M. Justice, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Jessica Logan, The Ohio State University
Understanding Policy and Contextual Factors in 12 Nebraska School Districts - Mark Dekraai, University of Nebraska; Susan M. Sheridan, University of Nebraska - Lincoln; Lisa Knoche, University of Nebraska - Lincoln; Iheoma Iruka Thompson