A r c h i v e d  I n f o r m a t i o n

School Involvement in Early Childhood, July 2000

What Are the Key Research and Evaluation Questions?

Meeting participants discussed research studies that demonstrate the relationships between preschool care and education and later school success, and they identified questions that require further research and evaluation.

• What are the quality levels and outcomes of prekindergarten programs funded by Title I?
• Twenty-six states have completed or are conducting evaluations of their prekindergarten programs.⁷⁰ What are the overall findings?
• What are the characteristics, teacher qualifications, funding levels, observed quality, and outcomes of prekindergarten programs?
• Do school policies and classroom practices in prekindergarten, kindergarten, and primary grades reflect early childhood development theories and developmentally appropriate practice?
• How are parents involved in prekindergarten, kindergarten, and primary grade classrooms?
• What professional development opportunities are available and required for elementary school teachers who become prekindergarten teachers?
• What are the characteristics of preschool care and education partnerships that include schools? What are the outcomes for children, families, schools, and communities? How does public prekindergarten affect the availability and affordability of infant and toddler care? What are the long-term results of a continuum of integrated preschool and school-age care and education?
• How are states and communities assessing young children? What school readiness indicators are they using? What are the alternatives for assessing school readiness? What common indicators can be used across preschool care and education programs to determine success?
• What do education leaders think schools should do in preschool care and education? How do they define high-quality prekindergarten classes?

[What Are the Key Issues for Professional Development?] [Summary]