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Reports and Briefs

The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social Emotional Skills

Summarizes research conducted primarily over the past 10 years on how families’ involvement in children’s learning and development through activities at home and at school positively impacts literacy, mathematics, and social-emotional skills of children ages 3 to 8. Addresses implications for future research and practice on family involvement.

Creating a Window for Teen Dating Violence Prevention Policies Within the Start Strong Initiative

Examines policy developments within an 11-site Start Strong: Building Healthy Teen Relationships initiative supported implemented from 2008 through 2012 to reduce teen dating violence (TDV) by promoting healthy relationship skills among middle school students. Established merit of a three-streamed approach to policy advocacy, development and enactment that shows significant promise for parallel policy work in related initiatives.

Health Care, Family, and Community Factors Associated with Mental, Behavioral, and Developmental Disorders in Early Childhood

Provides national data showing how health care, family, and community factors are related to mental, behavioral, and developmental disorders in early childhood. Findings highlight specific factors that could be addressed through efforts at national, state and local levels.

Describing the Preparation and Ongoing Professional Development of the Infant/Toddler Workforce: An Analysis of the National Survey for Early Care and Education Data

Provides an overview of the qualifications and the professional development activities of the nation’s infant/toddler workforce, based on representative data collected by the National Survey of Early Care and Education.

Developmental Foundations of School Readiness for Infants and Toddlers: A Research to Practice Report

Summarizes research about infant and toddler development, highlighting areas that are foundational for later school success. The report serves as a guide for programs to inform their practices and policies and to help programs think about their own theories of change and what outcomes they are most focused on improving for young children.


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