Author: Todd A. Grindal

This brief presents findings from a foster parent survey about how foster parents navigate the process of finding ECE and the factors they prioritize when selecting an ECE program.

This brief presents findings from a foster parent survey about the impact of ECE on their ability to accept new foster placements and the challenges they face in searching for ECE.

The Early Childhood Classroom Observation (ECCO) study was designed to better understand how video recordings can support high-quality measurement of pre-kindergarten classrooms, using two common measures of early learning programs, CLASS and ECERS-3. The study team compared the reliability of observations gathered through video and live (in-person) classroom observations.

Effective instructional coaching has long demonstrated positive impacts on teacher practices and early learning outcomes. This case study report highlights stories of four systems (Alabama, AppleTree, Maine, and Washington) that are uniquely implementing instructional coaching at scale, emphasizing practices that align with the Reimagining Instructional Coaching Framework.

The increasing frequency and intensity of extreme weather disasters pose significant challenges to the delivery of Early Head Start (EHS) and Head Start (HS) services, impacting children’s access to early childhood education. This study investigates how extreme weather events disrupt EHS/HS programs and their implications for enrollment and service delivery.

This conference poster presents findings from administrative data analyses about the experiences of young Arkansas children in foster care in subsidized child care.

This brief presents key findings from focus groups and interviews with resource parents (that is, foster parents), ECE center-based program directors, and ECE home-based providers about their experiences caring for children ages birth through 5 in foster care.

Case studies of early care and education programs participating in Arkansas’s Array initiative describe the benefits of proactively providing entire program staff with social-emotional-focused professional development that is tailored to the program’s needs.

Survey findings from early childhood program directors and teachers provide insight into the implementation of Arkansas’s policy and supports designed to prevent suspension and expulsion in early care and education settings.