Instructional coaching can improve teaching quality in early learning classrooms. SRI Education, in collaboration with Substantial and the Bill and Melinda Gates Foundation, created a Target Product Profile detailing the ideal features of observation tools to support instructional coaching.
Digital learning programs are a promising tool to support teachers in providing students with strong early literacy instruction, but more research is needed to understand their effectiveness. This report describes an experimental study that examined the impact of Sound Town, a digital early literacy program, on prekindergarten students’ early literacy skills.
Mobile messaging programs are a low-cost, scalable approach to building parents’ knowledge and capacity to support their children’s development. These programs directly deliver simple and straightforward information, tips, and activities that parents can incorporate into daily routines.
Associations of teacher characteristics with preschool suspensions and expulsions: Implications for supports
Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent in preschool settings than in K–12 education classrooms.
This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021.
SRI International and the National Center on Children in Poverty collected information on how Arkansas early care providers are implementing state COVID-19-related guidelines and coping with the challenges related to these guidelines.
Accurate measurement of children’s media use is critical for understanding media effects on child outcomes.
Using Arkansas’ Administrative Data to Inform Suspension & Expulsion Prevention Policy Implementation
This report summarizes the existing administrative data infrastructure and recommendations for the Arkansas Suspension and Expulsion Work Group with the next steps to support better use of administrative data.
In this article, Todd Grindal, Laura Schifter, Gabriel Schwartz, and Thomas Hehir examine race/ethnicity differences in students’ special education identification and subsequent placement in segregated educational settings.