Category Archives: 2012

Family and Community Knowledge Systems: New Tools for Engagement

This 2012 report makes the case that developers of early childhood data systems need to look at indicators related to child well-being outside formal systems of education and care. This includes recognizing the role of family and community knowledge systems in child development and documenting the informal learning children acquire from family and community. Published […]

Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth

Circle with ETS

This 2012 paper documents the innovations developed during more than 30 years of working with longitudinal studies based on national samples. In addition to describing these innovations, it provides their rationale and presents some empirical results in their support. Published by Educational Testing Service (ETS). Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four […]

Part C SPP/APR 2012 Indicator Analysis

NECTAC logo

This 2012 report is a summary of the 2012 Part C SPP/APR submitted by States, including a summary of indicator 14 –Accurate and Timely Data. Published by National Early Childhood Technical Assistance Center (NECTAC), Early Childhood Outcomes Center (ECO), Data Accountability Center (DAC), and Center for Appropriate Dispute Resolution in Special Education Part C SPP/APR […]

Pre K-3rd: Next Steps for State Longitudinal Data Systems

Foundation for Child Development

This 2012 policy brief discusses the urgent need to measure children’s educational process from the beginning of Pre K and offers recommendations to overcoming barriers in creating state longitudinal data systems that include Pre K-3rd grade children. Published by: Foundation for Child Development PreK-3rd: Next Steps for State Longitudinal Data Systems (PDF)