Re-starting and Strengthening Accountability for English Learners
Updated state accountability plans do not improve accountability for ELs after a two-year pause.
PreK–12 Education
Working Towards More Equitable Early Childhood Assessments: A Conversation with Dr. Iheoma Iruka
This convening was part of ongoing work that aims to bolster the quality and utility of equitable pre-K assessments.
Using Assessments to Create More Equitable Early Learning Systems: What Do Pre-K Leaders Think?
Directors must support teachers in using assessments effectively in the classroom and sharing information with parents.
Democrats Propose Historic Child Care Investment Through Reconciliation
Child care is an essential industry that we need to keep our economy functioning.
Can Pre-K Assessments Support Family Engagement in Early Learning Programs? Listening to Parent Perspectives
Collecting and sharing equity-centered, asset-based assessment information with parents is an underutilized but powerful tool.
New Report: Reducing Exclusionary Discipline Practices in Early Childhood Education
We conducted listening sessions with practitioners to understand how these policies can better support educators.
New Research Highlights Need for more Differentiation in English Learner Education for Indigenous Students
Most states don’t differentiate how they identify Indigenous ELs, a decision that can affect their academic outcomes.
Pre-K Curriculum Quality: What Is It and Why Does It Matter?
A Q&A with expert Dr. Jeanne Reid of Teachers College about pre-K curriculum quality.
Can Pre-K Assessments Improve Early Learning Programs? Listening to Teacher Perspectives
MDRC shares takeaways from conversations with pre-K teachers about assessments and instruction in early learning.
Beyond Deficit: Shifting Mindsets on English Learner Accountability
Accountability and assessment policies were not created with ELs in mind, but excluding them hurts students and teachers in need of support.