Kentucky, Tennessee, Virginia and West Virginia

Resources

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Part 1 of Alternatives to Early Childhood Suspensions, a series of three presentations from the Center on Enhancing Early Learning Outcomes, shares current trends, policy issues, and research around early childhood expulsions and the role of high-quality settings.

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Part 2 of Alternatives to Early Childhood Suspensions, a series of three presentations from the Center on Enhancing Early Learning Outcomes, provides a video for reflection on how challenging behaviors are addressed and discusses policies, procedures, practices, and support to have in place to prevent challenging behavior from occuring.

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Part 3 of Alternatives to Early Childhood Suspensions, a series of three presentations from the Center on Enhancing Early Learning Outcomes, discusses practices that support young children's socio-emotional development, provides strategies to address issues that arise, and offers resources and supports for leaders, teachers, and teaching teams.

 

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We inaugurate our new Spotlight series with Dr. Kathy D’Antoni, West Virginia’s State Chief Officer for Career Technical Education, interviewed by Dr. Kimberly Hambrick, the ARCC’s Associate Director. The purpose of Spotlight is to explore innovative practices as seen through the eyes of state leaders. The topic of this first Spotlight is West Virginia’s Simulated Workplace, which creates workplace environments in classrooms that operate like real companies in actual industries, run by students.

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As states seek to expand access to early childhood programs and services for children and families most in need, they are revising eligibilty policy and practice with multiple goals in mind.  A state's eligibility policy must balance accountability for public funds with the need to provide efficient and flexible processes for program staff in documenting risk factors.  Most important, the policy should prevent unintended burdens on families to access services they or their children are eligible to receive. This report, prepared by the Center on Enhancing Early Learning Outcomes, provides policy makers with information on state-funded pre-K programs' eligibility policies and the common risk factors used to prioritize enrollment.  The report on the risk factors with the strongest impact on children's school readiness is summarized. The report concludes with considerations for policy makers as they review or revise eligibility to serve more chlidren, effectively and efficiently, in high quality early education programs.

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As states seek to expand access to early childhood programs and services for children and families most in need, they are revising eligibility policy and practice with multiple goals in mind. A state's eligibility policy must balance accountability for public funds with the need to provide efficient and flexible processes for program staff in documenting risk factors. Most important, the policy should prevent unintended burdens on families to access services they or their children are eligible to receive. The report provides policy makers with information on state-funded pre-K programs' eligibility policies and the common risk factors used to prioritize enrollment. The report on the risk factors with the strongest impact on children's school readiness is summarized. The report concludes with considerations for policy makers as they review or revise eligibility to serve more children, effectively and efficiently, in high quality early education programs.

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