HCRC Reading List
New Evidence Matters Post
HCRC Announces Three New Initiatives to Promote Evidence-Based Programs and Policies for Young People
Evidence Matters Blog provides short commentaries and analyses on public policy topics, under-prioritized needs and emerging directions, and research news affecting young people, birth to age 20. The first two pieces are on the Childcare Workforce and the 10 Essential Elements of Early Childhood Programs.
HCRC Summer Research Interns Program
- Supports two graduate students (50% time) beginning in 2021 to advance scholarship on the influence of structural elements of early childhood program effectiveness and/or reducing structural inequalities associated with multilevel poverty, segregation, discrimination & racism, and related socio-structural barriers.
- Priority is placed on factors and systems of influence identified in the 10 Essential Elements.
Pilot Matching Grants Program with Community Partners
- supports the implementation of evidence-based structural elements of early childhood programs as identified in the 10 Essential Elements.
- One or two 50/50 matching grants with community partners will be sponsored at fixed costs. Formative evaluation is included and capacity for sustainability.
For more information on these new intiatives, click the pdf below.
Early childhood education continues to be a high priority across the nation. Total public funding at all levels now exceeds $30 billion annually (Council of Economic Advisers, 2016), which amounts to a doubling of investment over the past two decades (U.S. General Accounting Office, 1999), while public-private sector initiatives, such as Pay for Success, have also helped expand access (Temple & Reynolds, 2015).
Providing better quality and more intensive public education for children from poor and at-risk backgrounds can significantly increase their chances at ending the cycle of poverty.
Research conducted on a long-term data set from some of Chicago’s most-challenged neighborhoods has found that four to six years of educational interventions in a child’s life ended up producing enormous benefits by the time the children made it into early adulthood.
Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. HCRC researchers performed a re-analysis of data from the Chicago Longitudinal Study to investigate the effects of program duration from preschool to 3rd grade on school outcomes and whether the effects differ by gender.