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It shifts discussion from whether ECE works to the conditions, mechanisms, and counterfactual contexts under which benefits are most likely. The topic also examines three improvement drivers: professional development, curriculum and instruction, and parental supports for ECE educators and families.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-childhood-education-at-scale-lessons-from-research/589880/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-childhood-education-at-scale-lessons-from-research/589880.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is heterogeneity important in scaled-up early childhood education research?","Question",{"text":112,"@type":113},"Because effects of ECE vary by timing, context, program features, counterfactual conditions, and child characteristics, making average results insufficient for policy decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the special topic change the key question about ECE?",{"text":117,"@type":113},"It moves from asking whether ECE programs have positive impacts in general to exploring when, for whom, and through what mechanisms ECE is most effective.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three proposed drivers for improving ECE services and outcomes?",{"text":121,"@type":113},"Professional development, curriculum and instruction, and parental supports for ECE educators are identified as key drivers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589880,1792210679,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-March 2019, Vol. 5, No. 1, pp. 1–7 DOI: 10. 1177/2332858419828690  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nEarly Childhood Education at Scale: Lessons From Research  \nfor Policy and Practice  \nDaphna Bassok  \nUniversity of Virginia  \nMimi Engel  \nUniversity of Colorado Boulder  \nThis AERA Open special topic takes stock of the current knowledge about scaled-up early childhood education (ECE) programs. Rapidly rising ECE participation rates in recent decades have coincided with wide variability in the types of programming available for young children. This expansion makes understanding heterogeneity in effects of ECE crucial. Three articles in this special topic explore heterogeneity in ECE program effects with regard to timing, context, domains, programmatic features, counterfactual conditions, and child characteristics. In addition to exploring heterogeneity, understanding possible mechanisms for improving ECE experiences and outcomes for children and their families is crucial. Articles in this special topic explore three potential drivers for improving ECE services and outcomes, including professional development, curriculum and instruction, and parental supports for ECE educators.  \nKeywords: achievement, curriculum, early childhood, educational policy, mixed methods, parents and families, professional development  \nWhen education researchers and policymakers discuss“scale-up,” they often want to know whether a program that worked well in one context can be made widely available while retaining its benefits. Discussing effective scale-up in early childhood education (ECE) is different. In the United States, ECE is already operating at scale. Fueled by increased knowledge regarding young children’s development (National Research Council, 2000), interest in ameliorating socioeconomic and racial achievement gaps early (Bassok, Finch, Lee, Reardon, & Waldfogel, 2016), and the needs of working families, scaled-up ECE has become the norm.  \nIn 1985, just over 150,000 children were enrolled in prekindergarten. By 2016, that figure had increased nine-fold to almost 1.4 million (Snyder, de Brey, & Dillow, 2018) . Multiple states and cities now offer large or universal public preschool programs. Across the United States, over 65% of 4-year-old children were enrolled in some type of centerbased care, including child care, Head Start, or prekindergarten, in 2016. And while participation rates are lower among younger children, roughly a third of all children ages 0 to 6 (not yet enrolled in kindergarten) are enrolled in some type of center-based ECE setting (Snyder et al., 2018) .  \nThe scale at which ECE operates today implies is time to move away from the question,“Do ECE programs have  \npositive impacts?” Just as we do not debate whether fourth grade “works,” asking whether ECE programs, broadly defined, work is counterproductive. This is not because the evidence on the impacts of ECE is so unequivocal and so compelling that no further research is needed. And it is not because we should simply assume that increased public investment in ECE will yield benefits forchildren and society. Rather, unidimensional questions about whether ECE programs work are no longer practical at a time when out-of-home care is a matter of course for most young children in the United States.  \nAbout one-third of mothers with children under 3 were employed in 1975. In contrast, over 60% were in the labor force in 2015 (U.S. Department of Labor, 2016) . Further, in 2017, a quarter of children were living with one parent, compared with 13% in 1968 (Livingston, 2018) . ECE research needs to acknowledge this new status quo. The questions worth asking now are not about whether ECE works. Rather, we must explore the conditions under which ECE programs are","cbCair0Z4YXDOfGu","https://ap.wps.com/l/cbCair0Z4YXDOfGu","pdf",343008,"English","# Scaled-up early childhood education\n## Heterogeneity in program effects\n## Conditions and mechanisms of effectiveness\n## Drivers for improving ECE outcomes","[{\"question\":\"Why is heterogeneity important in scaled-up early childhood education research?\",\"answer\":\"Because effects of ECE vary by timing, context, program features, counterfactual conditions, and child characteristics, making average results insufficient for policy decisions.\"},{\"question\":\"How does the special topic change the key question about ECE?\",\"answer\":\"It moves from asking whether ECE programs have positive impacts in general to exploring when, for whom, and through what mechanisms ECE is most effective.\"},{\"question\":\"What are the three proposed drivers for improving ECE services and outcomes?\",\"answer\":\"Professional development, curriculum and instruction, and parental supports for ECE educators are identified as key drivers.\"}]","Early Childhood Education at Scale - Lessons From Research | PDF",1792068317,18]