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Discusses why policymakers need empirical justification as public funding expands, and how program design, target populations, and implementation resources shape child outcomes. 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The document argues RCTs can be enhanced with rigorous empirical data that adds contextual information about participants, settings, and implementation conditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What topics does the document cover to improve outcomes in early care and education?",{"text":121,"@type":113},"It addresses program effectiveness expectations, use of social determinants frameworks to reduce opportunity gaps, classroom quality improvements, workforce development and implementation systems, equity for dual language learners, and implementation research frameworks to guide scale-up across settings.","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},583598,1792062629,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","GETTING IT RIGHT:  \nUSING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION  \n\n| Introduction: Implementation research in early care and education | 3 |\n| --- | --- |\n| Section I. What does research tell us about effectiveness and implementation of ECE programs across the birth-to-eight continuum? | 11 |\n| Chapter 1: What Does Research Tell Us About ECE Programs? | 13 |\n| Chapter 2: What Are Reasonable Expectations for ECE Program Effectiveness? | 37 |\n| Chapter 3: Using a Social Determinants of Early Learning Framework to Eliminate Educational Disparities and Opportunity Gaps. | 63 |\n| Section 2. What still needs to be understood? | 87 |\n| Chapter 4: Making Prekindergarten Classrooms Better Places for Children’s Development. | 89 |\n| Chapter 5: Improving Quality and Impact Through Workforce Development and Implementation Systems. | 109 |\n| Chapter 6: Addressing Equity in the ECE Classroom: Equal Access and High Quality for Dual Language Learners. | 131 |\n| Chapter 7: Vignette: Building a High-Quality Program—the Boston Public Schools Experience. | 153 |\n| Section 3. How do we get smarter? The road forward | 175 |\n| Chapter 8: An Overview of Implementation Research and Frameworks in Early Care and Education Research. | 177 |\n| Chapter 9: Designing Implementation Research to Guide the Scale-Up of Effective Early Care and Education Across Settings. | 195 |\n| Chapter 10: How Implementation Science and Improvement Science Can Work Together to Improve Early Care and Education. | 223 |\n| Chapter 11: The Contributions of Qualitative Research to Understanding Implementation of Early Childhood Policies and Programs. | 259 |\n| Chapter 12: Equity as a Perspective for Implementation Research in the Early Childhood Field. | 275 |\n| Moving ECE implementation research forward: Reflections and insights | 301 |\n| Suggested citation |  |\n\nFoundation for Child Development. (2020) . Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education. New York, NY.  \ndoi: [https://www.fcd-us.org/assets/2020/06/GettingitRight_UsingImplementationResearchtoImproveOutcomesinECE_2020.pdf](https://www.fcd-us.org/assets/2020/06/GettingitRight_UsingImplementationResearchtoImproveOutcomesinECE_2020.pdf)  \n[2](2 GETTING IT RIGHT: USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION FOUNDATION FOR CHILD DEVELOPMENT)[ GETTING IT RIGHT: USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION](2 GETTING IT RIGHT: USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION FOUNDATION FOR CHILD DEVELOPMENT)[ FOUNDATION FOR CHILD DEVELOPMENT](2 GETTING IT RIGHT: USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION FOUNDATION FOR CHILD DEVELOPMENT)  \nINTRODUCTION  \nIMPLEMENTATION RESEARCH IN EARLY CARE AND EDUCATION  \nJacqueline Jones, Ph. D., Foundation for Child Development  \n3  \n4 GETTING IT RIGHT: USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION FOUNDATION FOR CHILD DEVELOPMENT  \nIMPLEMENTATION RESEARCH IN EARLY CARE AND EDUCATION: INTRODUCTION  \nThe past 50 years have brought exceptional gains in federal, state, and local funding for early care and education in the United States. In turn, the field is working hard to make good on the evidence-based promise that quality early childhood education (ECE) can create better child and adult outcomes, particularly for underserved children. In the long run, however, if the field cannot answer implementation scale-up questions related to the specifics of how and when ECE is effective, continued support and increased investment for ECE is potentially at risk.  \nAs the number of publicly funded ECE programs increases, policymakers will need empirical evidence to justify the taxpayer investment. Such justification will require a stronger understanding of the essential components of an ECE program’s design, as well as solid evidence on which components, or c","cbCaib66mBizSk9B","https://ap.wps.com/l/cbCaib66mBizSk9B","pdf",21072080,316,"English","# Introduction: Implementation research in early care and education\n## Section I. Effectiveness and implementation across the birth-to-eight continuum\n## Chapter 1. What Does Research Tell Us About ECE Programs?\n## Chapter 2. What Are Reasonable Expectations for ECE Program Effectiveness?\n## Chapter 3. Using a Social Determinants of Early Learning Framework to Eliminate Educational Disparities and Opportunity Gaps.\n## Section 2. What still needs to be understood?\n## Chapter 4. Making Prekindergarten Classrooms Better Places for Children’s Development.\n## Chapter 5. Improving Quality and Impact Through Workforce Development and Implementation Systems.\n## Chapter 6. Addressing Equity in the ECE Classroom: Equal Access and High Quality for Dual Language Learners.\n## Chapter 7. Vignette: Building a High-Quality Program—the Boston Public Schools Experience.\n## Section 3. How do we get smarter? The road forward\n## Chapter 8. An Overview of Implementation Research and Frameworks in Early Care and Education Research.\n## Chapter 9. Designing Implementation Research to Guide the Scale-Up of Effective Early Care and Education Across Settings.\n## Chapter 10. How Implementation Science and Improvement Science Can Work Together to Improve Early Care and Education.\n## Chapter 11. The Contributions of Qualitative Research to Understanding Implementation of Early Childhood Policies and Programs.\n## Chapter 12. Equity as a Perspective for Implementation Research in the Early Childhood Field.\n## Moving ECE implementation research forward: Reflections and insights","[{\"question\":\"Why does the document emphasize implementation scale-up questions for ECE?\",\"answer\":\"Because long-run investment and continued support depend on answering how and when ECE is effective in real-world conditions, not only whether it works in controlled settings.\"},{\"question\":\"How are randomized controlled trials (RCTs) described, and what limitation motivates implementation research?\",\"answer\":\"RCTs assign children to treatment and comparison groups, allowing causal inference on post-treatment differences. The document argues RCTs can be enhanced with rigorous empirical data that adds contextual information about participants, settings, and implementation conditions.\"},{\"question\":\"What topics does the document cover to improve outcomes in early care and education?\",\"answer\":\"It addresses program effectiveness expectations, use of social determinants frameworks to reduce opportunity gaps, classroom quality improvements, workforce development and implementation systems, equity for dual language learners, and implementation research frameworks to guide scale-up across settings.\"}]","GETTING IT RIGHT - USING IMPLEMENTATION RESEARCH TO IMPROVE OUTCOMES IN EARLY CARE AND EDUCATION | PDF",1792047838,796]