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Research-Practice Partnerships to Strengthen Early Education Research-Practice Partnerships to Strengthen Early Education VOLUME 31 NUMBER 1 SPRING 2021 3 Introducing the Issue 21 Seeking Questions from the Field: Connecticut Partnership for Early Education Research 39 Developing Decision-Making Tools through Partnerships 57 Scaling Early Childhood Evidence-Based Interventions through RPPs 75 Fast-Response Research to Answer Practice and Policy Questions 97 Embedding Causal Research Designs in Pre-K Systems at Scale 119 Building Capacity for Research and Practice: A Partnership Approach 137 Philanthropic Support for a Research-Practice Partnership 149 COMMENTARIES 165151 ChildA Dean’s Care Perspective and Early Education for Infants and Toddlers 165157 ChildA Unique Care Opportunity and Early Education for Education for Infants Policy Makersand Toddlers 165161 ChildBuilding Care toward and EarlyEffectiveness Education for Infants and Toddlers A COLLABORATION OF THE PRINCETON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AND THE BROOKINGS INSTITUTION The Future of Children promotes effective policies and programs for children by providing timely, objective information based on the best available research. Senior Editorial Staff Journal Staff Editor-in-Chief Associate Editor Sara McLanahan Kris McDonald Princeton University Princeton University Founding Director, Center for Research on Child Wellbeing, and William S. Tod Managing Editor Professor of Sociology and Public Affairs Jon Wallace Princeton University Senior Editors Janet M. Currie Outreach Coordinator Princeton University Morgan Welch Co-Director, Center for Health and Wellbeing Brookings Institution Henry Putnam Professor of Economics and Public Affairs Communications Coordinator Regina Foglia Ron Haskins Princeton University Brookings Institution Senior Fellow Emeritus Administrator Tracy Merone Melissa Kearney Princeton University University of Maryland Professor, Department of Economics Cecilia Elena Rouse Princeton University Katzman-Ernst Professor in the Economics of Education and Professor of Economics and Public Affairs Isabel Sawhill Brookings Institution Senior Fellow The Future of Children would like to thank the Foundation for Child Development, the Spencer Foundation, the Heising-Simons Foundation, and Cynthia King Vance for their generous support. ISSN: 1054-8289 ISBN: 978-0-9814705-2-8 VOLUME 31 NUMBER 1 SPRING 2021 Research-Practice Partnerships to Strengthen Early Education 3 Introducing the Issue by Daphna Bassok, Anna Markowitz, and Pamela Morris 21 Seeking Questions from the Field: Connecticut Partnership for Early Education Research by Michael J. Strambler, Joanna L. Meyer, Clare Waterman Irwin, and George A. Coleman 39 Developing Decision-Making Tools through Partnerships by Amanda Williford, Jason Downer, Kate Miller-Bains, Jenna Conway, and Lisa Howard 57 Scaling Early Childhood Evidence-Based Interventions through RPPs by Laurie Brotman et al. 75 Fast-Response Research to Answer Practice and Policy Questions by Christina Weiland, Jason Sachs, Meghan McCormick, JoAnn Hsueh, and Catherine Snow 97 Embedding Causal Research Designs in Pre-K Systems at Scale by Rachel Abenavoli, Natalia Rojas, Rebecca Unterman, Elise Cappella, Josh Wallack, and Pamela Morris 119 Building Capacity for Research and Practice: A Partnership Approach by Maia C. Connors, Debra M. Pacchiano, Amanda G. Stein, and Mallary I. Swartz 137 Philanthropic Support for a Research-Practice Partnership by Jacqueline Jones 149 COMMENTARIES 151 A Dean’s Perspective by Robert C. Pianta 157 A Unique Opportunity for Education Policy Makers by Jenna Conway 161 Building toward Effectiveness by JoAnn Hsueh et al. www.futureofchildren.org Introducing the Issue Introducing the Issue Daphna Bassok, Anna Markowitz, and Pamela Morris High-quality early childhood education experiences have caused many researchers, programs can have lasting impacts, policy makers, and practitioners to wonder particularly for children in low-income if there’s a better or faster way to produce families or families that have been historically change. marginalized.1 Beyond their direct benefits for children, early childhood education To build a system of high-quality early (ECE) programs also support families care accessible to all children, some early and the economy by providing safe, warm education research must pivot to questions, environments for young children while their methods, and timelines that align with the parents work—an attribute that recently needs of policy makers and practitioners gained new significance when COVID-19 who are making high-stakes, systems-level upended in-person instruction. But even decisions. At the same time, research must though the promise of early education—for stay firmly rooted in the science of how children, for families, for equity, and for children develop.3 This issue of the Future society—is widely recognized, delivering of Children argues that research-practice effective ECE programming at scale partnerships (RPPs) are a particularly remains elusive. Findings from promising promising strategy for doing both well, and research studies rarely make their way into thus offer another critical tool to support early childhood practice; at the same time, high-quality early childhood education. policy and practice decisions are often made without research evidence to guide them. RPPs are long-term collaborations between Many large-scale ECE programs don’t researchers and policy makers and/or consistently offer the types of high-quality practitioners that are designed to improve experiences that research suggests support educational outcomes through sustained development, and thus they don’t deliver on collaboration and commitment.4 These their promise to ameliorate poverty-related partnerships are defined by their longevity, and other inequalities.2 The discrepancies mutual decision-making and compromise, between what we know, what decision and the commitment of both parties to makers need, and the reality of children’s larger-scale, systems-level problem-solving, www.futureofchildren.org Daphna Bassok is an associate professor of education and public policy and associate director of EdPolicyWorks at the University of Virginia. Anna Markowitz is an assistant professor of education at the University of California, Los Angeles. Pamela Morris is a professor of applied psychology at New York University’s Steinhardt School of Culture, Education, and Human Development and a faculty affiliate of the NYU School of Global Public Health. Bassok and Morris served as co-editors of this issue; Markowitz joined them in writing this introduction. VOL. 31 / NO. 1 / SPRING 2021 3 Daphna Bassok, Anna Markowitz, and Pamela Morris rather than a single project or research which policy makers and researchers work— question.5 When done well, RPPs can universities, state systems, and research produce research that’s both more relevant firms, respectively—can effectively support and useful to policy makers and more RPP work. As a whole, the issue sets the rigorous and/or innovative than the studies stage for strengthening and investing in that researchers could undertake outside of a partnership work in early education. formal partnership. Historical Role of RPPs in Early But this work isn’t easy. Researchers and Education policy makers are used to operating with very different timelines, goals, and incentive ECE research has its roots in RPPs. The structures, and these differences can present three major studies whose results have driven challenges for effective partnership. A clear much of the public investment in ECE— understanding of what partnership work the Perry Preschool Project in Ypsilanti, requires, and strategies for overcoming these Michigan; the Abecedarian Project in North hurdles, are essential for creating the kind of Carolina; and the Chicago Child Parent long-term, open relationship that results in Centers—all sought to provide high-quality better policy and stronger scholarship. This ECE while continually learning and refining issue explores these challenges as well as the their programs through research. These potential of partnership work for helping to studies, two of which were randomized transform ECE systems. controlled trials, have produced crucial information about early education for nearly Unlike a typical Future of Children issue, 50 years and have greatly influenced modern which describes what’s already known about ECE policy making.6 a topic that affects children’s lives, this issue focuses on an approach to research Federal investments in ECE—for example, and practice. We aim to distill lessons from funds to expand the number of slots or existing ECE partnerships and to provide improve quality—are often coupled with a road map for researchers and policy/ evaluation requirements, to learn from the practice leaders who want to collaborate. implementation experience, to test whether The articles examine both the challenges the investments had the desired effects, and the opportunities of partnership work, and/or to use the findings for improvement. and show how partnerships may, in some The federal government’s primary early instances and when carefully designed, pave education program, Head Start, has, from the way for systems-level change. Each its inception, been heavily influenced by article is centered on a major challenge or research. Head Start planners drew on a opportunity, such as creating a research or nursery school movement that paired child funding agenda, developing tools, taking development research with university-based
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