What does the Tennessee pre-K study really tell us about public preschool programs? Christina Weiland, Daphna Bassok, Deborah A. Phillips, Elizabeth U. Cascio, Chloe Gibbs, and Deborah Stipek Thursday, February 10, 2022
What education policy experts are watching for in 2022 Daphna Bassok, Stephanie Riegg Cellini, Michael Hansen, Douglas N. Harris, Jon Valant, and Kenneth K. Wong Friday, January 7, 2022
How can we improve early childhood education? Use public dollars to pay teachers more. Daphna Bassok and Justin B. Doromal Wednesday, January 5, 2022
Staffing and compensation are at the heart of building a better early childhood system Daphna Bassok, Anna J. Markowitz, Katherine Miller-Baines, and Isabelle Fares Wednesday, December 1, 2021
6 priorities for future research into COVID-19 and its effects on early learning Christina Weiland, Erica Greenberg, Daphna Bassok, Anna J. Markowitz, Paola Guerrero Rosada, and Grace Luetmer Tuesday, July 20, 2021
Research-practice partnerships can help our youngest learners in times of crisis and recovery Daphna Bassok, Pamela A. Morris, Anna J. Markowitz, and Jenna Conway Tuesday, May 4, 2021
Coronavirus and schools: Reflections on education one year into the pandemic Daphna Bassok, Lauren Bauer, Stephanie Riegg Cellini, Helen Shwe Hadani, Michael Hansen, Douglas N. Harris, Brad Olsen, Richard V. Reeves, Jon Valant, and Kenneth K. Wong Friday, March 12, 2021
Understanding COVID-19-era enrollment drops among early-grade public school students Daphna Bassok and Anna Shapiro Monday, February 22, 2021
Stabilizing child care requires more than emergency COVID-19 relief funds Daphna Bassok, Anna J. Markowitz, and Laura Bellows Tuesday, February 16, 2021
COVID-19 highlights inequities in how we treat early educators in child care vs. schools Daphna Bassok, Anna J. Markowitz, and Molly Michie Friday, October 23, 2020
