Juliet Bromer
Development of a measurement tool to assess the quality of family-provider relationships across early care and education settings. More »
Jana Fleming, Aisha Ray
The assessment will highlight the strengths and challenges Chicago’s Altgeld-Riverdale community faces in providing high-quality early learning experiences for young children and their families More »
Jana Fleming, Aisha Ray
The partnership, a collaboration of Erikson, Chicago Public Schools, and Austin Coming Together, is conducting a needs assessment of early childhood services in Chicago’s Austin community. More »
Jessica Manvell, Mark Nagasawa, Aisha Ray, Jana Fleming
Erikson is collaborating with Chicago Public Schools (CPS) on a two-year research study examining the current preschool policies and practices that support dual language learners. More »
A series of training seminars for the City Colleges of Chicago’s early childhood faculty to improve the quality of faculty knowledge and practice with diverse students. More »
Juliet Bromer
The project helped develop a logic model for an intervention that links child, family, and community outcomes with social capital development activities. More »
Juliet Bromer
Project examining the experiences of participants in the Early Childhood Specialist program run by the Catholic Schools in the city of Chicago. More »
Mariel Sparr, Jessica Fulford, Namrita Chawla, Jana Fleming, Jon Korfmacher
Evaluation of the Illinois State Board of Education (ISBE) Prevention Initiative (PI) Programs. More »
Jana Fleming
Evaluation of the Illinois State Board of Education (ISBE) Preschool for All programs. More »
Toni Porter, Juliet Bromer, Shannon Moodie
Brief examining QRIS family partnership standards through the lens of family-sensitive caregiving. More »
Juliet Bromer, Diane Paulsell, Toni Porter, Julia R. Henly, Dawn Ramsburg, Roberta B. Weber
A new conceptual framework for measuring quality in family-provider relationships in early care and education settings. More »
Samuel J. Meisels, Jana Fleming
This report designed a process that could provide schools and educational leaders with age-appropriate information about children’s developing knowledge and skills. More »
Aisha Ray, Barbara T. Bowman, Jana Fleming
The study sought to improving efforts in Illinois to place the specific developmental and educational needs of culturally, racially, and linguistically diverse children explicitly within teacher standards, teacher certification, and teacher preparation in higher education. More »
Juliet Bromer, Tonya Bibbs
A pilot training program for agency staff who support caregivers working out of their own homes. More »
Samuel J. Meisels, Jana Fleming
Report by the The Kindergarten Readiness Stakeholder Committee for creating a statewide, research-based kindergarten assessment process. More »
Jolynne Andal
Research on the comparative effectiveness of three program inputs in improving Chicago Public School (CPS) preschoolers’ academic outcomes through first grade. More »
Juliet Bromer, Julia R. Henly
A qualitative investigation of the work-family support roles of a sample of 29 child care providers serving low-income families in the Chicago area. More »
Juliet Bromer
Recommendations for policy makers and family child care networks seeking to ensure the highest quality care in family child care homes. More »
Juliet Bromer
Recommendations for policy makers and family child care networks seeking to ensure the highest quality care in family child care homes. More »
Juliet Bromer
This study analyzed the impact of family child care support networks established by a range of independent organizations in Chicago to improve the quality of care. More »
Samuel J. Meisels, Eboni Howard
Study of the impact, strengths, and weaknesses of Chicago's largest school- and center-based early care and education programs. More »
Abigail Duchatelier-Jeudy, Aimee Hilado, Jon Korfmacher, Eboni Howard
Researchers sought to inform and influence policies to improve mental health services for children ages birth to five and their families in Illinois, Michigan, and Wisconsin. More »
Jon Korfmacher, Aimee Hilado
A comparison of six states' efforts to define standards and professional competencies in the field of early childhood mental health services. More »
Jon Korfmacher, Aimee Hilado
Comparison of early childhood mental health competency systems across six states, highlighting convergences in the systems’ structure, content, and use. More »
Herr Research Center
Scientific and pragmatic rationale for combining poverty reduction and work-support policies with early care and education policies. More »
Juliet Bromer
Study examining the relationship between affiliation with a staffed support network and quality of child care among affiliated family child care providers in the city of Chicago. More »
Herr Research Center
Highlights and key messages from the second annual Midwest Policy Conference held in October 2007. More »
The first issue of the Herr Research Center's newsletter explores early learning standards and approaches to assessment. More »
Carol Horton
An examination of the relationship between early childhood education programs and child development in real-world settings. More »
Carol Horton
A detailed review of the most notable recent or ongoing research studies that examine the relationship between early care and education program participation and child development. More »
Robert Halpern
This paper analyzes the expectation that after-school programs help boost academic achievement. More »
Robert Halpern
An exploration of the potential roles of after-school and youth programs and of organized youth sports, as well as such broader responses as renewing outdoor play and recreation spaces and reinstating recess in school. More »
Robert Halpern
This monograph clarifies the potential and the limits of after-school programs as literacy development settings. More »
Robert Halpern
An analysis of the tasks, questions, and challenges associated with system-building in the after-school field, focusing on city-level efforts. More »
Robert Halpern
An exploration of the expectations, goals, potential, and challenges of after-school care in the United States at the start of the 21st century. More »
Samuel J. Meisels
This paper examines the genesis of accountability testing in preschool and refutes the quality-assurance, production-model assumptions that underlie its use with young children. More »
Jon Korfmacher, Robert Halpern
A review of the positive and negative effects of parent support and education programs asks, "Are these programs worth doing?" More »
Carolyn Cochran Kopel, Linda Gilkerson
This report describes the rationale, philosophy, and implementation of a relationship-based model for promoting social-emotional development in Part C early intervention. More »
Dan Scheinfeld
Should arts be taught for their own sake, or do they have a direct, measurable effect on performance in other subjects? More »
Suzanne Wagner
Can norm-referenced instruments improve curriculum and instruction? Research suggests that performance-based assessment can improve teaching and learning and boost performance, but many questions remain unanswered. More »
Joan Brooks McLane
The study suggests that the diversity of knowledge, beliefs, and practices among early childhood practitioners — who are ultimately responsible for how play is implemented in specific classrooms — affect many aspects of the child’s play experience. More »
Barbara T. Bowman, Carol Horton
What is the current state of expert opinion and public practice with regard to the assessment of prekindergarten children? More »
Suzanne L. Wagner
The article asks, "What have we accomplished and what remains to be done to address
persistent welfare dependence?" More »
Jon Korfmacher
When examining the results of intervention with young mothers, policymakers who ask "What works?" may be missing a more fruitful, if more complicated, line of inquiry. More »
Caria Zvetina
Erikson is seeking a fuller understanding of what father care means in low-income, culturally diverse communities.
More »
What works and why, and how do we get the knowledge we need to make after-school programs better? More »
