Historical Dataset of Early Childhood Education Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2008-2011),Total Classroom Teachers Trends Over Years (2009-2011),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2011),Asian Student Percentage Comparison Over Years (2008-2011),Hispanic Student Percentage Comparison Over Years (2009-2011),Black Student Percentage Comparison Over Years (2008-2011),White Student Percentage Comparison Over Years (2008-2011),Diversity Score Comparison Over Years (2008-2011),Free Lunch Eligibility Comparison Over Years (2010-2011),Reduced-Price Lunch Eligibility Comparison Over Years (2010-2011)

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is part of the Early Childhood Longitudinal Study (ECLS) program; program data is available since 1998-99 at . ECLS-K:2011 is a longitudinal study that focuses on children's early school experiences beginning with kindergarten and continuing through the fifth grade. It includes the collection of data from parents, teachers, school administrators, and before- and after-school care providers, as well as direct child assessments of students. ECLS-K:2011 is exceptionally broad in its scope and coverage of child development, early learning, and school progress, drawing together information from multiple sources to provide rich data about the population of children who were kindergartners in the 2010-11 school year. The survey was conducted using computer-assisted interviews and paper questionnaires. The primary respondents in this study are students and their parents, general classroom teachers, special education teachers, school administrators, and before- and after-school care providers.

The President believes we need to equip every child with the skills and education they need to be on a clear path to a good job and the middle class. To ensure these opportunities are available to all, President Obama has put forward a comprehensive early learning proposal to build a strong foundation for success in the first five years of life. These investments will help close America's school readiness gap and ensure that America's children enter kindergarten ready to succeed.

In 2023, the enrollment rate in early childhood education for ***** to six years old children in Indonesia amounted to ***** percent. The highest enrollment rate during the period measured was in 2018, at ***** percent.

As of May 2023, there were around ******* children enrolled in kindergartens across Japan, continuing the decreasing trend of the past two decades. On the other hand, there were around ******* children enrolled in integrated centers for early childhood education and care, showing an increase in the number of children. The centers offer combined services of nursing care and educational classes to children before they enter primary school.

This data collection is a revised version of the NATIONAL HOUSEHOLD EDUCATION SURVEY, 1991 (ICPSR 9877). Like the original survey, this data collection consists of two main components: the Early Childhood Education Survey (children 3 to 8 years old) (Part 1, Preprimary Data, and Part 2, Primary Data) and the Adult Education Survey (persons 16 and older) (Part 3, Adult Data, and Part 4, Course Data). In the Early Childhood Education (ECE) component, 13,892 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were questions on participation in nonparental care/education, characteristics of programs and care arrangements, and early school experiences, including delayed kindergarten entry and retention in grade. In addition to questions about care/education arrangements and school, parents were asked about activities children engaged in with parents and other family members inside and outside the home. Information on family, household, and child characteristics was also collected. In the Adult Education (AE) component, 9,774 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Information was collected on up to four courses and included the subject matter of the course, duration, sponsorship, purpose, and cost. A smaller sample of nonparticipants (n = 2,794) also completed interviews about barriers to participation. Information on the household and the adult's background and current employment was also elicited. In addition to the ECE and AE components, two merge files (Parts 5 and 6), containing the course code variables for each reported course, are supplied for use with the Adult and Course data files.

The global early childhood education market size was valued at USD XX million in 2025 and is projected to witness a considerable CAGR of XX% during the forecast period from 2025 to 2033, reaching USD XX million by 2033. The increasing emphasis on early childhood education, coupled with favorable government initiatives, and the growing awareness of the importance of early education, are anticipated to fuel market growth. Key market drivers include the rising number of working parents, the increasing prevalence of dual-income households, and the growing demand for high-quality early childhood education. Additionally, the increasing focus on project-based learning and the incorporation of technology into the curriculum are expected to present growth opportunities for the market. However, factors such as high costs and limited access to early childhood education in underserved areas may restrain market growth.

The National Household Education Survey Program, 2012 Early Childhood Program Participation Survey (ECPP-NHES:2012), is a study that is part of the National Household Education Survey (NHES) program. ECPP-NHES:2012 (https://nces.ed.gov/nhes/) is a cross-sectional survey that collects data directly from households on educational issues. This study was conducted using address based sample, self-administered questionnaires of households. Households in 2012 were sampled. Key statistics produced from ECPP-NHES:2012 are early childhood care and education.

In 2022, about 32 percent of 4-year-olds were enrolled in state pre-kindergarten, while six percent of 4-year-olds were enrolled in Head Start in the United States. Head Start is a federal program that promotes the school readiness of children ages birth to five years from low-income families.

Learning Readiness Assessment National Level Early Childhood Education ECD

Attendance in early childhood education

Definition:
Percentage of children aged 36-59 months who are attending an early childhood education programme (by sex and household wealth quintile), including country breakdown

ABSTRACT Purpose: the study aims to obtain preliminary normative data for early reading and writing skills of 5-year-old children in a sample from the Northeast of Brazil. It also aims to investigate the effects of the type of school (public vs. private) and the time of assessment (beginning vs. end of the school year), and whether there were significant differences in performance, as compared to those of children from the Southeast of Brazil. Methods: 389 5-year-old children from 17 private and 12 public schools were assessed in the beginning and at the end of the school year, by using the Reading and Writing Test. Each student was individually assessed in the two times of the year. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: the progress in the performance of private school children was stronger than that of their peers from public schools, accentuating the existing learning gap. The comparison with normative data from the Southeast revealed that the public schools in the Northeast outperformed those in all topics of comparison. Private schools in the Southeast had a better performance at the beginning of the year, but were outperformed by those of the Northeast at the end of the year. Conclusion: the differences in performance identified in the samples suggest the need for specific norms by geographical regions of Brazil, and by type of school (public or private). The data presented in this study are preliminary and can be enlarged in future studies.

The share of the population aged 4 to the age when the compulsory primary education starts who is participating in early education. This indicator measures the Education and Training 2020 strategy's headline target to increase the share of children participating in pre-primary education (measured as those between 4 years old and the age for starting compulsory primary education) to at least 95% in 2020. The next table shows the entrance age to the primary education and the age range of the indicator by country: CountryBEBGCZDKDEEEIEELESFRHRITCYLVLTLUHUMTNLATPLPTROSISKFISEUKMKTRISLINOCHEntrance age*67666746667667766566766667756-766766-8Age range**4-54-64-54-54-54-64-54-54-54-54-64-54-54-64-64-54-544-54-54-64-54-54-54-54-64-644-54-54-54-64-54-6* Usual entrance age to primary education (Note: this can be earlier than the age of compulsory primary education) ** Used age range to calculate the participation rate in early childhood education, i.e. age 4 up to the age of compulsory primary education.

The Early Childhood Longitudinal Study (CLS) is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This first wave of the data was collected when study children were approximately nine months of age. Children's cognitive and motor skills were assessed using a modified version of the Bayley Scales of Infant Development (BSID-II), called the Bayley Short Form-Research Edition (BSF-R). Children's socioemotional development was assessed through a taped interaction with their primary caregiver (i.e., the parent respondent) using the Nursing Child Assessment Teaching Scale (NCATS). All children had their length (i.e., height), weight, and middle-upper arm circumference (MUAC) measured. Additionally, children born with very low birth weight had their head circumference measured.

The Series of educational centres and services of the Statistics of Non-University Teachings aims to show the evolution of the number of centres that teach General Regime and for each teaching General Regime, the number of centres that teach it, the number of units/groups in operation and the average number of students per unit/group. The various series offered have sought to cover as many courses as possible in accordance with the current methodology. The revision associated with the production of the series may imply slight differences with respect to the data that appear in the Detailed Results of the corresponding course.

The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.

The purpose of this policy is to provide clear direction to assist schools, all organizations and parties providing Early Childhood Education (herein after referred to ECE) services in Fiji to access key administrative and policy information to ensure that all services offer quality programmes. This policy covers ECE center-based programming for young children aged three to eight years.

Financial overview and grant giving statistics of Estes Early Childhood Education Inc

Historical Dataset of Early Childhood Education And Family Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2022-2023),Black Student Percentage Comparison Over Years (2022-2023),Two or More Races Student Percentage Comparison Over Years (2022-2023),Diversity Score Comparison Over Years (2022-2023)

Financial overview and grant giving statistics of Foundation for Early Childhood Education