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.

Abstract

The aim of the impact evaluation is to evaluate a community based early education and development program launched by the Department of Non-Formal Education Ministry of National Education. The program was developed in collaboration with the World Bank with a total budget of US$127,000,000 and targets an estimated 738,000 children aged 0 to 6 living in approximately 6,000 poor communities (dusuns). The aim of the program is to increase access to early childhood services with the secondary aim of improving school readiness.

Geographic coverage

Village level (310 villages in 9 of 34 provinces).

Analysis unit

Child/student Caregiver Heads of villages Health provider Education service provider

Universe

The survey included a follow-up interview of a panel of children aged 1 and 4 years in 2009, their caregivers, heads of villages, health service providers, and education service providers.

Kind of data

Sample survey data

Sampling procedure

The trial was a pragmatic cluster (by village) randomized controlled trial with an additional matched control group. Sampling included 310 villages in the following 9 districts:

1. Bengkulu, Bengkulu Province
2. Sarolangun, Jambi Province
3. Lampung Timur, Lampung Province
4. Majalengka, Jawa Barat Province
5. Rembang, Jawa Tengah Province
6. Kulon Progo, DI Yogyakarta Province
7. Ketapang, Kalimantan Barat Province
8. Sidenreng Rappang, Sulawesi Selatan Province
9. Lombok Tengah, Nusa Tenggara Barat Province

It was planned that batch 1 would receive the first block grants at the start of the project. Block grants for batch 2 and batch 3 were to follow after nine and eighteen months respectively. A selection of villages was randomly allocated to either batch 1 or batch 3 (within each district), this sampling feature was used during the evaluation design.

Of the 310 villages, 100 were originally allocated to the intervention arm, 20 were originally allocated to a nine month delay staggered start, 100 were originally allocated to an 18 month delay staggered start, and 90 villages were allocated to a matched control group (no intervention).

Since this study aimed to track the same children over three rounds of data collection, the study team made every attempt to interview the baseline children (aged 12 to 23 months and the other aged 48 to 59 months at baseline) at the midline survey in 2010.

Sampling deviation

The most common reasons a child was unavailable for the 2010 midline interview were that the household/child moved (101+ children), the household was impossible to find (17 children), the child had died (9 children) or the family refused (5 children).

Mode of data collection

Face-to-face

Research instrument

There were six questionnaires:

1. Village Head (Book A)
2. Household (Book B)
3. Child (Book C)
4. Caregiver (Book D)
5. Service Provider (Book G)
6. Tim Pengelola Kegiatan/TPK (Book H)

All questionnaires are provided as external resources.

Cleaning operations

Data entry, double entry, and data cleaning was done by Entry Data Team.

Response rate

The resultant participation rates at both the district and village levels were 90% (extra villages were added in Middle Lombok, these have not been included in this calculation). At the child level, the participation rate was 99.92%. The retention rate at the child level at midline was 99.67%.

In 2023, the enrollment rate in early childhood education for three to six years old children in Indonesia amounted to 36.36 percent. The highest enrollment rate during the period measured was in 2018, at 37.92 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.

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.

This data collection consists of two main components: the Early Childhood Education survey (children 3 to 8 years old) and the Adult Education survey (persons 16 and older). The Early Childhood Education component was designed to collect information on children's experiences in a range of settings, including their homes, child-care arrangements, early childhood education programs, and schools. Experiences covered include cognitive activities such as reading and learning letters, words, and numbers, developmental activities such as singing songs and arts and crafts, and entertainment activities such as games and sports, television viewing, and attendance at movies, plays, and concerts. The Adult Education Survey, the second component of this study, provides data on the characteristics of adult participants and nonparticipants in adult education programs and explores why some adults participate in these activities and others do not. Data in this component cover participation in the past three years or ever, and characteristics of adult education courses or activities including the course title, basic skills and training content, degree requirement fulfillment, sponsor-employer involvement and payment source, and the perceived benefits and barriers to participation of both participants (including part-time) and nonparticipants.

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.

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

The data set includes the public and private educational centers that offer First Cycle of Early Childhood Education (0-3 years) in the Autonomous Community of Andalusia, and have enrolled students. It does not include educational establishments resident in Andalusia but belonging to a foreign educational system. The data come from the exploitation of the "Statistics on resources and use of the Andalusian educational system, with the exception of the university", once its definitive data have been published. The latest publications correspond to the 2022/2023 academic year. Data source: Ministry of Educational Development and Vocational Training

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 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.

This data set shows the number and percentage of children enrolled in quality early childhood education programs in the City of Austin as evidenced by meeting Texas Rising Star (TRS) critera. The TRS criteria can be viewed here: https://texasrisingstar.org/about-trs/trs-guidelines/ The data is from the Workforce Solutions Capital Area Workforce Board agency that oversees the TWIST database that contains the data used here: https://www.twc.texas.gov/childcarenumbers/Capital_Area_Workforce_Development_Board_annual.html View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/sube-u7vs

Early childhood education market size, with a valuation of $249.38 Bn in 2022, poised for remarkable growth to hit $467.83 Bn by 2030, at a CAGR of 8.21%

The Early Childhood Longitudinal Study (ECLS) program provides national data on children's status at birth and at various points thereafter, children's transition to nonparental care, early education programs, and school, and children's experiences and growth through the fifth grade. ECLS also provides data to test hypotheses about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. The Kindergarten Class of 1998-1999 addresses four key issues: (1) school readiness, (2) children's transitions to kindergarten, first grade, and beyond, (3) the relationship between children's kindergarten experience and their elementary school performance, and (4) children's growth in math, reading, and general knowledge (i.e., science and social studies), and their progress through elementary school.

Learning Readiness Assessment National Level Early Childhood Education ECD

The early childhood education platform market, currently valued at approximately $1.5 billion in 2025, is poised for robust growth, projected to reach approximately $3 billion by 2033, reflecting a compound annual growth rate (CAGR) of 8.6%. This expansion is driven by several key factors. Increasing demand for efficient and effective childcare management solutions among preschools, daycare centers, and other early learning institutions is a primary driver. Technological advancements, such as cloud-based platforms and mobile applications, are streamlining administrative tasks, improving communication with parents, and enhancing the overall learning experience. Furthermore, the growing focus on data-driven decision-making in education and the increasing adoption of digital tools to improve operational efficiency are contributing significantly to market growth. The rising number of dual-income households and the increasing need for accessible and affordable childcare solutions also play a crucial role. The market is segmented by various factors including platform type (web-based, mobile-based, hybrid), service offering (communication, payment processing, enrollment management, curriculum management), and user type (administrators, teachers, parents). Competitive landscape analysis reveals key players such as Toddle Play, Famly, Tapestry, KinderPass, Brightwheel, Teaching Strategies, LLC., Kaymbu, Procare, LineLeader, eyworks, Illumine, LoveHeart, and Vanco Care, each offering unique features and targeting specific market segments. While the market demonstrates considerable growth potential, challenges remain, including data security concerns, integration complexities with existing systems, and the need for ongoing training and support for users. The future of the early childhood platform market hinges on continued innovation, addressing user needs and security concerns, and expanding market penetration in underserved regions.

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