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Summary of Research on the Dimensions Contributing to Expulsion and Suspension in Early Childhood Settings

Report March 1, 2021

As States and Territories consider strategies to prevent and ultimately eliminate expulsion and suspension in the early years, they need to explore why early learning programs suspend or expel young children. This document summarizes the four dimensions of the problem: 1) the structure of quality with policies that increase the likelihood of expulsion and suspension; 2) the absence of deep understanding of child development, 3) racial disparities in discipline, and 4) young children who need more and different support than can be provided by an educator or an early learning setting alone.

Data and Racial Equity in Early Childhood Policy Advocacy

Slide Deck February 17, 2021

This presentation explores what racial equity is and why our definitions matter, how to use data to understand and combat racial disparities, and how to communicate equitably about data to inform policy solutions. It also offers Minnesota’s state perspective on these issues.

The Right Drivers for Whole System Success

Article February 1, 2021

Drivers are those policy and strategy levers that drive system reform. This paper is intended to provide a comprehensive solution to what ails the current public school system and its place in societal development. The question now is whether 2021 might be the best time for getting the ‘right drivers right’ and, of course, what would the drivers be?

The Voices of Michigan’s Early Care and Education Teachers: Children’s Challenging Behavior, Expulsion, Disparities, and Needed Program Supports

Report September 1, 2020

Michigan leaders and stakeholders are working to strengthen a system of supports for young children’s mental health. This report presents results of a statewide survey on ECE teachers’ experiences related to children’s challenging behaviors and recommendations for further strengthening social-emotional supports for children in Michigan’s ECE settings.