This brief explores the link between student belonging and chronic absenteeism for Columbus students in grades 3–12.

AUTHORS: Maria Abdul-Masih, M.S., Kelly M. Purtell, Ph.D. & Arya Ansari, Ph.D. The COVID-19 pandemic deeply affected young children and families across the United States (Kuhfeld et al., 2022), with [...]

AUTHORS: Shayne B. Piasta, Ph.D.; Rachel E. Schachter, Ph.D.; Kelly M. Purtell, Ph.D; Clariebelle Gabas, Ph.D.; Paige Wernick, M.S. Early childhood is a critical time to foster young children’s language [...]

Students cannot benefit from the resources and supports schools provide if those students do not show up. And in far too many schools, children are regularly missing class. Chronic absenteeism [...]

While a substantial correlation was found between being a Black male and receiving a suspension from school, no significant correlation exists between Black boys’ Body Mass Index and suspension. This finding contrasts with the situation for non-Black students, who are more likely to face suspension if their Body Mass Index is large.

How are teachers displaying items with writing on them — the physical literacy environment, an important factor shaping children’s emergent literacy skills — when students of different ages share the same preschool classroom? That’s what Crane researchers sought to find out.

Practitioners at The Ohio State University’s A. Sophie Rogers School for Early Learning developed the Kindergarten Screening Assessment (KSA) as a tool to measure kindergarten readiness in a way that is also relatable for parents and families.

Get 8 tips for families on making the most of the time spent reading with your young child.

A research brief sharing our new model to support children’s kindergarten transition.

A research brief on the organization of early learning classroom environments to support early literacy skills.

This brief highlights A. Sophie Roger’s kindergarten transition practices that ensure a successful transition for children, following Dr. Robert Pianta’s and Dr. Sara Rimm-Kaufmann’s framework.

This brief examines the support and needs for teachers of dual-language learners. The brief also makes recommendations for early childhood teachers and administrators.