​dey reports

Publications listed newest to oldest.

teachers speak out: how school reforms are failing low-income young children 

 by Diane E. Levin, Ph.D., Professor of Education, Wheelock College and Judith Van Hoorn, Ph.D., Professor Emeritus, University of the Pacific (2016)

In the wake of federal and state education mandates, this report documents interviews with early childhood teachers across the country about how school reforms negatively affect low-income young children. 

Download a two-page summary here.

STRAIGHT TALK ABOUT kindergarten readiness assessment

by Stephanie Feeney, Ph.D., Professor Emerita of Education, University of Hawaii
​(2016)
  • What is kindergarten readiness assessment?
  • Why is DEY concerned about the current state of readiness assessment?
  • What can parents, teachers, and policymakers do about inappropriate kindergarten assessment?

SELECTED STANDARDS FROM THE COMMOM CORE STATE STANDARDS FOR MATHEMATICS, GRADES K-3: MY REASONS FOR NOT SUPPORTING THEM

by Constance Kamii, Ph.D., University of Alabama at Birmingham
​(2015)
This reports shows how selected Common Core mathematics standards for grades K-3 cannot be supported by research.
by Lilian G. Katz, Ph.D., University of Illinois Clearinghouse on Early Education and Parenting (2015)

Should academic instruction be a major goal of preschool and kindergarten instruction or should we be providing a wide range of experiences, opportunities, and resources to provoke, stimulate and support children's innate intellectual dispositions?
by Nancy Carlsson-Paige,
Geralyn Bywater McLaughlin,
​and Joan Wolfsheimer Almon
​(2015)
  • ​Many children are not developmentally ready to read in kindergarten
  • No research documents long-term gains from learning to read in kindergarten
  • As children learn through playful, hands-on experiences
  • Play-based programs produce greater gains