Home » Projects » Early Learning Context in Rural and Urban Nebraska

Early Learning Context in Rural and Urban Nebraska

The goal of this study through the IES-funded Early Learning Network is to understand variations in practices that augment transitions and early learning; determine malleable factors that improve learning environments and promote school readiness and academic achievement for disadvantaged children; and understand the processes necessary for effective transitions from pre-K through grade 3 in rural and urban communities.

The Early Learning Network aims to advance the understanding of policies and practices that narrow the achievement gap and maintain early learning success as children transition from preschool to elementary school and beyond. There are three complementary studies: (1) Descriptive study that identifies systems-level policies and practices that support early learning; (2) Classroom observation study that identifies teaching practices and other classroom-level malleable factors associated with children’s school readiness and achievement in preschool and early elementary school; and (3) Longitudinal study that identifies malleable factors associated with early learning and school achievement over time from preschool through the early elementary school grades.


Funding Agency:  

University of Nebraska at Lincoln

Funding Period:  

10/01/2020 to 05/31/2021

Award Amount:  



Iheoma U. Iruka, Principal Investigator