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Invest Early: 15 Years of Impacts: Evaluation Results

January 1, 2020

After 15 years of evaluation, this report focused on: 1) The demographic, social, and economic trends in Itasca County since Invest Early's inception; 2) The state of early childhood programming internationally; and 3) What makes Invest Early successful, and what improvements are needed. Wilder Research conducted a literature review, a review of indicators of child and family characteristics and well-being, qualitative interviews with Invest Early parents, an analysis of key evaluation data, and a facilitated discussion with community partners.

Minnesota Early Childhood Risk and Reach

September 1, 2015

This summary presents indicators of risk to the healthy development of young children and the extent of coverage of publicly funded services to meet their needs. The full report includes county-by-county analysis for Minnesota.

African-American Babies in Minneapolis and St. Paul

December 1, 2011

Provides a snapshot of the current status of African-American babies (whose parents were born in the U.S.) relative to other babies in St. Paul and Minneapolis. When data on African-American babies are not available, data on all black babies (including children of African immigrants) are presented.

Babies in Minnesota: The well-being and vulnerabilities of our youngest children

November 1, 2009

Summarizes how young children and their parents in Minnesota are faring, including indicators and trends with regard to births, newborns, infants, and toddlers as well as family strengths and stressors. When data are available, differences based on geography, income, and race/ethnicity are also noted. The report concludes with both implications of the major trends and differences and effective strategies for improving the well-being of our most vulnerable young children.

The Cost Burden to Minnesota K-12 When Children Are Not Fully Prepared for Kindergarten

December 20, 2008

Estimates the costs to the school system of students dropping out, turnover or absenteeism among teachers due to student problems, grade repetition, special education, and school safety needs -- as a result of insufficient early childhood education.