Related Resource of 2702
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Result | Resource Type |
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Denver Preschool Program: Report on child outcomes: 2010-11 school year A study of the academic and socioemotional development and the kindergarten readiness of children participating in the Denver Preschool Program (DPP), an initiative to provide preschool tuition credits to parents and quality improvement grants to preschools; a comparison of the elementary school reading proficiency of DPP participants and nonparticipants; and an examination of the relationship of preschool program quality to children's kindergarten readiness, all based on administrative data, direct child assessments, parent and teacher surveys, and classroom observations |
Reports & Papers |
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Effects of an early literacy professional development intervention on Head Start teachers and children A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state |
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Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children’s early reading An examination of associations between household chaos, the home literacy environment, and early reading skills, based on data collected from a population of 455 twins enrolled in the Western Reserve Reading Project |
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Preschool executive functioning abilities predict early mathematics achievement A study of the relationship between executive function abilities at age 4 and achievement in mathematics at age 6, 1 year after school entry, based on 104 children in New Zealand followed prospectively |
Reports & Papers |
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Saint Paul Early Childhood Scholarship Program evaluation: Final evaluation report: 2008-2011 An evaluation of the pilot of the Saint Paul Early Childhood Scholarship Program--a market-oriented scholarship model that includes home visits to inform parents about the benefits of high-quality early care and education, scholarships for low-income families to pay for high-quality early care and education, and Parent Aware, a program quality rating system--that examines characteristics of participating children, families, and programs, developmental outcomes of participating and nonparticipating children, early childhood education program supply and quality in pilot communities, and the costs and uses of the scholarship funds |
Reports & Papers |
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Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties A first study to identify reliable profiles of emergent literacy among preschoolers and a second study of the predictive validity of the profiles on mid-year teacher ratings of emergent literacy and end-of-kindergarten literacy assessments, based on data from 492 at risk children in 93 publically-funded preschool programs in a Midwest state |
Reports & Papers |
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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report The interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments |
Reports & Papers |
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Beginning Head Start: Children, families and programs in fall 2006: FACES 2006 baseline report A profile of the characteristics of newly enrolled Head Start children and families and their home and Head Start classroom environments in fall 2006, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
Reports & Papers |
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How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio |
Reports & Papers |
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Student characteristics as predictors of teachers' implementation of a kindergarten readiness program An examination of the association between specific student characteristics--inattention, oppositional behavior, aggression, social skills, language skills, and math skills and the implementation of the Building Bridges kindergarten readiness program, and an additional examination of the relationship between student characteristics and program type--workshops-only or workshops-plus-other-interventions within either child care or Head Start, based on data from 88 teachers and 547 children in early child care settings |
Reports & Papers |
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The effects of the Arkansas Better Chance program on young children's school readiness A study of the effects of Arkansas Better Chance, a state-funded child care and early education program for preschool-age children from low-income families, on the literacy, language, and math development of children entering kindergarten |
Reports & Papers |
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Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California |
Reports & Papers |
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Enhanced Early Head Start with employment services: 42-month impacts from the Kansas and Missouri sites of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project A study of the impact of a program model that incorporates parental employment and educational services into Early Head Start on service receipt, child care and early education experiences, employment, earnings, household income, parenting practices, parental psychological well-being, and child outcomes, based on data collected from 610 families randomly assigned to treatment or control groups at two pilot sites in Kansas and Missouri |
Reports & Papers |
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ACF-OPRE report: A year in Head Start: Children, families and programs A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
Reports & Papers |
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Relation of preschool teachers' linguistic responsiveness to growth in children's language and literacy outcomes A linguistic study of the relationships between preschool teachers’ language responses and children’s growth in vocabulary, print concepts, and letter knowledge scores from transcripts of recordings during book reading and non-book reading contexts from 270 students in Head Start centers |
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Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development A study of the relationship between the early preschool measures of print knowledge, vocabulary, and phonological awareness, and the measures of numeracy skills a year later, in a sample of 69 children enrolled in 10 Florida preschools |
Reports & Papers |
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How do linguistically diverse students fare in full- and half-day kindergarten?: Examining academic achievement, instructional quality, and attendance A comparison of four full-day and four half-day kindergartens in the areas of instructional quality, attendance rates, and student academic achievement, and an examination of the scores of the sub-populations of kindergarteners learning English as an additional language within these classrooms |
Reports & Papers |
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A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes An assessment of the predictive validity of the Head-Toes-Knees-Shoulders (HTKS) task through a longitudinal study of the correlations between children's HTKS scores and measures of their behavioral regulation, classroom functioning, and math, reading, and vocabulary scores before and in kindergarten, based on data collected from 343 children from Oregon and Michigan |
Reports & Papers |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten A longitudinal follow-up at kindergarten of participants in the 2003-2004 year of the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments |
Reports & Papers |
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Educational effects of a vocabulary intervention on preschoolers' word knowledge and conceptual development: A cluster-randomized trial An examination of the effects of the World of Words vocabulary program on children's word, conceptual, category, and property knowledge, based data from 3- and 4-year-old children in 28 Head Start classrooms in 12 schools |
Reports & Papers |
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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs |
Reports & Papers |
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The effects of Oklahoma’s pre-K program on Hispanic children An assessment of the effects of Oklahoma’s universal prekindergarten program on the learning gains of Hispanic students in Tulsa, based on an experimental group of 274 students who have completed prekindergarten and a control group of 333 students about to enter prekindergarten |
Reports & Papers |
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Effects of five state prekindergarten programs on early learning A study of the impact of state prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia on children's vocabulary, math, and print awareness skills by comparing children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten |
Reports & Papers |
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Evaluation of "Paths to QUALITY," Indiana's child care quality rating and improvement system: Final report An evaluation of the influence of Indiana's Paths to QUALITY (PTQ) quality improvement system on the quality of child care offerings, the awareness of child care quality issues, the child care choices of parents, and select child development indicators, based on data collected at hundreds of child care sites throughout the state |
Reports & Papers |
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Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten A study of the associations between parent-school relationships and child early reading, mathematics, language, social skills, and problem behavior outcomes based on data from 140 preschool children and their parents or primary caregivers in 13 prekindergarten classrooms in 12 elementary schools in a large urban school district in the Midwest |
Reports & Papers |
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The First 5 LA Universal Preschool Child Outcomes Study: Children's progress during the 2010-2011 LAUP year A study of changes in the socioemotional development and the language, literacy, and math skills of both English proficient students and English language learners in the Los Angeles Universal Preschool program during the 2010-2011 program year, based on assessments administered to 675 children in fall 2010 and spring 2011 |
Reports & Papers |
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Genetic and environmental influences on vocabulary and reading development A longitudinal study of changes in the influence of genes and the environment on the reading and vocabulary scores of children measured at prekindergarten, second grade, and fourth grade, based on data collected from 997 pairs of twins from four countries |
Reports & Papers |
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Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes An examination of code- and meaning-related verbal exchanges during adult-child book reading sessions in homes and preschools, and an examination of the relationship between the verbal exchanges and the children’s literacy skills on school entry, among a sample of 130 children and their caregivers and teachers. |
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Woodcock-Johnson Psycho-Educational Battery |
Instruments |
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African American preschoolers' language, emergent literacy skills, and use of African American English: A complex relation An examination of the relation between Head Start African American preschoolers' use of African American English and their language and emergent literacy skills |
Reports & Papers |
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The effects of state prekindergarten programs on young children's school readiness in five states A study on the effects of state-funded preschool programs on the school readiness of children from New Jersey, Illinois, Michigan, Oklahoma, South Carolina and West Virginia |
Reports & Papers |
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ESTART validation study: Final report A study of the reliability and validity of the Early Childhood Standards Assessment of Readiness Tool (ESTART) |
Reports & Papers |
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Child Development Education Pilot Program (CDEPP): 2009-10 student and classroom assessment report A study of children's development and classroom quality during the 2009-2010 school year in the South Carolina Child Development Education Pilot Program (CDEPP), a prekindergarten initiative to improve the school readiness of students in poverty, and a longitudinal analysis of child development from prekindergarten to kindergarten in previous cohorts of CDEPP participants |
Reports & Papers |
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The effects of theoretically different instruction and student characteristics on the skills of struggling readers A study examining the effects of two supplemental interventions on the skills of elementary school children with reading difficulties |
Reports & Papers |
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Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2011-2012 program year: Final report A study of children's developmental progress from fall to spring in the Los Angeles Universal Preschool (LAUP) program, based on fall and spring assessments for a representatives sample of 586 children |
Reports & Papers |
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Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement A study of the relationships among children's self regulation style, disruptive behavior, letter-word identification ability, mathematical skills, phonological awareness, inhibitory control, age, gender, and Head Start attendance, based on data from sample of 926 3-through 5-year-olds from Head Start and child care programs within a 60-mile radius of the University of North Carolina-Chapel Hill |
Reports & Papers |
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Educational effects of an embedded multimedia vocabulary intervention for economically disadvantaged pre-k children: A randomized trial An examination of the effect of a multimedia intervention on children's vocabulary and early literacy skills, based on data for 604 three and four year old children from 7 classrooms randomly assigned to receive the intervention and 7 classrooms randomly assigned to a control group |
Reports & Papers |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
Reports & Papers |
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Giant steps for the littlest children: Progress in the sixth year of the Abbott preschool program: Year three initial update, 2004-2005 An annual report evaluating the quality of Abbott School District preschool classrooms in New Jersey and measuring Abbott preschoolers' academic performance |
Other |
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Report to Congress on dual language learners in Head Start and Early Head Start programs A study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
Reports & Papers |
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
Reports & Papers |
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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report Preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade |
Reports & Papers |
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A time lag analysis of temporal relations between motivation, academic achievement, and two cognitive abilities A study of the direction of relationships between motivation, and children's cognitive, math and reading levels, in a sample of 38 boys and 49 girls ranging in age from 4 to 5 years old tested twice for each variable with an interval of 11 weeks between the first and second test |
Reports & Papers |
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Project Early Kindergarten evaluation update: General overview of results through 2007-08 of a Saint Paul Public Schools initiative A synthesis of different components of an implementation and outcomes evaluation through the fourth year of Project Early Kindergarten, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten |
Reports & Papers |
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The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge A study of the mediating role of numeral knowledge--the ability to identify Arabic numerals and connect those numerals to their respective quantities--and both informal and formal mathematical knowledge, based on data from 206 3- through 5-year-olds in early care and education centers both at the beginning and end of the preschool year, and one year later |
Reports & Papers |
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Evaluation of the First 5 LA Family Literacy Initiative: Final phase I report Findings from the third and fourth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
Reports & Papers |
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The relationships between home support for language and emergent literacy in low-income families, mother's education and immigrant status, and children's language and emergent literacy development at kindergarten entry An examination of both the relationships between home support for language and emergent literacy and children's language and emergent literacy development at kindergarten entry from a subsample 76 mothers and their 76 children participants from the National Early Head Start Parent Interview of Pre-K children |
Reports & Papers |
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Project Early Kindergarten evaluation: Results of a longitudinal study of a Saint Paul Public Schools initiative, 2005-06 through 2011-12 An evaluation of Project Early Kindergarten (PEK), a high-quality prekindergarten program for at risk children in St. Paul, Minnesota, that examines classroom quality and kindergarten teacher perceptions of PEK and that compares longitudinal developmental and educational outcomes of participants and nonparticipants, based on teacher surveys, classroom observations, and child assessments |
Reports & Papers |
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The association between preschool children's social functioning and their emergent academic skills A study of the relationship between social functioning and emergent academic development that includes an examination of gender, ethnicity, and children's feelings about school as moderators of that relationship, based on data from 467 preschool children from 84 classrooms at 44 different centers, as part of a larger study on preventing academic and externalizing difficulties |
Reports & Papers |
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The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report A study of four-year-old children and their experiences in early childhood education programs in Chicago in the 2006-2007 school year, including children's characteristics and developmental levels, characteristics of early childhood program teachers and classrooms, and children's development over the course of the school year and its relationship to family and classroom characteristics, based on child assessments, teacher interviews, and classroom observations in a representative sample of children and classes |
Reports & Papers |
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Evaluating the effectiveness of Tennessee's Voluntary Pre-K Program: Initial results An overview of findings from two randomized studies of the effect of prekindergarten participation on children's school readiness, based on data for more than 1,200 children from 23 schools in 14 Tennessee school districts during the 2009-2010 academic year |
Fact Sheets & Briefs |
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Benefits of an intervention focused on oddity and seriation An experimental study of the impact of instruction in oddity--choosing the object that differs from others, and seriation--ordering objects on a dimension and inserting new objects into such orders, on children's cognitive skill development, identification of letters, counting, adding, and subtracting, using control instructional groups focusing on letter recognition and identification, numeracy, and art, and based on data from 72 Head Start children from 7 urban Head Start centers who scored low on an oddity test and were randomly assigned to an instructional group |
Reports & Papers |
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Print reading in general education kindergarten classrooms: What does it look like for students at-risk for reading difficulties? An examination of the amount of time spent actively engaged in reading sounds, words, and connected text for students at risk for reading difficulties in kindergarten, based on data from 109 kindergarten students collected during general education reading instruction across the school year |
Reports & Papers |
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Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample An investigation of the relationships among home learning environment and affective dimensions of parenting practices and both the social and demographic backgrounds of families of preschoolers, and an examination of the relationship of these practices to children's literacy and learning related social skills, based on data from 229 families of preschoolers in a middle-income community enrolled a larger Pathways to Literacy study |
Reports & Papers |
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Estimated impacts of number of years of preschool attendance on vocabulary, literacy and math skills at kindergarten entry An analysis of the effects of years of preschool attendance on vocabulary, literacy, and math skills at kindergarten entrance based on direct child assessments |
Reports & Papers |
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Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report An evaluation of Parent Aware, Minnesota's quality rating and improvement system (QRIS), that examines programs' experiences and patterns of enrollment, ratings, and improvement, risk status of children served, parent and child ratings, and the relationship of program ratings to observed quality and children's developmental gains, based on program surveys and observations, direct and indirect child assessments, parent interviews, administrative data, and data on program supports |
Reports & Papers |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 2 report: July 1, 2002-June 30, 2003 An evaluation of the statewide North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, parent satisfaction, and participant outcomes, based on monthly program reports, classroom observations, parent surveys, and child assessments |
Reports & Papers |
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Evaluation of the pre-k summer readiness pilot program An evaluation of the prekindergarten (Pre-K) summer enrichment pilot program for children in high poverty areas in metro Atlanta |
Reports & Papers |
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A two-generational child-focused program enhanced with employment services: Eighteen-month impacts from the Kansas and Missouri sites of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project Interim findings on the impact of a program model that incorporates parental employment and educational services into Early Head Start on service receipt, child care and early education experiences, employment, earnings, household income, parenting practices, parental psychological well-being, and child outcomes, based on data collected from 610 families randomly assigned to treatment or control groups at two pilot sites in Kansas and Missouri |
Reports & Papers |
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Does the quality of stimulation and support in the home environment moderate the effect of early education programs? A study of the moderating influences of maternal emotional warmth and aspects of the home environment on the relationship between Early Head Start participation and measures of children's cognitive and psychosocial development at ages 3 and 5, based on data from 3,001 children |
Reports & Papers |
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Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
Reports & Papers |
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Evaluating the efficacy of the Parents Activate Literacy Skills (PALS) program A study of the effect of the PALS parent implemented emergent literacy intervention and a study of the effect of Supportive Parenting Training on both the reading readiness of preschoolers and parent-child relationships among preschoolers and their caregivers in a sample 24 parents and their children 3 through 5 years who attend preschool |
Reports & Papers |
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Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs. |
Data Sets |
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Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement An examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both 1 and 2 years later, based on data from 366 children in 85 preschool classrooms |
Reports & Papers |
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Informing the performance-based contract between First 5 LA and LAUP: Assessing child progress: Spring report A study of children's development from fall to spring in the Los Angeles Universal Preschool program and an examination of the validity of teacher-administered child assessments, based on a full battery of direct child assessments and brief teacher-administered assessments for a sample of 875 children |
Reports & Papers |
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Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
Reports & Papers |
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Woodcock-Johnson III Normative Update |
Instruments |
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Early education policy alternatives: Comparing quality and outcomes of Head Start and state prekindergarten A study comparing the impact of state prekindergarten and Head Start programs on young children's developmental outcomes by assessing their academic, social and emotional skills as well as program quality |
Reports & Papers |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers |
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Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation A study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry |
Reports & Papers |
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Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2010-2011 program year: Final report A study of children's developmental progress from fall to spring in the Los Angeles Universal Preschool (LAUP) program, based on fall and spring assessments for a representatives sample of 675 children |
Reports & Papers |
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Head Start Impact Study final report A longitudinal study of the effect of Head Start participation on both children's school readiness and the practices of parents, based on data collected from more than 4,600 applicants, randomly assigned to either Head Start or alternate programs, from a nationally representative sample of 378 Head Start centers |
Reports & Papers |
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Preschool programs can boost school readiness A study comparing the impacts on children's early reading, writing, and math skills of participating in Head Start or participating in Oklahoma's universal prekindergarten program, and relating the variation in impacts to differences in classroom practices in the programs |
Reports & Papers |
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Project Early K 2005-06 evaluation results: School component An evaluation of the implementation and outcomes of Project Early K, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten, based on interviews with principals, classroom observations, school and program records, parent surveys, and child assessments |
Reports & Papers |
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 |
Reports & Papers |
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Neighborhood community influences on preschool children's development and school readiness An examination of the influence of socioeconomic disadvantage and language isolation on children's social skills and academic outcomes, based on a sample of 1,006 four-year-old children, including 195 English language learners (ELLs) and 164 children with disabilities |
Reports & Papers |
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
Reports & Papers |
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Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms |
Reports & Papers |
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Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. (author abstract) |
Reports & Papers |
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Supporting online material for: Preschool programs can boost school readiness Supplemental material to a comparison of the academic skills of experimental groups of 1,264 children completing public prekindergarten and 327 children completing Head Start programs and control groups of 1,492 children entering public prekindergarten and 483 children entering Head Start programs in Tulsa, Oklahoma |
Reports & Papers |
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Teacher activity orienting predicts preschoolers' academic and self-regulatory skills A study of the relationship between teacher orienting both to the group and to individual students and both self-regulation and knowledge of five academic subjects in a sample 140 preschoolers in 41 classes |
Reports & Papers |
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High-quality school-based pre-k can boost early learning for children with special needs A comparison of letter word, spelling, and applied problems scores for both children with and without special needs upon entrance into kindergarten after participation in the Tulsa public prekindergarten program, and to children with and without special needs upon entrance into the program the following year, based on data from the 2006-2007 school years from 1,367 Tulsa public prekindergarten entrants and 1,385 Tulsa prekindergarten alumni children upon entrance into kindergarten in 2005-2006 |
Reports & Papers |
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The New Mexico PreK evaluation: Impacts from the fourth year (2008-2009) of New Mexico's state-funded prek program A study of the impact of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry, based on comparisons of assessments of children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten |
Reports & Papers |
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Early math matters: Kindergarten number competence and later mathematics outcomes A longitudinal study of the relationship between children's number competence scores in kindergarten through the middle of first grade and their mathematics achievement from the end of first grade through the end of third grade, based on data from 378 kindergarteners and 196 third graders from one public school district in northern Delaware |
Reports & Papers |
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The effects of West Virginia's Early Education Program on young children's school readiness A study of the impact of West Virginia’s Early Education Program regarding entering kindergarten student’s language, early literacy, and early math skills |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 2003 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
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Assessing the validity of the Qualistar Early Learning quality rating and improvement system as a tool for improving child-care quality An evaluation of the Colorado Qualistar Early Learning quality rating and improvement system (QRIS), including: an assessment of system components and the relationships between them; a comparison of Qualistar measures to other established quality measures; and an examination of the association between quality improvements as measured by Qualistar components and children's socioemotional and cognitive outcomes. |
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Assessing preschool number sense: Skills demonstrated by children prior to school entry A study of the relationships between mathematics difficulties, receptive vocabulary, and mathematical skills, a second study of essential components of early number sense, and a third study of the relationship between receptive vocabulary and mathematics skills and both type of early childhood setting and gender for 176 children at preschools and child care centers in a socially inclusive urban area of Sydney, Australia |
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The effects of New Jersey's Abbott Preschool Program on young children's school readiness A study on the effects of attending the New Jersey Abbott Preschool Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness |
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Marital satisfaction, family emotional expressiveness, home learning environments, and children's emergent literacy An investigation of associations among marital satisfaction, family emotional expressiveness, the home learning environment, and children's emergent literacy skills, based on data from 385 Midwestern mothers and their young children |
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
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A profile of kindergarten readiness in East Yakima: Fall 2007 The first year of analyses from a multi-year kindergarten readiness study, one of four components in an overall evaluation, of the East Yakima Early Learning Initiative, part of a 10-year strategy to improve children's school readiness in Washington State, that describe the school readiness and family characteristics of children entering kindergarten in fall 2007 in East Yakima, Washington, based on parent interviews, home observations, direct child assessments, and teacher reports of children's skills and behavior |
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Role of resilient personality on lower achieving first grade students' current and future achievement A longitudinal study of the effect of personality resilience on the academic achievement of lower achieving first grade children, taking into account children's externalizing behaviors, cognitive ability, and family adversity, in a sample of 445 children from three school districts in Texas |
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Teachers' perceptions of conflict with young students: Looking beyond problem behaviors A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states |
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative The final report from the Preschool Curriculum Evaluation Research initiative, which conducted multi-site experimental evaluations of 14 preschool curricula's impacts on child outcomes (including behavior and early language, literacy, and math skills) at the end of preschool and in kindergarten, and on preschool classroom outcomes (including classroom quality, teacher-child interactions, and instructional practices) |
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Report of the findings from the Early Childhood Study: 2001-02 A study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative |
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Preschool instruction and children's emergent literacy growth An examination of the relation between the type (implicit compared with explicit) of reading instruction and preschool children's emergent literacy development |
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Access to the general education curriculum for preschoolers with disabilities: Children’s school success A study of the academic and social skill gains of 58 children with disabilities during their preschool year in classrooms using the Children’s School Success (CSS) curriculum |
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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report [Executive summary] A summary of preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade |
Executive Summary |
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An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03) An assessment of the extent to which differences in implementation of Georgia full day, publicly subsidized Pre-K affects the development of enrolled four-year-olds |
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Illinois Preschool for All (PFA) program evaluation An evaluation of Preschool for All, a high-quality, state-funded preschool program for at risk children in Illinois, that examines children's school readiness and developmental outcomes, program characteristics and quality, and staff and participant characteristics, based on a survey of 522 programs located outside of Chicago and on in-depth data, including program quality and child assessment data, collected from 120 of these programs |
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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations? A study of the prevalence of teacher and child movement between classrooms, of the link between head and assistant teachers' qualifications and quality of care, and of the relationship between head and assistant teacher qualifications and children's literacy, receptive language, and mathematics skills that includes an examination of the mediating influence of child and teacher movement on that relationship, based on data from community-based child care centers serving 790 primarily low-income children in Colorado |
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School readiness in children living in non-parental care: Impacts of Head Start An examination of the effects of Head Start on the teacher-child relationships, externalizing behavior problems, and development of pre-academic skills--in the areas of pre-reading, letter and word identification, mathematics, early writing, and spelling, of children living in non-parental care, based on data gathered from 253 children from the Head Start Impact Study at baseline in fall 2002, the end of the Head Start year in spring 2003, and one year later |
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007) A longitudinal follow-up in their kindergarten year of two cohorts of participants (starting the program in 2003-2004 and 2005-2006, respectively) in the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments |
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Final evaluation report: Lessons learned from the MELF community grants Findings from an evaluation of high quality early childhood education and care programs funded by community grants from the Minnesota Early Learning Foundation, based on participant data gathered through student assessments and parent surveys |
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Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report Findings from an eight-year process and outcome evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examines both program characteristics and quality and both child and parent school participation and literacy outcomes |
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Assessing school readiness: Validity and bias in preschool and kindergarten teachers' ratings An examination of how preschool and kindergarten teachers' rate their students in terms of school readiness, academic skills, and communication skills and a comparison of these ratings with direct assessments of the children's skills |
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Longitudinal effects of the Arkansas Better Chance program: Findings from kindergarten and first grade A study of the relation of participation in Arkansas Better Chance (ABC), a state-funded child care and early education program for preschool-age children from low-income families, to the literacy, language, and math development of children at the beginning and end of kindergarten and at the end of first grade, and a study of classroom quality in the ABC program |
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ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three A profile of the development, families, and home environments of children participating in their second year of Head Start who had entered the program at age 3 in the fall of 2006, based on spring 2008 data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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Concurrent and predictive validity of the Phelps Kindergarten Readiness Scale-II A study of the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II) in a sample of 74 kindergarten students as a screening tool for possible learning difficulties |
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Early gender differences in self-regulation and academic achievement An exploration of gender differences in children’s abilities to self-regulate their behavior and their discrepancies in academic achievement, and an inquiry into the correlation between direct measures versus teacher ratings of students' behavior, based on a sample of 268 kindergarteners from 87 classrooms in 12 schools in a public school district in southeast Michigan |
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What helps and hinders Hmong pre-kindergartners' school readiness?: Learning from and about the Hmong in St. Paul, Minnesota A study of the conditions of Hmong children and families in St. Paul, Minnesota, Hmong children's school readiness, and factors that help and hinder Hmong children's school readiness, based on administrative and child care provider data and on focus groups |
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How do parents support preschoolers' numeracy learning experiences at home? An examination of the relationship between parental involvement in early numeracy experiences and home activities and preschooler's numeracy knowledge based on data collected from 25 participant children and their parents attending a university preschool in Canada |
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How is taking care of caregivers of children with disabilities related to academic achievement? A longitudinal examination of the links between respite care services for parents of children with disabilities and children's academic achievement, based on a sample of more than 13,000 children from a larger national study on special needs children |
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Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
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Early Head Start home visitation: The role of implementation in bolstering program benefits A study of the impact of an Early Head Start home-based program on participant children's social-emotional, language, academic, and health outcomes and families' parenting, home environment, well being, and self-sufficiency, with a comparison of those impacts by fully implemented versus incompletely implemented programs, based on data from 930 families in 7 home-based Early Head Start programs at 17 sites |
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2009-2010 implementation & expansion of the Child Development Education Pilot Program (CDEPP): Evaluation report Findings from an evaluation of the fourth year of the Child Development Education Pilot Program (CDEPP), South Carolina's early childhood education program to improve the school readiness of students in poverty, during the 2009-2010 program year |
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Minnesota Family Literacy and School Readiness study: Results through year 2 Findings from a two-year study that examined the relationship of Minnesota family literacy program dosage to children's school readiness and parents' literacy and involvement in their children's education |
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The effects of the New Mexico PreK Initiative on young children’s school readiness A study of the effects of the New Mexico PreK initiative on the receptive vocabulary, early literacy, and early math skills of children entering kindergarten, using data from a sample of 886 children from across New Mexico |
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Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations A study of the relationships between academic achievement and both effortful control and emotionality, including anger, sadness, and shyness, based on data from a longitudinal study of 291 kindergartners |
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Los Angeles Universal Preschool programs, children served, and children’s progress in the preschool year: Final report of the First 5 LA Universal Preschool Child Outcomes Study: Final report An inquiry into the academic, developmental, and health related outcomes of the children enrolled in the universal prekindergarten program of Los Angeles County, California, based on direct assessments and interviews with parents and teachers |
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Children's engagement within the preschool classroom and their development of self-regulation A study of the relationship between children's self-regulation and children's engagement with teachers, peers, and tasks, based on data from 341 children enrolled in 100 early care and education classrooms located in a large urban region in the southwestern United States, and their teachers |
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Initial results of the evaluation of the Tennessee Voluntary Pre-K Program Findings from a random assignment study of and a regression discontinuity design study of the impact of participation in the Tennessee Voluntary Pre-K Program on children's literacy, language, and math skills |
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Denver Preschool Program: Report on child outcomes: 2009-10 school year An investigation into children's school readiness after participation in the Denver Preschool Program (DPP), based on a sample of 201 children from Denver, Colorado who either received a tuition credit or attended a DPP quality improvement site compared with more than 3,000 children who did not |
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Mental health screening of preschool children: Validity and reliability of ABLE An assessment of a screening tool used to identify preschool children potentially suffering from attention, behavior, language, and emotional difficulties |
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Fostering alphabet knowledge development: A comparison of two instructional approaches An examination of the effect of letter instruction on children’s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction |
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Saint Paul Early Childhood Scholarship Program evaluation: Annual report: Year 3 An evaluation of the third year of the pilot of the Saint Paul Early Childhood Scholarship Program--a market-oriented scholarship model that includes home visits to inform parents about the benefits of high-quality early care and education, scholarships for low-income families to pay for high-quality early care and education, and Parent Aware, a program quality rating system--that examines enrollment, participation, and characteristics of children and families, children's developmental outcomes, early childhood education program supply and quality in pilot communities, and the costs and uses of the scholarship funds |
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Early school transitions and the social behavior of children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years |
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ACF/OPRE report: Head Start children go to kindergarten A profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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Do peers influence children's skill development in preschool? An examination of the relationship between peer abilities and educational outcomes in preschool children, based on data from the Early Childhood Study in Georgia, which included 630 participants from full-time private preschool, public subsidized pre-kindergarten, and Head Start programs |
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Preschoolers at risk of developing concurrent academic and behavioral difficulties A longitudinal study of the relationships between pre-reading, reading, and social skills from the fall of preschool through spring kindergarten in 1,041 children at 14 sites nationwide as part of the Preschool Curriculum Evaluation Research project |
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Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study An evaluation of Georgia's universal, publicly-funded Pre-K Program that examines children's language and literacy, math, knowledge, and behavior outcomes, predictors of those outcomes, and classroom quality, based on fall and spring assessments of 509 children and on observations of 100 classrooms |
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Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement An examination of the impact of the structure of peers’ perceptions of classmates’ academic abilities on children’s social acceptance, self-perceived cognitive competence, and teacher-rated classroom engagement, based on evaluations of 291 first grade students |
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Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten An investigation of the relationship between children's writing and the development of alphabetic knowledge, of letter identification, and of word reading skills throughout the preschool year and a second study comparison of two scoring rubrics for children's knowledge of writing names and letters, one composed of a single component and a second of multiple components, based on data 286 children and their teachers in 46 state-funded preschool and Head Start classrooms in two mid-western states with kindergarten follow-up |
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Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties A study of the extent to which children's self-reports of interest in literacy activities and parents' reports of the home literacy environment are associated with children's code-related emergent literacy skills, and the extent to which patterns of associations among children's interest, home literacy, and code-related skills are different for children with lower receptive language compared to children with age-level receptive language scores, based on data from 81 4- and 5-year-old children and their parents in small to midsized Midwestern towns |
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Relations among student attention behaviors, teacher practices, and beginning word reading skill A study of the relationship between teacher ratings of student attention behaviors and kindergarten word reading above and beyond the contribution of vocabulary and phonological awareness, and additional analyses of the moderating role of teacher use of task orienting, behavior management techniques, and individualized instruction, based on data from 432 students from 10 different schools within the same school district in northern Florida |
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Head Start's comparative advantage: Myth or reality? A comparison of the cognitive, socioemotional, and health effects of Head Start and public prekindergarten programs in Tulsa, Oklahoma, based on child assessments, a survey of parents and teachers, and administrative data |
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What is pre-kindergarten?: Characteristics of public pre-kindergarten programs A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states |
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The measurement of executive function at age 5: Psychometric properties and relationship to academic achievement An examination of the psychometric properties and the criterion validity of a newly developed battery of executive function tasks for use in early childhood, based on data from a prospective longitudinal study of 1,009 families oversampled from low-income and African American families who participated in the age 5 home visit of the Family Life Project |
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Preschool programs can boost school readiness A comparison of the academic skills of experimental groups of 1,264 children completing public prekindergarten and 327 children completing Head Start programs and control groups of 1,492 children entering public prekindergarten and 483 children entering Head Start programs in Tulsa |
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Analysis of individual child assessment for a sample of children who are receiving Child Development Education Pilot Program (CDEPP) services: Spring 2007 and fall 2007 An assessment of the progress of children receiving Child Development Education Pilot Program (CDEPP) services, based on data for 150 children receiving CDEPP services in public school and private center classrooms in South Carolina |
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Evaluation of the First 5 LA Family Literacy Initiative: Year 5/6 report Findings from the fifth and sixth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
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Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS) An overview of data collected during the first year of the Pre-Elementary Education Longitudinal Study (PEELS), a national study of 2,906 preschool children with special needs, including data on: characteristics of children, families, services, and providers; transitions; and school-related readiness and behavior |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year An evaluation of the 2003-2004 and 2005-2006 years of the North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, and participant outcomes, based on monthly program reports, classroom observations, and child assessments |
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Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, the services they receive, and their transition to and performance in school, from the study's first and second waves during the 2003-04 and 2004-05 school years |
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Head Start children, families, and programs: Present and past data from FACES A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, and a comparison to profiles from 2000, 2003, and 2006, based on data collected in fall 2009 from a sample of 60 Head Start programs, 129 centers, 486 classrooms, and 3,349 children |
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Third Grade Follow-Up to the Head Start Impact Study: Final report A longitudinal study through the end of third grade of the effects of Head Start participation on parenting practices and on children's cognitive development, socioemotional development, and health, based on data collected for 4,667 randomly-assigned Head Start applicants from a nationally representative sample of 84 Head Start grantees |
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Project Early Kindergarten evaluation: Results through 2009-10 of a Saint Paul Public Schools initiative A longitudinal evaluation of Project Early Kindergarten (PEK), a prekindergarten program offered in public schools and community-based child care settings in Saint Paul, Minnesota, to improve the school readiness of at risk children, that examined the relationship of program participation to children's academic and social skills in kindergarten through third grade |
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Woodcock-Johnson Psycho-Educational Battery (Rev. ed.) |
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An effectiveness-based evaluation of five state pre-kindergarten programs using regression-discontinuity A study of the impact of state prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia on children's vocabulary, math, and print awareness skills by comparing children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten |
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Fine motor skills and executive function both contribute to kindergarten achievement An examination of the relationships between both executive function and fine motor skills and multiple aspects of kindergarten academic achievement, based on data from 213 middle-socioeconomic status kindergarteners in 81 classrooms from a school district in the Midwest |
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Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement An evaluation of the reliability, validity and utility of five of the six subtests of the Observation Study of Early Literacy Achievement |
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Head Start Family and Child Experiences Survey (FACES), 2006 Cohort The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). |
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The effects of Oklahoma's Early Childhood Four-Year-Old Program on young children's school readiness A study on the effects of attending Oklahoma's Early Childhood Four-Year-Old Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness |
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Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The First 5 LA Universal Preschool Child Outcomes Study spring 2007 pilot study A pilot study identifying culturally and linguistically appropriate child developmental measures to be used in the Los Angeles Universal Preschool Child Outcomes Study, a study of children enrolled in Los Angeles Universal Preschool |
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The Educare Chicago Research-Program Partnership and Follow-Up Study: Using data on program graduates to enhance quality improvement efforts An examination of responses from the Chicago, Illinois, site of Educare to findings from a study of the transition and early elementary school experiences of families and children who participated in the program, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, based on parent interviews and focus groups, teacher surveys, school administrative data, and direct child assessments for 172 children |
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Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls A study of the relationships between executive control (EC), informal numeracy, and both the mathematics skill acquisition of preschoolers and their mathematics proficiency at kindergarten entry, with additional analyses of the variance of developmental pathways between early EC and later mathematical competence for both boys and girls, based on data from 228 young children recruited in 2 Midwestern locations--a small city and a rural tri-county area |
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Missouri Preschool Project: Parent report An inquiry into the child care experiences and development of children and families prior to entering kindergarten, based on a survey of 232 parents whose children participated in the Missouri Preschool Program (MPP) and were assessed for a previous study |
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Impacts of New Mexico PreK on children's school readiness at kindergarten entry: Results from the second year of a growing initiative A study of the effects of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry, based on assessments of children participating in the program's second year |
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Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents |
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The effects of Oklahoma's pre-k program on Hispanic children A study of the impacts of Oklahoma's publicly-funded, universal prekindergarten program on the early reading, writing, and math skills of Hispanic students in Tulsa, Oklahoma, and the variation of impacts with primary language spoken in the child's home, parents' country of origin, and teachers' Spanish-language ability, based on child assessment data |
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Schooling effects on preschoolers' self-regulation, early literacy, and language growth An examination of the influence of preschool attendance on children's self-regulation and early language and literacy skills, based on assessments of 76 children assessed in the fall and spring of either their first or second years of preschool |
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Project Early Kindergarten evaluation: Results through 2010-11 of a Saint Paul Public Schools initiative An evaluation of Project Early Kindergarten (PEK), a high-quality prekindergarten program for at risk children in St. Paul, Minnesota, that examines classroom quality and kindergarten teacher perceptions of PEK and that compares longitudinal developmental and educational outcomes of participants and nonparticipants, based on teacher surveys, classroom observations, and child assessments |
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Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago Findings from an evaluation of Foundations of Learning, a preschool teacher training intervention to support children's behavioral and emotional development, that examine program implementation, program impacts on classroom management and instruction and on children's behavior, and program costs and benefits, based on multiple sources of child, teacher, and classroom data collected at 71 randomly-assigned preschools in Newark, New Jersey, and Chicago, Illinois |
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Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten Longitudinal findings from the eighth year of an evaluation of the North Carolina More at Four Pre-kindergarten Program, a state-funded initiative to provide high-quality educational experiences to at risk 4-year-olds, that examine More at Four program characteristics, compare the quality of More at Four and kindergarten classrooms, and track participants' development from prekindergarten through kindergarten, based on monthly service reports, observations of More at Four and kindergarten classrooms, teacher surveys, and child assessments |
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The development of cognitive skills and gains in academic school readiness for children from low-income families A longitudinal study of the relationship between executive function and growth in both emergent literacy and numeracy in the prekindergarten year and the kindergarten reading and math achievement of 164 children in Head Start |
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Project Early Kindergarten evaluation: Results through 2008-09 of a Saint Paul Public Schools initiative An evaluation of the efficacy of Project Early Kindergarten (PEK) in the improvement of at risk children’s school readiness, including a comparison of the readiness of children attending PEK programs in school-based settings and community-based PEK programs |
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Developing emergent literacy skills: The impact of alphabet instruction An examination of the effect of alphabetic instruction on children’s letter knowledge and the links between alphabet instruction on children’s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group |
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Missouri Preschool Project: Child assessment report A study of the development of children participating in the Missouri Preschool Project (MPP) and its relation to program participation, based on assessments of participants and a comparison to a matched group of nonparticipants |
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A longitudinal view of the receptive vocabulary and math achievement of young children with disabilities A longitudinal study of the receptive vocabulary and math skills through age 10 of children who received preschool special education services and of the relationship of changes in skills to disability category, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
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Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills A longitudinal study of the effect of preschool students' behavioral regulation skills, including paying attention, following instructions, and inhibiting inappropriate action, on their emergent literacy, math skills, and vocabulary, based on a sample of 310 preschool children |
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
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The effects of the Michigan School Readiness Program on young children's abilities at kindergarten entry A study on the effects of the Michigan School Readiness Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness |
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Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models A study of the impact of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of at-risk children, based on data from teachers and 739 children in 48 preschools |
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Ecological influences on emergent literacy development: The role of home and preschool experiences in the transition from language to literacy An examination of the relationships between measures of children's home and preschool settings and their performance on tests of emergent literacy, as well as an examination of pre-reading abilities and the factors that contribute to their growth, from longitudinal data collected by the Preschool Curriculum Evaluation Research (PCER) |
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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs A comparison of children's school readiness skills change in classic Montessori, supplemented Montessori, and conventional programs and an investigation of the relationship between the percentage of children using Montessori materials in a classroom and children's school readiness skills, based on data from 172 children in 12 preschool classrooms |
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The short-term effect of grade retention on peer relations and academic performance of at-risk first graders A longitudinal study of the effects of grade retention on children's academic competencies and peer acceptance, using a sample of 350 ethnically diverse and academically at-risk first graders in Texas |
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An effectiveness-based evaluation of five state pre-kindergarten programs A comparison of the pre-kindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia, including an examination of the math, reading, and vocabulary scores of participating children, and an exploration of the relationship between program quality and outcomes |
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Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills A comparison of the impact of two different approaches to teaching science--responsive teaching and the combination of responsive teaching and explicit instruction--on children's learning about science concepts, science vocabulary, and scientific problem-solving skills, based on data from 104 four- and five-year-olds attending early childhood programs in a mid-size midwestern community and their parents |
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Child outcomes and classroom quality in FACES 2009 A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009 and spring 2010, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula, activities, and quality, based on fall 2009 and spring 2010 data for a sample of 370 classrooms and 3,022 children in the Head Start Family and Child Experiences Survey (FACES) |
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Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. |
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Infant-toddler teachers can successfully employ authentic assessment: The Learning Through Relating system A documentation of the reliability and validity of the Learning Through Relating Child Assets Record infant-toddler authentic assessment and its feasibility for use by infant-toddler caregivers in an Early Head Start program, based on data from sample of 98 children and their caregivers |
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The New Mexico PreK evaluation: Results from the initial four years of a new state preschool initiative: Final report An evaluation of the quality, economic impact, and parent provider perceptions of New Mexico’s prekindergarten program, and an examination of the influence of the program on children’s academic achievements, based on data on participants in the program from the 2005-2006 through 2007-2008 academic school year |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008) A statewide evaluation of the 2007-2008 program year of the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that examined program characteristics, classroom quality, and participant outcomes, based on monthly program reports, classroom observations and child assessments |
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A study of Classroom Literacy Interventions and Outcomes in Even Start An evaluation of the impacts of research-based, literacy-focused early childhood education and parenting education curricula in Even Start programs on child language, literacy, and social competence, parenting skills, parent literacy, and instructional practices in Even Start, including: a comparison of the impacts of preschool, parenting, and parent-child curricula with the impacts of existing Even Start services; and an examination of the value added by parenting and parent-child curricula to preschool curricula |
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The relations of observed pre-k classroom quality profiles to children's achievement and social competence A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states |
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Patterns of young children's motivation for science and teacher-child relationships An examination of demographic, early academic achievement, teacher-child relationship and science learning differences in the motivational profiles of a sample of 110 kindergarteners |
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Is preschool executive function causally related to academic achievement? A reanalysis of data using an alternative analytic approach--a fixed effects regression analysis--to examine the relationship between preschool executive function and children's academic achievement, based on data from 794 preschool children, assessed in the fall and spring of an academic year |
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A profile of kindergarten readiness in White Center: Fall 2007 The first year of analyses from a multi-year kindergarten readiness study, one of four components in an overall evaluation, of the White Center Early Learning Initiative (WCELI), part of a 10-year strategy to improve children's school readiness in Washington State, that describe the school readiness and family characteristics of children entering kindergarten in fall 2007 in White Center, Washington, based on parent interviews, home observations, direct child assessments, and teacher reports of children's skills and behavior |
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Head Start Impact Study: First year findings Preliminary first year findings from the Head Start Impact Study, a congressionally-mandated longitudinal controlled analysis of Head Start programs' impact on the development, learning skills, and school readiness of low income 3- and 4-year-old children, conducted across 23 states and 84 randomly selected Head Start agencies, using a sample of 5,000 children and based on data collected from parent interviews, child assessments, teacher surveys, interviews with center directors and other care providers, direct observations of the quality of care settings, and care provider ratings of children |
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The effects of universal pre-k on cognitive development An evaluation of Oklahoma's universal prekindergarten program's impact on children's school readiness; standardized test scores of kindergarten children who completed the program were compared to the scores of preschool children just beginning the program |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 3 report: July 1, 2003-June 30, 2004 An evaluation of the statewide North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, parent satisfaction, and participant outcomes, based on monthly program reports, classroom observations, parent surveys, and child assessments |
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Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool A study of the impact of several circle time games on changes in behavioral self-regulation, letter-word identification, expressive vocabulary, and mathematical operations abilities over the prekindergarten year, based on experimental data from 65 preschool children in two child development centers in Oregon |
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