Related Resource of 300
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Select Citation
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Result | Resource Type |
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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 |
Reports & Papers |
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Children with autistic spectrum disorder in early childhood education programs: A social constructivist perspective on inclusion An investigation of the social competence, nature of play interactions, and degree of social acceptance of young children with autism in Australian inclusive early childhood programs |
Reports & Papers |
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Investigating the validity of the Australian Early Development Index An investigation of the validity of the Australian Early Development Index (AEDI), a community-level test of school readiness, by comparing its results with those of the Longitudinal Study of Australian Children (LAEC) in a sample of 642 children |
Reports & Papers |
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Maternal literacy beliefs and the quality of mother-child book-reading interactions: Associations with children's early literacy development An examination of the relationship between early literacy skills development and mothers’ literacy-related beliefs, the home literacy environment, and the quality of mother–child book-reading interactions, based on questionnaires and observational data from 60 mothers and their preschool children |
Reports & Papers |
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Early Reading First graduates go to kindergarten: Are achievement gains enduring? A comparison of early literacy and social skills achievement gains of 97 Early Reading First Head Start graduates and 97 comparison children in the spring of their kindergarten year from the Family and Child Experiences Survey (FACES) 2003 cohort |
Reports & Papers |
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It takes time: Impacts of Early Head Start that lead to reductions in maternal depression two years later A study of the effect of Early Head Start participation on levels of maternal depression at the time of school entry, based on data collected at 17 Early Head Start programs nationwide |
Reports & Papers |
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Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development A study of relationships among preschool teachers' behavior management, children's task orientation, and both children's emergent literacy and language development, as well as the extent task orientation moderates the relationship between teachers' behavior management and children's emergent literacy and language development, based on data from 398 children from low-income backgrounds and 67 preschool teachers |
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Adapted PPVT-III |
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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 |
Reports & Papers |
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Bright Futures Early Reading First: Year three summary evaluation report An evaluation of the Bright Futures Early Reading First project, which provides professional support to teachers implementing early literacy curricula in Madison Parish, Louisiana, that examined children's literacy outcomes, professional development and classroom quality, and parent involvement |
Reports & Papers |
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The relationship between child care subsidies and children's cognitive development A study of the relationship between child care subsidy use in preschool and both children's early literacy and early math skills at kindergarten entry, based on data from approximately 7,000 children from the Early Childhood Longitudinal Study-Birth cohort |
Reports & Papers |
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NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1995 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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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 |
Reports & Papers |
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Enhancing the interactions of teenage mothers and their at-risk children: Effectiveness of a maternal-focused intervention A study of the effect of the Parents and Children Experiencing Success (PACES) parent training intervention on the maternal responsiveness of adolescent parents and the language development of their infants and toddlers, based on an experimental group of 48 mother-child dyads and a control group of 46 dyads |
Reports & Papers |
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Growing Up in Poverty Project A longitudinal study of the effects of mothers moving from welfare-to-work on their economic well-being, home environment, child care quality and use, and their young children's early development |
Major Research Projects |
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Maternal elaborative reminiscing increases low-income children's narrative skills relative to dialogic reading A study of the effect of dialogic reading or elaborative reminiscing on oral language and emergent literacy for 33 low-income mothers of 4-year-old children attending Head Start |
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Predicting school readiness for low-income children with disability risks identified early A study of differences in school readiness skills for children with and without disability indicators, and a second study of differences in school readiness skills for children who did and did not receive Part B services, based on a secondary analysis of data of 2,183 child participants |
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Child care quality: Centers and home settings that serve poor families A multi-site, longitudinal study examining the quality of child care settings chosen by low-income mothers enrolled in welfare-to-work programs |
Reports & Papers |
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NICHD Study of Early Child Care and Youth Development: Phase II, 1996-1999 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development A study of the effect of teacher participation in Exceptional Coaching for Early Language and Literacy (ExCELL) training on language- and preliteracy-related measures as well as the quality of both teacher-child interaction and classrooms, based on an experiment with 30 teachers in 1 control- and 2 experimental-group Head Start systems serving African American children |
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Morning message time: An exploratory study in Head Start A study of teachers' code- and meaning-related information in messages constructed as part of the Morning Messages practice, and of the relationship between the discussion of letters, sounds, and meaning and children's early language and literacy skills, based on data from 7 Head Start teachers and 59 four-year-old children involved in the Exceptional Coaching for Early Language and Literacy (ExCELL) professional development intervention |
Reports & Papers |
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The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children An evaluation of Head Start preschool children's vocabularies, phonological sensitivities, and print knowledge to examine the relationship between oral language and developing literacy |
Reports & Papers |
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Predicting early school achievement with EDI: A longitudinal population-based study An assessment of the predictive value of the Early Development Instrument (EDI) on early school achievement in a sample of 2,223 children in Quebec, Canada |
Reports & Papers |
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Number-concept acquisition and general vocabulary development A first study of the relationship between number-word knowledge and general vocabulary and a second study of the relationship between number-word knowledge and both general and expressive vocabulary, based on data from a total of 59 children, ages 30- through 60-months, and a third study of the relationship between method used for analysis and results, based on a reanalysis of the data with simulated data using the methods from the first two studies and an alternative method |
Reports & Papers |
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The Georgia Early Childhood Study: 2001-2004: Final report A study evaluating the social, language, physical, and cognitive development of the state’s children from preschool to first grade in Georgia between 2001 and 2004 |
Reports & Papers |
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Typology of emotional and behavioral adjustment for low-income children: A child-centered approach An identification of six categories of classroom behavioral adjustment and of the relationship between those profile types and child demographic characteristics, special needs status, and readiness competencies at the end of the year, based on data from 829 children enrolled in a large urban Head Start program in the Northeast |
Reports & Papers |
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Examining different forms of implementation and in early childhood curriculum research A study of the relationships between structural, process, and combined measures of implementation of the Children's School Success curriculum across both sites and time, and their associations to child outcomes, in 51 preschool classes at nationally-dispersed sites over the course of one school year |
Reports & Papers |
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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 |
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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Validity study of the Preschool Language Scale-4 with English-speaking Hispanic and European American children in Head Start programs A validation of the psychometric properties of the Preschool Language Scale-4 (PLS-4) with children from low-income families with diverse cultural backgrounds, based on data from a sample of 440 English-speaking Hispanic and European American children from 3- through 5-years-old from 41 Head Start classrooms in the Midwest |
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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Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness A study of readiness skills and ethnicity and their relationship to home-school match or mismatch in childrearing beliefs and socialization practices for 310 children transitioning from publicly sponsored prekindergarten to kindergarten |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 1997 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. |
Data Sets |
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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 |
Reports & Papers |
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Child care for working poor families: Child development and parent employment outcomes Findings from a study of the types and quality of child care used by low income working families in four Indiana communities, and their relation to child development and parent employment outcomes |
Reports & Papers |
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Links between early care and education experiences birth to age 5 and prekindergarten outcomes A study of the relationship of Early Head Start and early care and education program participation to child and family outcomes, including children's socioemotional and cognitive development, parenting practices, and home environments, based on data for low income families randomly assigned to Early Head Start |
Reports & Papers |
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Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction A study of the effects of supplemental code-oriented tutoring on the literacy scores of below-average students, and an examination of variations in the effects by language minority status, classroom instruction time, and pretest measures of vocabulary, based on data from randomly assigned samples of 81 kindergarteners receiving only classroom instruction and 67 students receiving supplemental tutoring at 10 urban public schools |
Reports & Papers |
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Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample An investigation of complex models of the relations among family income, parenting skills, and school readiness examing variations in testing equivalence for Hispanic, white, and black preschool children using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
Reports & Papers |
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Head Start children's literacy experiences and outcomes: Associations with mothers' beliefs and behaviors An examination of the impact of mothers' beliefs and behaviors regarding home literacy activities on Head Start children's early literacy experiences and school readiness |
Reports & Papers |
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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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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 |
Reports & Papers |
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The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers A study of the relationships between pre-academic skills at age 4 and age 3 maternal emotional and cognitive support during a problem-solving task, the quality of the home learning environment, and child emotional responsiveness, based on data from 263 mother-child dyads from preschools and child care centers in a small Southeastern city |
Reports & Papers |
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Dosage effects on school readiness: Evidence from a randomized classroom-based intervention A study of dosage effects of a targeted intervention on low-income child behavior problems, emotional and behavioral self-regulation skills, and cognitive development, as well as a study of variation of dosage effects across school readiness measures and the individual components of the Chicago School Readiness Project (CSRP), based on data from 602 children and 90 teachers in 35 Head Start-funded classrooms |
Reports & Papers |
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Who drops out of Early Head Start home visiting programs? An examination of the timing, factors, and predictors of the discontinuance of participation in Early Head Start home-based programs, based on a sample of 564 families |
Reports & Papers |
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Two-way and monolingual English immersion in preschool education: An experimental comparison A comparison of the effects of dual language versus monolingual English immersion preschool education programs on children's learning, comparing data from 20 classrooms taught in both English and Spanish, and 16 classrooms taught only in English |
Reports & Papers |
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Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand A New Zealand study examining the efficacy of a professional development intervention designed to improve the literacy skills of Maori and Pacific Island children by restructuring the beliefs and practices of their instructors |
Reports & Papers |
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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 |
Reports & Papers |
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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 |
Reports & Papers |
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Preschool program improves cognitive control An experimental study of the effect of Tools of the Mind, a curriculum designed to increase social and emotional self-regulation, on the executive function of a sample of 147 low-income preschool children |
Reports & Papers |
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Project Early Kindergarten-Early Reading First: Evaluation report on the third year of a Saint Paul Public Schools initiative An inquiry into the influence of participation in the Project Early Prekindergarten-Early Reading First on children’s language and literacy achievement, and an examination of the influence of participation by classrooms and schools on their improvement in the promotion of children’s early literacy through the classroom environment |
Reports & Papers |
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Neurocognitive perspectives in language outcomes of Early Head Start: Language and cognitive stimulation and maternal depression A study of the relationships between child vocabulary and socioeconomic status, Early Head Start participation, and caregiver variables, based on data collected from 2,948 children and their primary caregivers at 17 locations across the country from the Early Head Start Research and Evaluation Study |
Reports & Papers |
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A case study of children's literacy development in a voluntary pre-kindergarten classroom A study of oral language and literacy development strategies and opportunities available to at risk 4-year-old children in a public voluntary pre-kindergarten, and a comparison of children's expressive and receptive vocabulary and early reading development both prior to and after one year in the program, based on data from 3 teachers and 13 children in one inclusive classroom |
Reports & Papers |
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Growing up in Australia: The Longitudinal Study of Australian Children: 2004 annual report An overview of findings from the first wave of the Longitudinal Study of Australian Children (LSAC), a long term study examining how Australian society, economy, and culture impact the development of the country's children |
Reports & Papers |
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Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten A comparison of academic and social outcomes by the end of kindergarten between children who attended Head Start for two years and the ones who attended for one year, based on data from 1,778 Head Start children from the Family and Child Experience Survey (FACES) |
Reports & Papers |
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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 |
Reports & Papers |
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A longitudinal investigation of preschoolers' Head Start experience and subsequent school readiness A longitudinal study of differences in Texan Head Start programs, specifically examining the effects of one year attendance as compared with the effects of two year attendance on preschool children's school readiness |
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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The effects of South Carolina's early childhood programs on young children's school readiness A study on the effects of South Carolina’s early education programs on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness |
Reports & Papers |
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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age An evaluation of the socio-emotional and early literacy skills, and knowledge, and parent involvement of 78 kindergarten-age graduates of a home visiting program designed to stimulate parent-toddler verbal interaction and educational play, and a comparison of their scores with those of and 57 non-participating children in the same kindergarten classrooms |
Reports & Papers |
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The impact of maternal mental health on parenting quality and child outcomes in Early Head Start A study of the relationship between maternal depression, parenting quality and a variety of child development outcomes and an examination of the relationship between participation in Early Head Start and maternal depression, parenting, and a variety of child development outcomes from a secondary analysis of data from Early Head Start Research and Evaluation Study |
Reports & Papers |
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Child and maternal contributions to shared reading: Effects on language and literacy development A longitudinal study of the effects of mother-child home literacy practices on children's expressive and receptive language development, letter knowledge, and knowledge of print concepts from 18 to 42 months of age |
Reports & Papers |
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Measurement and population miss-fits: A case study on the importance of using appropriate measures to evaluate early childhood interventions An investigation of the appropriate use of the Child Behavior Check List (CBCL) from over 1,640 Caucasian, African American, and Latino 4 year old English or Spanish speaking children in the Comprehensive Child Development Program |
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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Smart Start and preschool child care quality in NC: Change over time and relation to children's readiness An observational study of the Smart Start preschool program at 110 early education centers between 1994 and 1999 in North Carolina |
Reports & Papers |
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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 |
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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Relationships between teachers and preschoolers who are at risk: Contribution of children’s language skills, temperamentally based attributes, and gender A study of the correlations of child shyness, anger, comprehension, and gender to teacher-child closeness and conflict in a sample of 133 preschoolers and their teachers from 16 Head Start or public prekindergarten 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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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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Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings A comparison of the impact of exposure to the Chicago School Readiness intervention during the Head Start year on children's language, literacy, and math and behavioral outcomes between kindergarteners in both high and low performing schools, based on secondary analysis of data from 361 children who were participants in the Chicago School Readiness Program |
Reports & Papers |
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Relationships between social skills, behavioral problems, and school readiness for Head Start children An exploration of the links between children's social skills, behavior problems, and academic outcomes, and an investigation of the effect of a literacy intervention on children's emergent literacy skills, based on a sample of 515 Head Start children from classrooms randomly assigned to receive the Let's Begin with the Letter People curriculum, the Waterford Early Reading Program, or the normal curriculum and assessed throughout the preschool year |
Reports & Papers |
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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 |
Reports & Papers |
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Developing pre-literacy skills via shared book reading: Assessment of a family intervention program for pre-school children at risk of becoming reading disabled A study investigating the effects of a low-cost family intervention program aimed at Australian preschool children at risk for reading failure |
Reports & Papers |
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Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative An evaluation of the implementation and outcomes of the second year of Project Early K-Early Reading First, an early kindergarten program in St. Paul, Minnesota, intended to facilitate the transition of four-year-old children to kindergarten that uses federal Early Reading First funding and a literacy-focused curriculum |
Reports & Papers |
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From implementation to impact: An evaluation of the South Carolina First Steps to School Readiness program A multi-component evaluation of South Carolina First Steps to School Readiness, a comprehensive state initiative aimed at improving early childhood development, that examined: the features and quality of First Steps-funded four-year-old kindergarten (4K) classrooms, and the characteristics and outcomes of 4K participants; families receiving child care vouchers through First Steps and the features and quality improvements of child care programs receiving First Steps funding for quality enhancement activities; outcomes of children whose parents participated in First Steps parenting and family strengthening activities; and the value added by channeling funding through First Steps offices rather than directly through agencies implementing First Steps programming |
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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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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Effects of a family literacy program on low-literate children and their parents: Findings from an evaluation of the Even Start family literacy program An analysis of findings from a U.S. Department of Education evaluation of the Even Start program |
Reports & Papers |
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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 |
Reports & Papers |
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Assessing the role of book reading practices in Indian bilingual children's English language and literacy development An examination of the impact of Indian bilingual parents’ book reading practices on the development of their children’s English oral language, narrative, and literacy skills, testing the skills of 24 bilingual children from two preschools in Bangalore, India |
Reports & Papers |
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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 |
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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Shared book reading and Head Start preschoolers' vocabulary learning: The role of book-related discussion and curricular connections A study of the relationship between Head Start children's vocabulary development and language use by Head Start teachers during book reading, the extent to which teachers made explicit connections between book reading and other instructional activities before and after readings, and if initial vocabulary moderates relationships between spring vocabulary outcomes and both teachers' book-related talk and connection activities, based on data from 10 Head Start teachers and 153 children in their classrooms in an urban city in the northeast |
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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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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Effect on preschoolers' literacy when never-married mothers get married An examination the relationships between children's vocabulary and family structure and a second study of possible mediators of that relationship that includes household income, quantity of maternal involvement with the child, and depressive symptoms of the primary caregiver, based on data from 2,800 mothers and their child at 9-months-old and again from both when the child was 48-months-old |
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Child care in poor communities: Early learning effects of type, quality, and stability A study on the influence of child care type, quality, and stability on the social and cognitive development of the preschool children of low-income single mothers |
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The role of physical context, verbal skills, non-parental care, social support, and type of parental discipline on the development of ToM capacity in five-year-old-children A study of the relationship between family context variables, including quality of non-parental care, and performance on Theory of Mind (ToM) tasks, based on data from 70 5-year-old children in 3 primary schools in Spain |
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. |
Data Sets |
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Building futures: The Head Start impact study: Research design plan A report describing the sampling, data collection, and analytical techniques to be used in the Head Start impact evaluation. |
Other |
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Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness An exploration of the relationship between children's individual experiences in preschool, classroom quality, and children's kindergarten school readiness, based on data for 83 children from a rural Early Head Start site and 55 children from an urban Early Head Start site in a Midwestern state |
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Universal child care, maternal labor supply, and family well-being A study of the relationships between the implementation of The Quebec Family Policy, a universal child care policy initiative, and type, quality, and quantity of child care utilized by families, labor force participation of parents, and child, parent behavior, and health outcomes, based a secondary analysis of data from the National Longitudinal Study of Children and Youth in Canada |
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Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life An investigation of the impact of mother-child book reading on low income young children's cognitive and language development as well as an examination of book reading in relation to the Early Head Start intervention using data from the Early Head Start Research and Evaluation Project |
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Impact of supplemental tutoring configurations for preschoolers at risk for reading difficulties Two studies examining the impact of different grouping configurations in a supplemental tutoring program for at risk early learners in early care and education centers: the first comparing one-on-one tutoring to tutoring in pairs, based on data from 45 young children, and the second comparing tutoring with a higher-skilled peer to tutoring with a comparably-skilled peer, based on data from 54 young children |
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Program subgroups: Patterns of impacts for home-based, center-based, and mixed-approach programs A study of variations in the impact of Early Head Start by program service delivery model on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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Quasi-structural estimation of a model of childcare choices and child cognitive ability production A study of the relationship between children's cognitive development through age 6 and maternal vs. non-maternal care providers' time inputs from a sample of single mothers from the National Longitudinal Survey of Youth |
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One authentic early literacy practice and three standardized tests: Can a storytelling curriculum measure up? A study of the effects of a storytelling curriculum on the vocabulary and literacy abilities of children in prekindergarten and kindergarten |
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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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Third national Even Start evaluation: Follow-up findings from the experimental design study A randomized controlled impact analysis of follow-up data collected from families that participated in the Experimental Design Study portion of the third national Even Start evaluation |
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Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children An examination of the pattern of phonological awareness development in preschool children from Spanish-speaking homes and an investigation of the extent to which phonological awareness development in one language is transferred to a second language and how it affects emergent literacy |
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What counts in the development of young children's number knowledge? A study of the relationship between the number talk infants and toddlers hear from their primary caregiver in the home environment and their understanding of the numeric meanings of number words at preschool age, based on video transcripts of home observations of 44 parent-infant dyads as well as tests administered to parents and children |
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Novel word learning of preschoolers enrolled in Head Start regular and bilingual classrooms: Impact of adult vocabulary noneliciting questions during shared storybook reading An examination of the effect of eliciting and noneliciting questions during shared storybook reading on children's expressive and receptive knowledge of target words and on two measures of vocabulary with 45 children enrolled in monolingual Head Start classrooms and an examination of the effect of eliciting and noneliciting questions during storybook reading and parental home language use on expressive and receptive Spanish and English vocabulary of 28 children enrolled in English-Spanish bilingual Head Start classrooms |
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Arts enrichment and preschool emotions for low-income children at risk A comparison of emotion expression and regulation in children attending both arts-integrated and non-arts integrated Head start programs, based on data from 182 low income children |
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Family income and early achievement across the urban-rural continuum A study of the form and magnitude of the relationship between income and early achievement across the urban-rural continuum, based on data on approximately 6,600 children from Early Childhood Longitudinal Study, Birth Cohort |
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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 |
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A behavior-genetic study of the legacy of early caregiving experiences: Academic skills, social competence, and externalizing behavior in kindergarten A behavior-genetic study of associations between early parental support and academic skills, social competence, and externalizing behavior in kindergarten, based on assessments, at 24 months and approximately age 4, of a sample of 485 same-sex twin pairs from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), born in 2001, and tracked through kindergarten |
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Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development An examination of the relationships between externalizing behavior, impulsivity, risk taking, and academic achievement at age 15 and quality of care, nonrelative child care type, care hours, and center care participation at 4 ˝ years, as well as achievement and externalizing behavior at 4 ˝ years and grades 1, 3, and 5, from a secondary analysis of data on 1,364 families |
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Arts enrichment and school readiness for children at risk A study of the growth of children's school readiness skills among low income and at risk children of different levels of development at a preschool using the Kaleidoscope arts enrichment curriculum, and a comparison of the vocabulary scores of children in this program with those of children in a nearby traditional preschool |
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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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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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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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Is more better?: The effects of full-day vs. half-day preschool on early school achievement A longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment |
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The matter of assessor variance in early childhood education: Or whose score is it anyway? An examination of the relative proportions of score variation attributable to both assessors and children on assessments administered both outside of classrooms by extramural assessors and for measures administered by teachers within classrooms, based on data from multiple cohorts of Head Start and kindergarten children from the 254 Head Start classrooms in a public school system in a large city the eastern United States |
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Measuring growth in bilingual and monolingual children's English productive vocabulary development: The utility of combining parent and teacher report A comparison of vocabulary development and word acquisition skills between monolingual and bilingual children, and a discussion of methods to assess vocabulary development in young children, based on a sample of 85 low income English- and Spanish- and English-speaking children who attend Head Start programs in New England |
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National profiles of school readiness skills for Head Start children: An investigation of stability and change A study of school readiness skills profiles for Head Start children at the beginning and end of the children's first preschool year, and an examination of predictors of stability and change across readiness profiles, based on data from a nationally representative sample of 2,336 Head Start children from the Head Start Families and Child Experiences Survey (FACES) 2000 |
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Family subgroups and impacts at ages 2, 3, and 5: Variability by race/ethnicity and demographic risk A study of variations by race, ethnicity, and risk indicators of the impact of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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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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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 |
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Peabody Picture Vocabulary Test |
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The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers A study of the impact of different questioning styles on preschool children's comprehension of new words during shared storybook reading |
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Growing readers: A hierarchical linear model of children's reading growth during the first two years of school A study using data from the first four waves of the Early Childhood Longitudinal Study, Kindergarten Cohort to provide a hierarchical linear model of young children's literacy development over the first two years of school |
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Outcomes of an enhanced literacy curriculum on the literacy skills of Head Start preschoolers A survey of a twelve week supplementary classroom literacy program on the emergent literacy skills of Head Start children |
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Case study of a successful rural Early Reading First implementation A case study of the implementation of an Early Reading Frist program in rural Twiggs County |
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Fragile lives, shattered dreams: A report of implementation of preschool education in New Jersey's Abbott districts A critical account of the implementation of the Abbott preschool program in New Jersey, based on compliance and achievement data from the state’s 30 Abbott districts |
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Effects of a preschool music and movement curriculum on children’s language skills An examination of the influence of children’s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York |
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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development |
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Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010 |
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Father book reading behaviors and pre-kindergarten emergent literacy A longitudinal study assessing Head Start fathers' book reading behaviors and their impact on preschool children's early literacy skills |
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The effects of using non-fiction interactive read-alouds on expressive and receptive vocabulary of preschool children A study of the impact of non-fiction interactive read-alouds on Head Start preschool children's vocabulary development and emergent literacy skills |
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The infant-toddler HOME in the 2nd and 3rd years of life A description of the development of subscales of the Home Observation for the Measurement of the Environment (HOME) Infant and Toddler version using data from three large scale national studies |
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Literate behaviors in African American Head Start families: A multiple literacies perspective An examination of the use of home literacy activities in African American Head Start families and the effect of these activities on preschool children's language and literacy development |
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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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Peer interactions of preschool children with and without hearing loss A comparison of initiations and responses during group play among children with severe to profound hearing loss (SPHL) and children with typical hearing at integrated preschool programs as well as a study of the relationship between peer interactions and language, speech, and socioemotional development, based on data collected on 12 SPHL and 12 typical children matched on intelligence |
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Targeting oral language development in high-risk preschoolers An account of the cognitive gains of children in a Language Enrichment Group (LEG) using a language and literacy curriculum as part of the City Early Reading First (CERF) program, based on a sample of 75 4-year-old children from 8 Head Start centers in a large midwestern city |
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Involvement in Early Head Start home visiting services: Demographic predictors and relations to child and parent outcomes A study of the extent to which the quantity, quality and content of parent involvement during home visits influence the impact of this service strategy on family and child outcomes, based on data from 11 sites participating in the Early Head Start Research and Evaluation project |
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Peabody Picture Vocabulary Test (Rev. ed.) |
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The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten An examination of the relationships between maternal English and Spanish language use and both vocabulary and emergent literacy development over 2 years in Head Start and kindergarten, and an examination of differences by child gender, based on data from 72 mothers and their bilingual children in English immersion programs |
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North Carolina's kindergartners & schools technical report: Addendum to the April 2001 summary report Findings from a study of children and schools in North Carolina to determine statewide school readiness |
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Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum An evaluation of the efficacy of a preschool version of the Promoting Alternative Thinking Strategies (PATHS) in a three-year randomized trial involving 10 intervention and 10 control classes at two Head Start sites in Pennsylvania |
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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort |
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Exploration of how Spanish and English noneliciting questions affect the novel vocabulary acquisition of Hispanic dual language learners enrolled in Head Start A study of the extent to which both Spanish and English non-eliciting questions and noneliciting labels differentially impact upon novel vocabulary acquisition of dual language learning children, based on data from 54 children enrolled in dual language-learning, English-Spanish, Head Start classrooms |
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An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children A journal article on the relationship of urban Head Start children's peer play competence to emotional regulation, autonomy, receptive language skill, and later cognitive, social, and motor outcomes |
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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 |
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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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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 |
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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 |
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Educational effects of the Tools of the Mind curriculum: A randomized trial An evaluation of the impact of the Tools of the Mind curriculum on the cognitive, self-regulation, and language skills of preschoolers at a public preschool in a low-income neighborhood |
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Effects of junior kindergarten on emerging literacy in children from low-income and linguistic-minority families An examination of the impact of prekindergarten on low income, linguistic-minority four-year-old children as compared with emergent literacy of linguistic-majority children at the end of the prekindergarten year |
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Parenting and child care as predictors of language, cognitive, and behavioral outcomes in young, low-income children An examination of parenting behavior and child care type and quality as predictors of cognitive, language, and behavioral development in low-income toddlers and preschool-aged children, based on data from the Early Head Start Research and Evaluation Project |
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A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes An examination of the relationship between home environment and social risk factors and children's early literacy and social functioning |
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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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Peabody Picture Vocabulary Test (4th ed.) |
Instruments |
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Early bilingual lexical development among low-income Latino children A study using a sample of Latino Head Start children to examine the relationship between bilingualism and lexical development, specifically examining the impact of the dominant language |
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Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners A study of the effects of dialogic parent-child reading in English on child's vocabulary, word reading and phonological awareness for 51 Hong Kong children learning English as a second language, between the ages of 57- through 71-months, assigned to dialogic reading or control conditions |
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Effects of an emergent literacy intervention for children with language impairments from low-income environments An examination of the effectiveness of an emergent phonological and print awareness intervention conducted three times a week during shared book reading sessions with low income preschool children with and without language impairments |
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Use of storybook reading to increase print awareness in at-risk children An article on the effects of an book-reading intervention on Head Start children's print awareness |
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The impact of time spent coaching for teacher efficacy on student achievement A study of the correlation between the hours spent coaching teachers in content instruction and the vocabulary learning outcomes of the children they teach, based on a study of 12 Head Start classrooms in a central Florida over a period of 3 years |
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Multidimensional father involvement and its association with Head Start children's school readiness A study of the impact of different measures of father involvement, including observations of father-child play interactions, on Head Start children's school readiness |
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The school readiness of the children of immigrants in the United States: The role of families, childcare and neighborhoods A study of differences in cognitive development between preschool-age children of immigrants and of native-born parents, and an examination of the family, child care, and neighborhood factors that account for the differences, based on data from the longitudinal Fragile Families and Child Wellbeing Study |
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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 |
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The joint influence of mother and father parenting on child cognitive outcomes at age 5 An assessment of the association between both maternal and paternal supportiveness during toddlerhood and young children’s math and language achievement at age 5 in a sample of 200 low-income two-parent homes participating in the Early Head Start Research and Evaluation Project |
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The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample A validity study of the Student-Teacher Relationship Scale (STRS) for measuring preschool children's relationships with their teachers that includes investigations of the factor structure of the instrument, the validity of the subscales across gender, and both the concurrent and discriminant validity of all three subscales, based data from a 925 children in preschools and their teachers in Trondheim, Norway |
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ELL preschoolers' English vocabulary acquisition from storybook reading A study of the effect of the provision of rich definitions of inserted targeted vocabulary during storybook reading on preschooler English Language Learners' English vocabulary acquisition within a sample of 80 4- and 5-year-old children of immigrants whose native language is Portugese in 6 preschool classrooms |
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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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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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Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention A study of the impact of ExCELL (Exceptional Coaching for Early Language and Literacy), a professional development intervention for Head Start teachers, on the vocabulary gap between children with higher and lower initial vocabulary skill levels, and of the differential associations of aspects of the intervention experience, in particular structural and process quality, to children's vocabulary development depending on their initial vocabulary skills, based on observations of 19 intervention and 11 control classrooms and on assessments of 358 intervention and 183 control children, all from either 2 randomly assigned intervention Head Start grantees or from 1 control grantee |
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Associations among family environment, sustained attention, and school readiness for low-income children A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age |
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Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative An implementation and outcomes evaluation of Project Early Kindergarten-Early Reading First, an early literacy-focused prekindergarten program for at risk children in St. Paul, Minnesota, that examines staff professional development, changes in classroom and instructional quality, changes in children's early literacy and school readiness skills, and parental involvement, based on classroom observations, child assessments, staff focus groups, and parent surveys |
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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 |
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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 |
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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 |
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Neighborhoods as a developmental context: A multilevel analysis of neighborhood effects on Head Start families and children A study of the relationships between neighborhood factors and children's cognitive and behavioral outcomes, including family and social factors that mediate and/or moderate these relationships, from an analysis of combined Head Start Family and Child Experiences Survey (FACES) and Census 2000 data |
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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) |
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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 |
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Characterizing disability in Head Start programs: Not so clearcut An identification of Head Start children meeting three different criteria for having a disability or developmental delay, an identification of three additional categories based on alternative criteria, an examination of the children's early literacy, social, and behavioral skills both at entry to Head Start and at the end of kindergarten, and an examination of disability status as a predictor of kindergarten outcomes, based on data from 638 children from the Family and Child Experiences Survey (FACES) 2000 data set |
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Preschool teachers' sense of community, instructional quality, and children's language and literacy gains A study of the relationship between teacher sense of community and both the language and print concepts gains of students, and an examination of the moderating influence of instructional quality, based on data collected from the classrooms of 75 public prekindergarten or Head Start teachers in two states |
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Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks A study of preschool children's facilities in phonological awareness tasks, comparing the abilities of nonreading preschool children with those of literate preschool children, and discussing strategies for early education teachers |
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The effects of a language and literacy intervention on Head Start children and teachers A comparative study examining how young Head Start children were affected by the implementation of a language and literacy intervention program designed to train teachers to increase opportunities for developing language and vocabulary in young children |
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Preschool to kindergarten: The role of preschool social competence in the transition to kindergarten A study of the relationship between parents' reports of children's perceptions of kindergarten and teachers' ratings of kindergarteners' social and academic difficulties and competencies during the transition to kindergarten and a second study of the relationship between preschool social competence and parents' and teachers' reports of children's social adjustment durning kindergarten transition based on data from 211 low-income preschool children in 1 preschool and 7 Head Start centers |
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Effects of a professional development program on classroom practices and outcomes for Latino dual language learners A randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and 193 Latino dual language learners enrolled in the North Carolina More at Four Pre-Kindergarten Program |
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Head Start FACES 2000: A whole-child perspective on program performance A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES) |
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The link between preschoolers' phonological awareness and mothers' book-reading and reminiscing practices in low-income families A study of the relationship between children's phonological awareness and mothers' book-reading and reminiscing practices with their children, based on data from 57 low income families from ethnically diverse backgrounds attending Head Start centers in central Massachusetts |
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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 |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
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Promoting language and literacy development through parent-child reading in Hong Kong preschoolers An experimental study conducted to determine if home literacy activities affected Hong Kong preschool children's literacy and language development |
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Screening early reading skills in preschool children: Get Ready to Read A validity study of Get Ready to Read, a preschool screening tool of the phonological, oral language, and print knowledge skills in a sample of 73 3 year olds and 79 4 year old children from low-income families attending a federally funded preschool |
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Testing concerns in preschool: What administrators should know about testing oral language in young children A quasi-experimental study of Texan Head Start children to investigate the correlation between norm referenced testing and teacher observation assessment in the area of language development |
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Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills Measures of both educator outreach to families and family involvement in both Head Start and their children's early education, and a study of these measures' relationships to reading, cognitive, and social outcomes of children, based on data from 3,100 children and families enrolled in the Head Start, 286 of their classroom teachers, and 222 center directors |
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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 |
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Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha Schools Community Based Early Childhood Education program A comparison of both the receptive language and language development of students in an early education classroom who stayed with the same teacher for 2 years and students with two different teachers for each of the 2 years and a study of the influence of years of teacher education and experience, based on data from a convenience sample of 104 3-year-olds at two sites |
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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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Investigating the behavioral outcomes of an early literacy intervention for at-risk preschool children An experimental study investigating the impact of an early literacy intervention program on the behavioral development of at risk preschool children enrolled in Head Start |
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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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Learning to read in a non-native language: The relationship between English oral-language and early literacy skills of kindergarten children in Singapore An examination of the relationship between English oral-language and early literacy skills of a random sample of 297 children in Singapore, stratified by ethnicity, attending a local kindergarten for 5 year olds |
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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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Facilitating use of evidence-based language teaching practices in preschool classrooms An observational examination of the impact of new language teaching practices on Head Start teachers' classroom behaviors and young children's language development |
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Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial A random assignment experimental evaluation of the effects of Tools of the Mind, a Vygotskian-based curriculum, on the cognitive, linguistic, and socioemotional development of preschool children based on direct assessment and classroom observation |
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Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs An examination of the relationship between child care quality and child academic and language skills outcomes of 1129 children from low income families enrolled in 671 prekindergarten classrooms in 11 states from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL/National Institute for Early Education (NIEER) State-Wide Early Education Programs Study |
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Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance A study of the relationships between preschooler school readiness skills and duration of Head Start attendance, income-to-needs ratio, financial strain, maternal health problems, and levels of neighborhood danger, as well as a study of duration of Head Start attendance as a moderator of the association between socio-contextual risk exposure and the attainment of school readiness skills by preschoolers, based on questionnaire responses of 167 mothers, their Head Start eligible children, and one 2-year-old from 12 centers in post Hurricane Katrina New Orleans, as well as crime reports and children's readiness scores |
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Child care in poor communities: Early learning effects of type, quality, and stability A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers |
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Contexts for facilitating emergent literacy in typically developing preschoolers An examination of the effects of a combined intervention approach (dialogic reading and phonological awareness) on the emergent literacy skills of preschoolers as compared with the effects of only teaching dialogic reading |
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Aboriginal children and their caregivers living with low income: Outcomes from a two-generation preschool program A study of the receptive language, caregiver-reported measures of child development, risk for child maltreatment, self esteem, and life skills of parents, at intake, on exit, and at age 7, of 45 children of Aboriginal heritage and their caregivers participating in the two-generation and multicultural Aboriginal Head Start preschool program in Canada |
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A person-oriented approach to understanding dimensions of parenting in low-income mothers An identification, at multiple time points, of groups of parents that share similar profiles of parenting, and an examination of the relationship between those group differences and other individual, family, and context characteristics, based on data from a sample of 2,631 low income Early Head Start mothers from the Early Head Start Research and Evaluation Project (EHSREP) |
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Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains An examination of the relations among preschool teachers' self-efficacy, classroom quality, instructional and emotional support, and children's gains in print awareness and vocabulary knowledge over an academic year from 328 children in 67 Head Start, state preschool, and independent preschool classrooms |
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Relationship-focused child care practices: Quality of care and child outcomes for children in poverty A study of the effect of relationship-focused child care practices on the cognitive and social development of 223 African-American and Hispanic preschool children enrolled in Head Start or Head Start affiliate centers |
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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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An eco-behavioral analysis of children’s engagements in urban public school preschool classrooms An analysis of child engagement in the activities of preschool classrooms featuring different sized groups, the presence or absence of teachers during free play, and the different styles of talk used by teachers, in 12 classrooms in a large urban school district in the Midwest |
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Cortisol reactivity is positively related to executive function in preschool children attending Head Start A study of the relationship between stress reactivity, as measured by changes in cortisol levels, and cognitive functioning and social behavior in low income preschool children |
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Differentiated instruction to support high-risk preschool learners An account of the academic gains of children who received differentiated instruction based on current early math and literacy skills, based on a sample of 128 at-level and high risk children from 8 Head Start classrooms in metropolitan Honolulu, Hawaii |
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The relation between teacher input and lexical growth of preschoolers An examination of the growth in the vocabulary skills of monolingual children and English language learners (ELL) in the same classroom, based on assessments of 104 children from 10 preschool classrooms in the greater Boston Area |
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Young children acquiring second language vocabulary in preschool group-time: Does amount, diversity, and discourse complexity of teacher talk matter? A study of the relationship between exposure to second-language discourse of teachers in preschool and children's second-language vocabulary acquisition in preschool and by first grade, based on data collected from 27 native Turkish-speaking children in Norwegian-speaking environments |
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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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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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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 |
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Teaching and tracking emergent literacy in Head Start An examination of the impact of an early intervention literacy curriculum on Head Start children's emergent literacy skills |
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Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those strategies on proximal child language outcomes, based on data from 49 preschool teachers and 330 low income children in 38 different preschool programs from a single mid-Atlantic state |
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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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A structural model of the effects of preschool attention on kindergarten literacy A longitudinal study of the mediating role of early literacy skills on the relationship between preschoolers' attention and kindergarten decoding abilities, based on data from 250 children attending public, lottery-funded prekindergarten in 26 classrooms in 18 schools from three urban and metropolitan counties in northeast Georgia |
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How can parents get involved in preschool?: Barriers and engagement in education by ethnic minority parents of children attending Head Start An investigation of an intervention to promote parent involvement with ethnic minority families of Head Start children from a quasi-experimental design that compares three cohorts of families receiving The Companion Curriculum with families recruited from comparison centers receiving standard Head Start services |
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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms |
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Narrative development in bilingual kindergarteners: Can Arthur help? A study of the effect of watching the children’s TV program, Arthur, on the development of English narrative skills in a sample of 108 English-language learners (ELL) over their kindergarten year |
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Peer effects on children’s language achievement during pre-kindergarten An inquiry into the role of children’s peer interactions in the acquisition of language skills, based on a subsample of 1,812 children from 453 prekindergarten classrooms in 11 states |
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Providing extra supports for language and literacy development to struggling learners in preschool A description of the outcomes of and strategies used by the New York University Early Reading First (ERF) program to deliver individualized early literacy instruction to students, based on a sample of 4-year-old children from 5 full-day preschool intervention sites assessed twice throughout the program year |
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Effects of a punitive environment on children's executive functioning: A natural experiment A comparison of the executive function of children in both kindergarten and first grade, from a school that practices corporeal punishment and from one that does not, taking into account receptive vocabulary, verbal ability, and parental disciplinary beliefs, based on data from 63 children between 3- and 6-years-old from two West African private schools |
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects |
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An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills A study of the relationship between participation in Early Reading First (ERF) preschool enrichment program and the acquisition of literacy-related cognitive skills and a second study of the variance of those skills by children's characteristics, teacher characteristics, and classroom contexts, based on data from 249 children in preschool classrooms in two public schools in the southwest |
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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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PAVEd for Success: An evaluation of a comprehensive preliteracy program for four-year-old children A study of the effect of the prekindergarten-year implementation of the PAVEd for Success preliteracy curriculum, either alone or with supplementary literacy, phonological, or vocabulary training, on measures of classroom quality and changes in children's literacy and language skills through kindergarten, based on data collected from 350 children at control and experimental schools |
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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program Findings from a follow-up study on the persistence of cognitive and behavioral benefits from early childhood program participation in 18-year-olds who were born with low birth weight and participated in the Infant Health and Development Program (IHDP) |
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Nebraska Even Start Family Literacy Program: Evaluation report 2009-2010 program year An evaluation of Even Start Family Literacy Programs in Nebraska that examines early childhood program quality, children's language and literacy outcomes, parenting skills, and parent educational and occupational outcomes, based on data collected from multiple sources, including classroom observations, child assessments, and program staff questionnaires |
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Children's prelitercy skills: Influence of mothers' education and beliefs about shared-reading interactions A study of the association of children's preliteracy skills with maternal education and home literacy activities, and an examination of the mediating variable of maternal beliefs about literacy activities, among 45 mothers and their preschoolers from a small Appalachian community |
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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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Language and academic abilities in children with selective mutism An inquiry into the influence of children’s anxiety and selective mutism on their academic abilities in non-language subject areas, based on a sample of 103 children, aged 6 through 10, and their parents, recruited from mental health agencies near Hamilton, Ontario, Canada |
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NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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Mediators of preschoolers' early mathematics concepts An investigation of the possible mediating roles of both psychosocial development and letter awareness in the relationship between receptive language and math skills, in samples of 61 children in family child care and 48 children in center-based care |
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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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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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Responsiveness of students with language difficulties to early intervention in reading A study of the effects of small group, short term phonemic awareness, alphabetic understanding, and oral language reading interventions on the language skills of 78 randomly assigned kindergartners with language difficulties |
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Mixed approach programs in the Early Head Start Research and Evaluation Project: An in-depth view An examination of challenges faced by providers in the service delivery to families of 6 mixed approach programs, parent reported variety and intensity of service receipt over time and across program approaches, and the impact of the type and timing of receipt of Early Head Start services on child and family outcomes at 36 months through a secondary analysis of data from the Early Head Start Research and Evaluation Project of 1,392 families respondents to at least one of three parent interviews on service intensity |
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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 |
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Preliminary evidence for the impact of mixed-income preschools on low-income children's language growth An examination of the impact of attending a mixed-income preschool on low income children's language development as compared with the language development of low income children attending non-economically integrated programs |
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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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Enhancing early literacy skills for preschool children: Bringing a professional development model to scale A two-year evaluation of a professional development program designed to help Head Start preschool teachers promote young children's early literacy skills, comparing children's literacy skills with the literacy skills of children whose teachers did not receive any professional development training |
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Assembly Bill 627: Nevada early childhood education (ECE) program: FY 2007-08 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examined the developmental progress and parental involvement of program participants over the program year and compared first and third grade outcomes of participants and nonparticipants |
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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development An assessment of the response process validity, structural validity, and criterion validity of the Early Childhood Environment Rating Scale-Revised, based on an analysis of data from 1,350 centers and preschools from a national longitudinal study of children |
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The impact of teacher responsivity education on preschoolers' language and literacy skills A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers |
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Contextual risk, maternal negative emotionality, and the negative emotion dysregulation of preschool children from economically disadvantaged families A study of the relationships among preschool teachers' reports of child negative emotion dysregulation, maternal negative emotionality, and both family stability and neighborhood characteristics, based on a survey of the mothers and teachers of 113 children at an urban Head Start center |
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Two-way and monolingual immersion in preschool education: An experimental comparison An experimental study comparing the numeracy, language and literacy proficiency impacts of dual language and monolingual English immersion preschool programs on children |
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Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5 A study of the impact of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, and an examination of the age at which program impacts appear and of mediators of impacts at age 5, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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Third national Even Start evaluation: Program impacts and implications for improvement Findings from the third national evaluation of the federal Even Start family literacy program, including a description of the program and its participants, and a discussion of program impacts based on data from an experimental study of Even Start's effectiveness in 18 projects |
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Effects of a pre-kindergarten mathematics intervention: A randomized experiment An evaluation of the effect of the implementation of the Pre-K Mathematics curriculum and the DLM Express software package on the mathematical knowledge of low-income children in Head Start and public preschool classrooms in greater San Francisco and Buffalo, based on a study of 20 experimental and 20 control-group classrooms |
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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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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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A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners A comparison between dual language and monolingual English learners' knowledge of vocabulary and level of general vocabulary knowledge, based on data from 238 children in preschools in a metropolitan area of the northeastern United States |
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The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers A study of the relationship between children's pre-academic skills at age 4 and age 3 maternal emotional and cognitive support during a problem-solving task, the quality of the home learning environment, and general emotional responsiveness at age 3, based on data from 244 mother-child dyads in a city in the Southeast |
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Family reading behavior and early literacy skills in preschool children from low-income backgrounds A study of the relationship between family reading behavior and child literacy skills in a sample of 233 low-income preschoolers attending Head Start, and an examination of the role of demographic variables in predicting early literacy skills |
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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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A comparison of teacher-related classroom conduct, social skills, and teacher-child relationship quality between preschool English learners and preschool English speakers A study of the relationships between home languages, preschool classroom languages, and child gender and classroom conduct, social skills, teacher-child relationship quality, global classroom quality, and children's receptive language skills from a secondary analysis of data from the Early Head Start Research and Evaluation Project with 1034 caregivers, 743 teachers, and 1034 children |
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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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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 |
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Early Head Start and African American families: Impacts and mechanisms of child outcomes A study of the effects of participation in Early Head Start (EHS) for both African American children at age 3 and their parents across developmental and parenting domains, and an examination of the mediating roles of parental cognitive stimulation, warmth, supportiveness, parental distress, and harshness on those effects, based on data from 778 African American families participating in the Early Head Start evaluation |
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Who should care for our kids?: The effects of infant child care on early child development An examination that accounts for selection into care type of the relationship between various types of child care during the first year of a child's life and the child's language and social development measured at age 3 from Fragile Families and Child Wellbeing Study data |
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Head Start and urban children's school readiness: A birth cohort study in 18 cities A longitudinal investigation of the links between Head Start participation and the cognitive and social competencies associated with children's school readiness, based on a subsample of 2,803 children from eighteen cities who participated in the Fragile Families and Child Wellbeing Study |
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Can classroom emotional support enhance prosocial development among children with depressed caregivers? A study of the relationship between Head Start classroom quality and pro-social behavior among children whose parents or guardians exhibit high levels of depressive symptoms, based on data from 194 Head Start preschoolers in 28 classrooms |
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Head Start Family and Child Experiences Survey (FACES) A series of nationally representative longitudinal cohort studies of the experiences of Head Start children and families |
Major Research Projects |
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The Head Start National Reporting System: A critique An evaluation of the Head Start National Reporting System, an achievement test for Head Start children aged four and five years of age, designed to assess the program's effectiveness |
Reports & Papers |
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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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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 |
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Is an intervention program necessary in order to improve economically disadvantaged children's IQ scores? A study examining motivational and formal cognitive determinants in IQ testing of Head Start children |
Reports & Papers |
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Word exposure conditions and preschoolers' novel word learning during shared storybook reading A study of the influence of various word exposure conditions on children's receptive and expressive learning of novel words during shared storybook reading interactions |
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Shared book reading: When and how questions affect young children’s word learning Two studies of children’s learning of new words during shared book reading: an inquiry into the effectiveness of low or high demand and extratextual questions on children’s learning of new words from stories, and an examination of the association between children’s acquisition of targeted words and the use of questions of high, low, and transitioning from low-to-high demand, based on samples of 59 and 50 children, respectively, from 4 suburban, affluent preschools |
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New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort An examination of the factor structure of the Arnett Caregiver Interaction Scale, based on an analysis of data from a subgroup of participants in the Early Childhood Longitudinal Study-Birth Cohort consisting of 750 2-year-olds in home-based care and 1,350 4-year-olds in center-based care |
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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) |
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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses A description of the interventions and study designs being implemented at the eight Head Start Quality Research Centers (HSQRCs) |
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Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten An analysis of the correlation between self-regulation in preschool and academic outcomes in kindergarten, among a sample of 141 low income 3- to 5-year-olds attending Head Start programs in rural and non-urban locations |
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Early Head Start children in grade 5: Long-term followup of the Early Head Start Research and Evaluation Project study sample: Final report A study of the impact of Early Head Start participation and of the influence of children's preschool and later school experiences on parenting, family well-being, and children's academic and socioemotional outcomes in grade 5, based on a longitudinal follow-up of participants in the Early Head Start Research and Evaluation Project |
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Predicting ELL students' beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills A study of the relationships between both English letter naming fluency and initial sound fluency at kindergarten entry and both first grade English vocabulary skills and oral reading fluency, based on data from 2,481 English language learners in 291 Florida Reading First schools from the 2004-2005 school year |
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Head Start program quality: Examination of classroom quality and parent involvement in predicting children's vocabulary, literacy, and mathematics achievement trajectories A study of the relationship between both Head Start classroom quality and parent involvement and children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start through the end of first grade, based on a secondary data analysis of Family and Child Experiences Survey (FACES) 1997 data |
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Head Start Family and Child Experiences Survey (FACES), 2000 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. |
Data Sets |
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Effects of a two-generation preschool programme on receptive language skill in low-income Canadian children A comparison of receptive language skills prior to and after participation in a Canadian two-generation preschool program based on data collected from 112 Canadian, Aboriginal, and immigrant children from families with low incomes |
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Applying a response-to-intervention model for early literacy development in low-income children A description of the design and implementation and a preliminary evaluation of the Exemplary Model of Early Reading Growth and Excellence (EMERGE) early literacy program in 15 preschool classrooms in low-income areas of Milwaukee |
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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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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
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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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Healthy & Ready to Learn: Examining the efficacy of an early approach to obesity prevention and school readiness A study of the effect of the Healthy & Ready to Learn intervention on both the physical growth and language development of 405 primarily Latino low-income children in two matched pairs of experimental and control Head Start centers |
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Teacher education, book-reading practices, and children's language growth across one year of Head Start A study of the relationship between children's vocabulary growth and both teachers' levels of education and their utterances during large-group book reading activities, based on data collected in classrooms in 6 Midwestern Head Start sites |
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Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement A quasi-experimental evaluation of low income, minority group first graders' literacy achievement and development after participating in one of four early literacy models: Building Essential Literacy, Developing Literacy First, Literacy Collaborative, Success for All |
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Results for year 2 of an Early Reading First project A comparison of the literacy skills of two groups of children from the same Southern community: approximately 100 middle-income children from a single church-supported child care center, and approximately 120 low-income children exposed to the Early Reading First program in a variety of settings |
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The language and literacy development of Head Start children: A study using the Family and Child Experiences Survey Database An investigation of the relationship between early literacy outcomes and child and family characteristics, speech-language impairment, and the home literacy environment of children from low income families from analyses of FACES 1997 data |
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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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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
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Storybook Activities for Improving Language: Effects on language and literacy outcomes in Head Start preschool classrooms A study of the effectiveness of Storybook Activities for Improving Language (SAIL), an early literacy intervention designed to help improve Head Start preschool children's language development and emergent literacy skills |
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Learning in preschool children: Child care quality and social knowledge An examination of the relationship among child care quality in preschool classrooms, child social knowledge and social competence, and child learning through the direct assessment of 147 children's perceptions of their social environments in the Midwestern United States |
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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 |
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Exposure to media and theory-of-mind development in preschoolers An examination of the relationship between children's understanding of other’s mental states and exposure to children’s literature, television, and film, controlling for age, gender, vocabulary, and parental income for 555 4- through 6-year-olds and their parents |
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National profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness A study of the relationship between Head Start children's school readiness and both classroom quality and family involvement, based on data from 1,870 children, their teachers, and families from the Family and Child Experiences Survey (FACES) 1997 |
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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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Beyond the pages of a book: Interactive book reading and language development in preschool classrooms An article on the effects of an interactive reading intervention on the language skills of preschool children. |
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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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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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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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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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National Reporting System Child Assessment |
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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 |
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Preschool classroom conversations as long-term resources for second language and literacy acquisition A study of relationships between preschool talk exposure and immigrant first graders' second language literacy and oral skills outcomes, based on data from 25 children with Turkish as their first language and Norwegian as their second, at various multilingual and ethnically diverse preschool classrooms in Norway |
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Assessment of the design efficacy of a preschool vocabulary instruction technique A study of the effect of the say-do-tell technique as part of supplemental vocabulary instruction on children's vocabulary scores and a study of the intervention's implementation, based on data from 27 staff and 36 children in 12 full day public preschool classrooms engaged in Year 2 of an Early Reading First (ERF) program and 38 children in a comparison group |
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Enhancing phonological awareness and letter knowledge in preschool children with Down syndrome An investigation of the effectiveness of a phonological awareness intervention on emergent literacy skills of New Zealand preschool children with Down syndrome |
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NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2008 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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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 |
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Trajectories of the home learning environment across the first 5 years: Associations with children's vocabulary and literacy skills and prekindergarten A categorical study of the home learning environments associated with children's vocabulary and emergent literacy skills in prekindergarten, based on data collected from a sample of 1,852 mothers and their children participating in Early Head Start programs |
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Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills? A study of the relationship between individual children's language growth and peer language skills, and a second study of the influence of peer language skills on the language growth of children with different levels of ability, based on data from 338 children enrolled in 49 preschool classrooms |
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Unpacking an effective language and literacy coaching intervention in Head Start: Following teachers' learning over two years of training An investigation of the relationship between two years of a coaching-based language and literacy intervention within the Exceptional Coaching for Early Language and Literacy (ExCELL) intervention, and Head Start teachers' classroom environments and instructional interactions, as well as the vocabulary, alphabet, and sound awareness learning of their students, based on data from 26 Head Start teachers and 983 young children |
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The impact of child care subsidy use on child care quality A study of the relationship between government subsidization and both selection of child care and quality of arrangements, based on data from parents of 456 3-year-olds in 14 cities in the United States |
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Children With autism illuminate the role of social intention in word learning A comparison of the impact of methods of social interaction on word learning among autistic and non-autistic children between the ages of 2 and 5, based on observational data |
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Auditory processing and early literacy skills in a preschool and kindergarten population A study of relationships among auditory processing, phonological awareness, early literacy skills, and general ability, in a sample of 88 3- to 6-year-old children and a subsample of 25 tested at twice over the course of one year |
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The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay A study of effects of an intensive shared book-reading intervention on the vocabulary development of preschool children at risk for vocabulary delay, based on data from 125 children stratified by classroom and randomly assigned to either the Words of Oral Reading and Language Development (WORLD) intervention or typical practice |
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The effectiveness of the implementation of the Early Reading First initiative on preschool students with disabilities An examination of the impact of the Early Reading First (ERF) program on receptive and expressive language, phonemic awareness, print-word awareness, and alphabetic knowledge of 3 and 4 year old preschoolers in combined regular and special education classrooms from a secondary analysis of a data with 81 students identified with a disability in the experimental group from 15 classrooms and a control group selected from 15 preschool classrooms that serves 24 students with a disability students, in 1 school district in Utah |
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Science as the center of a coherent, integrated early childhood curriculum A description of the ScienceStart! Curriculum proposing its use as an integrated model for early childhood education |
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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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A six-county study of the effects of Smart Start child care on kindergarten entry skills A study measuring the Smart Start program's effectiveness in six North Carolina counties by comparing the school readiness of Smart Start children entering kindergarten to the readiness of children from other programs |
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Early Head Start: Identifying and serving children with disabilities A longitudinal study of the number of Early Head Start children with developmental delays examined characteristics of low income families who received supportive services as compared to families who did not |
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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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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 |
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