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			Classroom quality and time allocation in Tulsa's early childhood programs Phillips, Deborah A., March 30, 2007 (CROCUS Working Paper No. 9). Paper presented at the biennial meeting of the Society for Research in Child Development, Boston. A study comparing classroom time spent on instruction, instructional quality, and predictors of quality in publicly-funded universal prekindergarten programs with Head Start programs in Tulsa, Oklahoma, based on classroom observations and teacher surveys	Reports & Papers
			A comparison of Head Start and school-based pre-k in Tulsa Gormley, Jr., William T., January, 2011 Washington, DC: Georgetown University, Center for Research on Children in the United States. A summary of a comparison of the relationship of children's cognitive, socioemotional, and health outcomes to either Head Start or public prekindergarten program participation in Tulsa, Oklahoma, based on child assessments, a survey of parents and teachers, and administrative data	Fact Sheets & Briefs
			Do the short-term effects of a strong preschool program persist? Hill, Carolyn J., January, 2012 (CROCUS Working Paper No. 18). Washington, DC: Georgetown University, Center for Research on Children in the United States. A study of the relationship of participation in Oklahoma's universal public prekindergarten program to third grade reading and math scores, based on data collected from a cohort of 1,038 third grade children who had participated in the Tulsa Public Schools prekindergarten program and 961 comparison nonparticipants, and from a second cohort of 1,087 participants and 937 comparison nonparticipants	Reports & Papers
			Early childhood care and education: Lessons and puzzles Gormley, Jr., William T., January 2007 (CROCUS Working Paper No. 8). Washington, DC: Georgetown University, Center for Research on Children in the United States. A summary and critique of the growing body of literature on child care and early education demonstration programs, with an examination of the public policy implications of this research	Literature Review
			Early childhood education and care regulation: A comparative perspective Gormley, Jr., William T., 2000 International Journal of Educational Research, 33(1), 55-74 A comparative analysis of early education and care regulatory systems in France, Germany, Sweden, and the United States designed to help increase understanding of regulatory practices, innovations, and issues from a cross-national perspective	Reports & Papers
			Earnings benefits of Tulsa's pre-k program for different income groups Bartik, Timothy J., 15 July, 2011 (Upjohn Institute Working Paper No. 11-176). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. An estimation of future adult earnings associated with participation in universal prekindergarten in Tulsa, Oklahoma, based on an analysis of student prekindergarten and kindergarten test scores and projections of the relationship of early test scores to future earnings	Reports & Papers
			Earnings benefits of Tulsa's pre-k program for different income groups Bartik, Timothy J., 15 July, 2011 (CROCUS Working Paper No. 17). Washington, DC: Georgetown University, Center for Research on Children in the United States. An estimation of future adult earnings associated with participation in universal prekindergarten in Tulsa, Oklahoma, based on an analysis of student prekindergarten and kindergarten test scores and projections of the relationship of early test scores to future earnings	Reports & Papers
			Earnings benefits of Tulsa's pre-k program for different income groups Bartik, Timothy J., December, 2012 Economics of Education Review, 31(6), 1143-1161 An estimation of future adult earnings associated with participation in universal prekindergarten in Tulsa, Oklahoma, based on an analysis of student prekindergarten and kindergarten test scores and projections of the relationship of early test scores to future earnings	Reports & Papers
			The effects of Oklahoma's pre-kindergarten program on 3rd grade test scores Gormley, Jr., William T., January, 2012 Washington, DC: Georgetown University, Center for Research on Children in the United States. A summary of a study of the relationship of participation in Oklahoma's universal public prekindergarten program to third grade reading and math scores, based on data collected from a cohort of 1,038 third grade children who had participated in the Tulsa Public Schools prekindergarten program and 961 comparison nonparticipants, and from a second cohort of 1,087 participants and 937 comparison nonparticipants	Fact Sheets & Briefs
			The effects of Oklahoma's pre-k program on Hispanic children Gormley, Jr., William T., November 08, 2007 (CROCUS Working Paper No. 11). Paper presented at the annual meeting of the Association for Public Policy Analysis and Management, Washington, DC. A study of the impacts of Oklahoma's publicly-funded, universal prekindergarten program on the early reading, writing, and math skills of Hispanic students in Tulsa, Oklahoma, and the variation of impacts with primary language spoken in the child's home, parents' country of origin, and teachers' Spanish-language ability, based on child assessment data	Reports & Papers
			The effects of Oklahoma�s pre-K program on Hispanic children Gormley, Jr., William T., December 2008 Social Science Quarterly, 89(4), 916-936 An assessment of the effects of Oklahoma�s universal prekindergarten program on the learning gains of Hispanic students in Tulsa, based on an experimental group of 274 students who have completed prekindergarten and a control group of 333 students about to enter prekindergarten	Reports & Papers
			The effects of Oklahoma's universal pre-kindergarten program on Hispanic children Gormley, Jr., William T., June 2008 Washington, DC: Georgetown University, Center for Research on Children in the United States. A summary of a study of the impacts of Oklahoma's publicly-funded, universal prekindergarten program on the early reading, writing, and math skills of Hispanic students in Tulsa, Oklahoma	Fact Sheets & Briefs
			The effects of Oklahoma's universal pre-kindergarten program on school readiness: An executive summary Gormley, Jr., William T., 2004 Washington, DC: Georgetown University, Center for Research on Children in the United States. An executive summary of the evaluation of Oklahoma's Universal pre-Kindergarten program; a study assessing the school readiness of children who completed the program compared to children about to begin program participation	Executive Summary
			The effects of universal pre-k in Oklahoma: Research highlights and policy implications Gormley, Jr., William T., 2003 (CROCUS Working Paper No. 2). Washington, DC: Georgetown University, Center for Research on Children in the United States. A discussion of the policy implications of findings from an Oklahoma-based study regarding the effects of universal pre-kindergarten programs on child outcomes	Reports & Papers
			The effects of universal pre-k in Oklahoma: Research highlights and policy implications Gormley, Jr., William T., February 2005 Policy Studies Journal, 33(1), 65-82 A discussion of the policy implications of findings from an Oklahoma-based study regarding the effects of universal pre-kindergarten programs on child outcomes	Reports & Papers
			The effects of universal pre-k on cognitive development Gormley, Jr., William T., 2004 (CROCUS Working Paper No. 4). Washington, DC: Georgetown University, Center for Research on Children in the United States. An evaluation of Oklahoma's universal prekindergarten program's impact on children's school readiness; standardized test scores of kindergarten children who completed the program were compared to the scores of preschool children just beginning the program	Reports & Papers
			The effects of universal pre-k on cognitive development Gormley, Jr., William T., 2005 Developmental Psychology, 41(6), 872-884 A study of the impact of the Oklahoma universal pre-kindergarten program on school readiness, as measured by the Woodcock-Johnson Achievement Test	Reports & Papers
			Everybody's children: Child care as a public problem Gormley, Jr., William T., 1995 Washington, DC: Brookings Institution	Other
			From science to policy in early childhood education Gormley, Jr., William T., 19 August, 2011 Science, 333, 978-981 A discussion of the relationship between scientific research and public policy, the factors that can promote the use of research by public officials, and examples of use and non-use of published research findings in early childhood education policy and funding	Other
			Head Start's comparative advantage: Myth or reality? Gormley, Jr., William T., August 2010 Policy Studies Journal, 38(3), 397-418 A comparison of the cognitive, socioemotional, and health effects of two high-quality early childhood education programs in the same city based on assessments, a survey of parents and teachers, and administrative data from Tulsa, Oklahoma	Reports & Papers
			Head Start's comparative advantage: Myth or reality? Gormley, Jr., William T., August 2010 (CROCUS Working Paper No. 14). Washington, DC: Georgetown University, Center for Research on Children in the United States. A comparison of the cognitive, socioemotional, and health effects of Head Start and public prekindergarten programs in Tulsa, Oklahoma, based on child assessments, a survey of parents and teachers, and administrative data	Reports & Papers
			High-quality preschool enhances social-emotional development Gormley, Jr., William T., April, 2010 Washington, DC: Georgetown University, Center for Research on Children in the United States. A summary of an examination of the effects of participation in early childhood education programs in Tulsa, Oklahoma, on children's socioemotional development at kindergarten entry	Fact Sheets & Briefs
			Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-K programs Phillips, Deborah A., Q3 2009 Early Childhood Research Quarterly, 24(3), 213-362 A study of the quality of Tulsa prekindergarten and Head Start classrooms and a comparison of the quality of classrooms in Tulsa with sample of classrooms from across 11 states, based on observations of 106 public prekindergarten and Head Start classrooms in Tulsa, Oklahoma and data collected from 241 prekindergarten and 25 Head Start classrooms from 11 states	Reports & Papers
			Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-k programs Phillips, Deborah A., May 2009 (CROCUS Working Paper No. 13). Washington, DC: Georgetown University, Center for Research on Children in the United States. A study of classroom climate and academic instruction in public prekindergarten programs in Tulsa, Oklahoma, a comparison of classroom climate and academic instruction in Tulsa prekindergarten classrooms to classroom processes in Head Start and other state prekindergarten classrooms, and an examination of classroom and teacher characteristics associated with variations in classroom climate and academic instruction	Reports & Papers
			Money, accreditation, and child care center quality Gormley, Jr., William T., 2000 (Working Paper Series). New York: Foundation for Child Development. An examination of the association between financial incentives and reimbursement, accreditation, and child care quality, based on accreditation data from the National Association for the Education of Young Children (NAEYC) for Florida, Kentucky, Mississippi, Nebraska, New Jersey, New Mexico, Ohio, Oklahoma, Utah and Wisconsin from 1995 through 1999	Reports & Papers

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