Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

24 results found.

Select Citation
Result
Resource Type
*
1.

Assessing school readiness: Validity and bias in preschool and kindergarten teachers' ratings
Mashburn, Andrew J., December 2004
Educational Measurement: Issues and Practice, 23(4), 16-30

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

Reports & Papers

get fulltext

*
2.

Competition in the sandbox: A test of the effects of preschool competition on educational outcomes
Henry, Gary T., 2006
Journal of Policy Analysis and Management, 25(1), 97-127

A study using data from the Georgia Pre-K Longitudinal Study to examine the effects of preschool competition on children's academic achievement, retention, and teacher's ratings of school readiness

Reports & Papers

get fulltext

*
3.

Dispersed vs. centralized policy governance: The case of state early care and education policy
Jenkins, Jade Marcus, October, 2016
Journal of Public Administration Research and Theory, 26(4), 709-725

Policy and public management scholars have long theorized about the fragmentation of policy governance across numerous agencies, yet the effects of concentrated or dispersed governance on outcomes of the target population are largely unknown. Child policy is a policy field where dispersion has raised particular concerns, leading several states to consolidate governance for children's programs in recent years. After presenting arguments both for and against the dispersion of policies across agencies, we estimate the effect of dispersion of state-level early childhood education policy governance on children's reading skills. Using a unique nationally representative, longitudinal data set of young children merged with rich state-level data, we use instrumental variables estimation to address potential endogeneity of state governance policies. Our findings indicate that there is a significant positive effect of dispersed governance on children's reading skills in kindergarten. The returns to dispersion diminish above four agencies. Future research in this area should explore the specific mechanisms through which policy governance affects child outcomes. (author abstract)

Reports & Papers

get fulltext

*
4.

Do peers influence children's skill development in preschool?
Henry, Gary T., February 2007
Economics of Education Review, 26(1), 100-112

An examination of the relationship between peer abilities and educational outcomes in preschool children, based on data from the Early Childhood Study in Georgia, which included 630 participants from full-time private preschool, public subsidized pre-kindergarten, and Head Start programs

Reports & Papers

get fulltext

*
5.

Early education policy alternatives: Comparing quality and outcomes of Head Start and state prekindergarten
Henry, Gary T., 2006
Educational Evaluation & Policy Analysis, 28(1), 77-99

A study comparing the impact of state prekindergarten and Head Start programs on young children's developmental outcomes by assessing their academic, social and emotional skills as well as program quality

Reports & Papers

get fulltext

6.

An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03)
Henry, Gary T., 2004
Atlanta: Georgia State University, School of Policy Studies.

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

Reports & Papers

get fulltext

7.

An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03) [Executive summary]
Henry, Gary T., 2004
Atlanta: Georgia State University, School of Policy Studies.

A summary of the extent to which differences in the way Pre-K is implemented affect children’s development based on findings of the Georgia Early Childhood Study of 2002-03

Executive Summary

8.

Evaluation of the pre-k summer readiness pilot program
Ponder, Bentley D., 2004
Atlanta: Georgia State University, Andrew Young School of Policy Studies.

An evaluation of the prekindergarten (Pre-K) summer enrichment pilot program for children in high poverty areas in metro Atlanta

Reports & Papers

9.

The Georgia Early Childhood Study: 2001-2004: Final report
Henry, Gary T., 2005
Atlanta: Georgia State University, School of Policy Studies.

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

get fulltext

10.

The Georgia Early Childhood Study: 2001-2004: Final report [Executive summary]
Henry, Gary T., 2005
Atlanta: Georgia State University, School of Policy Studies.

A summary of 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

Executive Summary

get fulltext

11.

Georgia Pre-k Longitudinal Study: Final report 1996-2001
Henry, Gary T.,
Atlanta: Georgia State University, School of Policy Studies.

A longitudinal study of the progress of Georgia’s prekindergarten program participants during their primary school years up to the third grade, and an examination of the relationship between the types and quality of prekindergarten services and children’s primary school success, focusing on teacher qualifications, beliefs, and type of curriculum, based on a sample of 3,639 participants in Georgia's prekindergarten programs

Reports & Papers

12.

Georgia Pre-k Longitudinal Study: Final report 1996-2001 [Executive summary]
Henry, Gary T.,
Atlanta, GA: Georgia State University, School of Policy Studies.

A summary of a longitudinal study of the progress of Georgia’s prekindergarten program participants during their primary school years up to the third grade, and an examination of the relationship between the types and quality of prekindergarten services and children’s primary school success, focusing on teacher qualifications, beliefs, and type of curriculum, based on a sample of 3,639 participants in Georgia's prekindergarten programs

Executive Summary

13.

Impact of Georgia's pre-k program on kindergarten through third grade teachers
Opfer, V. Darleen, 1999
Atlanta, GA: Council for School Performance. (No longer accessible as of August 29, 2013).

An examination of the implications of the publicly funded Prekindergarten (Pre-K) program in Georgia for teachers of children in kindergarten through third grade, based on a survey of 295 teachers regarding their beliefs about the program and its impact on students, and their own instructional beliefs and practices

Reports & Papers

14.

Impact of Georgia's pre-k program on kindergarten through third grade teachers [Executive summary]
Opfer, V. Darleen, 1999
Atlanta, GA: Council for School Performance.

A summary of an examination of the implications of the publicly funded Prekindergarten (Pre-K) program in Georgia for teachers of children in kindergarten through third grade, based on a survey of 295 teachers regarding their beliefs about the Pre-K program and its impact on students, and their own instructional beliefs and practices

Executive Summary

15.

Prekindergarten Longitudinal Study: 1997-1998 school year: Annual report
Henderson, Laura W., 1999
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A 2nd year report on the longitudinal study of the Georgia Prekindergarten Program including analyses of information gathered on the students followed from the first year of the study, the parents of the students in the study, and the classrooms, teachers and school administrators involved in the current year of study

Reports & Papers

16.

Prekindergarten Longitudinal Study: Findings from the 1998-1999 school year: Third report in a series
Henry, Gary T.,
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

Findings from the third year of a longitudinal study assessing efficacy of the Georgia Pre-Kindergarten Program in improving the readiness of children entering school, based on a sample of 3,042 children in the 1998-99 first-grade class

Reports & Papers

17.

Pre-K Longitudinal Study: Findings from the 1998-1999 school year: Third report in a series [Executive summary]
Henry, Gary T.,
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A summary of findings from a longitudinal study assessing efficacy of the Georgia Pre-Kindergarten Program in improving the readiness of children entering school, based on a sample of 3,042 children in the 1996-97 pre-kindergarten class

Executive Summary

18.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year
Henry, Gary T., 2001
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A longitudinal study of Georgia’s Prekindergarten Program assessing the effectiveness of their efforts in preparing four-year olds for school and improving their educational success; this is the fourth year of the study as a sample of 2928 children began their transition from the second grade

Reports & Papers

get fulltext

19.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year [Executive summary]
Henry, Gary T., 2001
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A longitudinal study of Georgia’s Prekindergarten Program assessing the effectiveness of their efforts in preparing four-year olds for school and improving their educational success; this is the fourth year of the study as a sample of 2928 children began their transition from the second grade

Executive Summary

get fulltext

20.

Quality of Georgia's prekindergarten program: 1997-1998 school year
Byran, Kris, 1998
Atlanta, GA: Council for School Performance. (No longer accessible as of September 25, 2013).

An evaluation of Georgia?s prekindergarten programs from 1996-1997 to 1997-1998, including: an assessment of the quality of services provided; a comparison of the quality of classrooms; an examination of the relationship between teachers? beliefs and classroom quality; and a summary of information about the program?s teachers and their classrooms, using data collected through classroom site visits and teacher surveys

Reports & Papers

21.

Quality of Georgia's prekindergarten program: 1997-1998 school year [Executive summary]
Byran, Kris, 1998
Atlanta, GA: Council for School Performance.

A summary of an evaluation of Georgia’s prekindergarten programs from 1996-1997 to 1997-1998, including: an assessment of the quality of services provided; a comparison of the quality of classrooms; an examination of the relationship between teachers’ beliefs and classroom quality; and a summary of information about the program’s teachers and their classrooms, using data collected through classroom site visits and teacher surveys

Executive Summary

22.

Report of the findings from the Early Childhood Study: 2001-02
Henry, Gary T., 2003
Atlanta: Georgia State University, School of Policy Studies

A study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative

Reports & Papers

23.

Report of the findings from the Early Childhood Study: 2001-02 [Executive Summary]
Henry, Gary T., 2003
Atlanta: Georgia State University, School of Policy Studies.

A summary of a study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative

Executive Summary

*
24.

Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
Early, Diane Marie, March/April 2007
Child Development, 78(2), 558-580

An examination of the connections between preschool teachers' academic degrees and major courses of study and classroom quality and children's academic skills during the year before entering kindergarten, based on data from multiple studies, including the Early Head Start (EHS) Follow-Up, Georgia Early Care Study (GECS), and Head Start Family and Child Experiences Survey (FACES 2003)

Reports & Papers

get fulltext

Select Citation

Search Feedback