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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Jacknowitz, Alison [remove];
8 results found.|
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Accountability for after-school care: Devising standards and measuring adherence to them A report evaluating school-based after-school programs administered by Stone Soup Child Care Programs, using a methodology and instruments developed from a review of good after-school program practices |
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The effect of attending full-day kindergarten on English learner students An examination of the influence of full-day kindergarten on academic achievement, retention, and English language fluency of English language learners, based on data from 159,566 students from 7 cohorts from the 2001-2002 through 2007-2008 school years in the Los Angeles Unified School District |
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Full-day kindergarten in California: Lessons from Los Angeles An investigation of the effect of full-day public prekindergarten on children’s outcomes, with a focus on economically disadvantaged students and English language learners who attended public prekindergarten programs in Los Angeles, California |
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Full-day kindergarten in California: Lessons from Los Angeles [Executive summary] A summary of an investigation of the effect of full-day public prekindergarten on children’s outcomes, with a focus on economically disadvantaged students and English language learners who attended public prekindergarten programs in Los Angeles, California |
Executive Summary
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Is full better than half?: Examining the longitudinal effects of full-day kindergarten attendance Research on the developmental impacts of full-day kindergarten and the efficacy of policy mandating a full-day curriculum |
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Is full better than half?: Examining the longitudinal effects of full-day kindergarten attendance A study using nationally representative data from the Early Childhood Longitudinal Study--Kindergarten Cohort to examine the longitudinal effects of full-day kindergarten attendance, focusing on how low income children were affected |
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Preschool and school readiness: Experiences of children with non-English-speaking parents A study in both California and the United States as a whole of the demographic characteristics and child care arrangements of children with immigrant parents who do not speak English well, the characteristics of center-based settings attended by these children, and the relationship of center-based care use to their academic skills at school entry, based on survey and observation data from a study of preschool in California and on data from a longitudinal study of the development and experiences of children born in 2001 in the United States |
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Preschool and school readiness: Experiences of children with non-English-speaking parents: Technical appendices Technical appendices to a study in both California and the United States as a whole of the demographic characteristics and child care arrangements of children with immigrant parents who do not speak English well, the characteristics of center-based settings attended by these children, and the relationship of center-based care use to their academic skills at school entry, based on survey and observation data from a study of preschool in California and on data from a longitudinal study of the development and experiences of children born in 2001 in the United States |
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