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
Another step back?: Assessing readiness in Head Start
A critique of the impact of current assessment and accountability measures on Head Start students
Other
Childcare as a work support, a child-focused intervention, and a job
A chapter suggesting child care providers' occupational stress may interfere with their ability to provide children with quality care
Other
Classroom-based intervention as a way to support low-income preschoolers' emotional and behavioral development: Pressing challenges and potential opportunities
An overview and summary of a Chicago School Readiness Project experiment on the effects of a teacher training program on both classroom quality and child behavior in Head Start classrooms
Other
Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings
A study of the impacts of the Chicago School Readiness Project (CSRP) classroom-based intervention on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management, based on data from 90 teachers in 35 classrooms at 18 CSRP Head Start sites
Reports & Papers
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
Reports & Papers
Can teacher training in classroom management make a difference for children's experience in preschool?: A preview of findings from the Foundations of Learning demonstration
Preliminary findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on children's behavior and classroom management and instruction
Reports & Papers
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
Emotions matter: Making the case for the role of young children's emotional development for early school readiness
A report considering the important of emotional development for school readiness and reviewing research on the effectiveness of interventions at affecting emotional adjustment in preschool
Fact Sheets & Briefs
Executive summary: 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
A summary of 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
Executive Summary
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
Findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior
Reports & Papers
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers: Executive summary
A summary of findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior
Executive Summary
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
A test of the impact of the mental health consultants provided to enhance Head Start teachers’ classroom management skills as part of and Chicago School Readiness Project (CRSP)
Reports & Papers
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
An investigation of preschool children's abilities to self-regulate their emotions, attention, and behavior, and the relationship between self-regulation and children's school readiness, based on data from student testing and teacher reports of 88 children in Head Start classrooms
Reports & Papers
Preschool Self-Regulation Assessment
Instruments
The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure
A discussion of 3 programs designed to improve self-regulation--the Head Start REDI program, the Chicago School Readiness Project, and Tools of the Mind program, a description of a theoretical model of self-regulation as a bidirectional system linking emotion with cognition, and a discussion of the model's application to research on the role of self-regulation in early childhood education and academic achievement
Other
Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children
An exploration of emerging research on the efficacy of preventive and early interventions addressing the needs of young children at risk for poor social, emotional, and behavioral development, and discussion of the kinds of research-based education and care interventions considered to be most effective
Other
Reducing young children’s risk of behavioral difficulties in Head Start: Benefits of a classroom-based approach
A discussion of the benefits of a classroom centered intervention to improve children’s behavioral outcomes in Head Start settings
Fact Sheets & Briefs
The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?
An exploration of the possible causal role of emotion in children’s development and school academic readiness
Other
Social competence: An untapped dimension in evaluating Head Start's success
A review of existing studies on children's social skills provides both a general definition of social competence and recommendations to help researchers select methods to evaluate children's social skills
Reports & Papers
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
Three steps forward, two steps back: Head Start and the measurement of social competence
A discussion of the Head Start program, beginning with a historical perspective of the program, the necessity for a greater cognitive development emphasis, as well as the necessity for a greater social competence emphasis
Reports & Papers
Understanding and improving classroom emotional climate and behavior management in the “real world”: The role of Head Start teachers' psychosocial stressors
An investigation of the relationship between psychosocial stressors and the positive classroom emotional climate and effective behavior management in the classrooms of 90 Head Start teachers and an experiment to examine the relationship between psychosocial stressors and use of an intervention designed to improve classroom emotional climate and behavior management of 48 Head Start teachers
Reports & Papers
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
Reports & Papers
Young children's emotional development and school readiness
A summary of longitudinal research on the relation between young children's emotional development and school readiness and early school success, and interventions designed for children entering school
Fact Sheets & Briefs
