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1.

21st Century Community Learning Centers: Descriptive study of program practices
United States. Department of Education. Policy and Program Studies Service, July 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

An exploration of the influence of the implementation of reading and mathematics activities in 21st Century Community Learning Centers (21st CCLC) on children's academic achievement, based on data from surveys and site visits of funded programs during the 2006-2007 school year

Reports & Papers

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2.

21st Century Community Learning Centers: Descriptive study of program practices [Executive summary]
United States. Department of Education. Policy and Program Studies Service, July 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

A summary of an exploration of the influence of the implementation of reading and mathematics activities in 21st Century Community Learning Centers (21st CCLC) on children's academic achievement, based on data from surveys and site visits of funded programs during the 2006-2007 school year

Executive Summary

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3.

Analysis of state K-3 reading standards and assessments: Executive summary
United States. Department of Education. Policy and Program Studies Service, October 2005
(Doc. No. 2005-04). Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.

A summary of an examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments

Executive Summary

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4.

Analysis of state K-3 reading standards and assessments: Final report
United States. Department of Education. Policy and Program Studies Service, December, 2005
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments

Reports & Papers

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5.

Cross-site evaluation of the Early Childhood Educator Professional Development Program
United States. Department of Education. Policy and Program Studies Service, 2011
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

A summary of findings from an evaluation of the Early Childhood Educator Professional Development Program, which provides grants for professional development activities to early childhood educators working in low-income communities

Fact Sheets & Briefs

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6.

Reading First Implementation Evaluation: Interim report
United States. Department of Education. Policy and Program Studies Service, July 2006
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

Interim findings from an implementation evaluation of Reading First--a federally-funded program to improve the quality of reading instruction in kindergarten through third grade (K-3) by using research-based reading programs and materials, promoting professional development, and assessing students' progress--that involved examining differences in program implementation among Reading First grantees and comparing reading instruction in Reading First and non-Reading First Title I schools

Reports & Papers

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7.

Reading First Implementation Evaluation: Interim report [Executive summary]
United States. Department of Education. Policy and Program Studies Service, July 2006
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

A summary of interim findings from an implementation evaluation of Reading First--a federally-funded program to improve the quality of reading instruction in kindergarten through third grade (K-3) by using research-based reading programs and materials, promoting professional development, and assessing students' progress--that involved examining differences in program implementation among Reading First grantees and comparing reading instruction in Reading First and non-Reading First Title I schools

Executive Summary

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8.

Results in brief: Case studies of the early implementation of kindergarten entry assessments
United States. Department of Education. Policy and Program Studies Service, August, 2016
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and improving early learning opportunities. In 2010, seven states collected KEA data for the purposes of aggregating data at the state level. By 2014, 29 states were engaged in development and use of KEAs with support from federal programs such as Race To the Top-Early Learning Challenge (RTT-ELC) grants and Enhanced Assessment Grants (EAG). This descriptive study examines the development and early implementation of KEAs in 12 districts across four RTT-ELC states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. (author abstract)

Fact Sheets & Briefs

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9.

Results in brief: Preschool through third grade alignment and differentiated instruction: A literature review
United States. Department of Education. Policy and Program Studies Service, August, 2016
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

Research shows that participation in a high-quality preschool can improve young children's readiness skills for elementary school, positively influencing behavioral, social-emotional, and cognitive outcomes. Specifically, for children who may be at risk for academic challenges in early elementary school, attending a high-quality preschool can improve test scores and attendance, and it can reduce placement in special education and grade-level retention. However, some preschool program evaluations document that initial benefits may not persist into early elementary school. Some early childhood experts assert that the effects of preschool may diminish if curricula and instructional strategies from preschool through grade 3 are not well aligned. A second explanation for why initial benefits of preschool may not persist is that children who make early gains in preschool may not have the opportunity to maintain their growth rate or learning trajectory because early elementary instruction may focus on students who are less prepared and have low-level skills. This literature review aimed to better understand the research behind these two theories and focused on preschool and K-3 alignment and differentiated instruction in kindergarten and first grade. The review of differ entiated instruction excluded studies that focused exclusively on low-achieving students because of the priority on differentiated instruction as a way to help sustain the gains children make in preschool. (author abstract)

Fact Sheets & Briefs

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10.

Toward the identification of features of effective professional development for early childhood educators: Literature review
United States. Department of Education. Policy and Program Studies Service, August 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Literature Review

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11.

Toward the identification of features of effective professional development for early childhood educators: Literature review [Executive summary]
United States. Department of Education. Policy and Program Studies Service, 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

A summary of an exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Executive Summary

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