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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2004 [remove]; Classification:Time In Child Care [remove];
17 results found.|
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Alterable predictors of child well-being in the Chicago Longitudinal Study An overview of the major findings from the Chicago Longitudinal Study, including summaries of child well-being indicators and estimated effects of participation in preschool programs |
Reports & Papers
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Early versus late entry to preschool: Some developmental implications An exploration of the effects of early preschool entry on the personality, cognitive, motor, and social development of 247 toddlers from 17 high quality preschools in different regions of Slovenia |
Reports & Papers
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The effects of a 21st Century Community Learning Center after-school program on student P.A.C.T. scores An investigation of the impact of participation in a 21st Century Community Learning Center after-school program on students' academic achievements in grades 3-5 as measured by the South Carolina Palmetto Achievement Challenge Test (P.A.C.T.) |
Reports & Papers
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The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data An inquiry into the relationship of kindergarten attendance to school performance, based on a literature review of studies comparing children’s outcomes of participation in half-day and full-day programs, and an analysis of scheduled activities of half-day and full-day kindergarten classrooms in Indiana |
Reports & Papers
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The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data [Executive summary] A summary of an inquiry into the relationship of kindergarten attendance to school performance, based on a literature review of studies comparing children’s outcomes of participation in half-day and full-day programs, and an analysis of scheduled activities of half-day and full-day kindergarten classrooms in Indiana |
Executive Summary
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Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 A report examining the differences between full-day and half-day kindergarten across the United States using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data from schools, teachers, parents and kindergarten children |
Reports & Papers
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Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 [Executive summary] A comparison of the differences between full- and half-day kindergarten programs across the United States, based upon data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) |
Executive Summary
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The impact of pre-school on young children's cognitive attainments at entry to reception An examination of the effects of preschool education on young children's school entry assessments as compared with children's assessments who did not attend preschool; also examined are the effects of amount and duration of preschool experiences |
Reports & Papers
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The influence of Head Start and other pre-school programs on student achievement An investigation of the impact of Head Start on children's academic achievement according to state mandated testing in the third grade, comparing test scores of former Head Start students with test scores of economically advantaged students who did not attend Head Start |
Reports & Papers
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Massachusetts Early Care and Education and School Readiness Study An assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 236 children attending child care centers that have been followed since infancy; and another group of 160 children attending child care centers primarily serving low-income families. The project measures the following school readiness outcomes: (1) language development and communication; (2) cognition and general knowledge, including early math, social and emotional development; (3) approaches to learning; and (4) health and physical development. The study informs policy and program choices about standards for infant and preschool early care and education, the education and training of early care and education professionals, hours of care for young children, and the processes that improve school readiness among young children at risk. |
Administration for Children and Families/OPRE Projects
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Opening the kindergarten door: The preschool difference: Survey of kindergarten teachers in Connecticut's priority school districts to determine how many children enter kindergarten ready for school: Executive summary A summary of a study of the effects of preschool attendance on the school readiness of Connecticut kindergartners, based on a survey of kindergarten teachers |
Executive Summary
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Pre-school enrollment: An analysis by immigrant generation An exploration of the patterns of preschool enrollment of children who immigrated to the United States as children and the United States-born children of immigrants |
Reports & Papers
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Research briefing: The full-day advantage A summary of findings from a study of the effects of prekindergarten school day length on children's school readiness |
Fact Sheets & Briefs
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The status and nature of full-day kindergarten in Delaware: Phase II: The impact of full-day kindergarten on kindergarten work sampling and grades 2 & 3 DSTP scores An investigation of the impact of full-day versus half-day kindergarten programs on children who attend public school in Delaware, based on the second- and third-grade assessments of students who attended kindergarten in the 1999-2000 school year |
Reports & Papers
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The status and nature of full-day kindergarten in Delaware: Phase II: The impact of full-day kindergarten on kindergarten work sampling and grades 2 & 3 DSTP scores [Executive summary] A summary of an investigation of the impact of full-day versus half-day kindergarten programs on children who attend public school in Delaware, based on the second- and third-grade assessments of students who attended kindergarten in the 1999-2000 school year |
Executive Summary
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What is the penny buying for South Carolina?: Child development programs for four-year-olds: Longitudinal studies of later academic achievement, 1995-96 through 1999-2000 and 2000-01 through 2001-02 A longitudinal study through grade five of the effects on academic achievement of a South Carolina half-day child development program for at risk four-year-old children, based on assessment score comparisons with nonparticipants |
Reports & Papers
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What is the penny buying for South Carolina?: Child development programs for four-year-olds: Longitudinal studies of later academic achievement, 1995-96 through 1999-2000 and 2000-01 through 2001-02 [Executive summary] A summary of a longitudinal study through grade five of the effects on academic achievement of a South Carolina half-day child development program for at risk four-year-old children, based on assessment score comparisons with nonparticipants |
Executive Summary
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