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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Executive Summary [remove]; Pub Year:2009 [remove]; Classification:Child Development & School Readiness [remove];
34 results found.|
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15 by 15: A comprehensive policy framework for early human capital investment in BC [Executive summary] A summary of an argument for reducing the percentage of developmentally vulnerable children in British Columbia, Canada, to 15 by 2015, including a policy framework to achieve the goal |
Executive Summary
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Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon: Summary A summary of an investigation of the developmental status and functioning of children aged birth through 2 upon entry into early intervention services and children aged 3 through 5 upon entry into early childhood special education services in Oregon, based on data from the Oregon Early Childhood Assessment System |
Executive Summary
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An analysis of influence of Judy Center services on the Maryland Model for School Readiness (MMRS) Kindergarten Assessment outcomes: 2008-2009 [Executive summary] A summary of a study of the impact on school readiness of prekindergarten participation in Judy Centers, which provide comprehensive services for at risk children from birth through age 5 in Maryland, based on a comparison of assessments of children who participated in the program prior to kindergarten with assessments of children who joined at the beginning of kindergarten |
Executive Summary
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Assembly Bill 627: Nevada early childhood education (ECE) program: FY 2007-08 final evaluation report [Executive summary] A summary of an evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examined the developmental progress and parental involvement of program participants over the program year and compared first and third grade outcomes of participants and nonparticipants |
Executive Summary
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Child care and early education in Australia: The Longitudinal Study of Australian Children [Executive summary] A summary of a study of child care attendance patterns and quality indicators, parent child care decisionmaking and satisfaction, and developmental outcomes of infants and preschool-age children in Australia, based on data from 5,107 infants and 4,983 preschool-age children from the nationally representative Longitudinal Study of Australian Children |
Executive Summary
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Child care quality study: The impact of Head Start partnership on child care quality: Final report [Executive summary] A summary of an examination of the influence of Head Start and child care provider partnerships on children’s outcomes and the quality of services provided, based on assessments of more that 600 children and surveys and observations of more than 200 child care centers and family child care providers in Ohio |
Executive Summary
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The children of LAUP: Executive summary of the First 5 LA Universal Preschool Child Outcomes Study A summary of an inquiry into the academic, developmental, and health related outcomes of the children enrolled in the universal prekindergarten program of Los Angeles County, California, based on direct assessments and interviews with parents and teachers |
Executive Summary
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Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation [Executive summary] A summary of a study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry |
Executive Summary
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Denver Preschool Program: Report on child outcomes: 2009-10 school year [Executive summary] A summary of an investigation into children's school readiness after participation in the Denver Preschool Program (DPP), based on a sample of 201 children from Denver, Colorado who either received a tuition credit or attended a DPP quality improvement site compared with more than 3,000 children who did not |
Executive Summary
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Early school transitions and the social behavior of children with disabilities: Selected findings from the the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary] A summary of findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years |
Executive Summary
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Evaluation of the First 5 LA Family Literacy Initiative: Year 5/6 report: Executive summary A summary of findings from the fifth and sixth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
Executive Summary
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Final evaluation report: Lessons learned from the MELF community grants [Executive summary] A summary of findings from an evaluation of high quality early childhood education and care programs funded by community grants from the Minnesota Early Learning Foundation, based on participant data gathered through student assessments and parent surveys |
Executive Summary
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Getting ready for school: The Early Childhood Cluster Initiative of Palm Beach County, Florida: Program implementation and early outcomes: Year 3 executive summary A summary of findings from the third year of an implementation and impact evaluation of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on surveys of parents, teachers, and principals, program observations, child assessments, school administrative records, and a review of program documents |
Executive Summary
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Impact of full-day prekindergarten program on student academic performance [Executive summary] A summary of an investigation of the effect of program length on children’s literacy and mathematics achievement, based on a sample of 2,538 students in public prekindergarten and Head Start classes in Montgomery County, Maryland assigned to groups that received full-day instruction, half-day instruction, and a randomly selected control group |
Executive Summary
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The literacy programs of Save the Children: Results from the 2008-09 school year [Executive summary] A summary of an examination of the effect of participation in literacy interventions and programs on children?s early literacy skills, based on data from more than 12,000 children who participated in literacy programs at 118 sites sponsored by Save the Children during the 2008-2009 academic year |
Executive Summary
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The Missouri quality rating system school readiness study: Executive summary A summary of a comparison of the improvement of the school readiness in children who attend high quality early childhood programs and those who attend lower quality programs as rated by the Missouri Quality Rating System (QRS), based on a sample of 350 children aged 3 to 5 years old from 32 centers and 6 family child care homes in Missouri |
Executive Summary
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National Strategy for Early Literacy: Summary report 2009 A summary of a Canadian national strategy for improving early literacy policy and practice, based on policy research papers and a public consultation process |
Executive Summary
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The New Mexico PreK evaluation: Results from the initial four years of a new state preschool initiative: Final report [Executive summary] A summary of an evaluation of the quality, economic impact, and parent provider perceptions of New Mexico’s prekindergarten program, and an examination of the influence of the program on children’s academic achievements, based on data on participants in the program from the 2005-2006 through 2007-2008 academic school year |
Executive Summary
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Partners in Family Child Care: 2008-2009 year 1 report [Executive summary] A summary of findings from the first year of the implementation of Partners in Family Child Care, an initiative to improve the early literacy and socioemotional outcomes of children in family child care, based on data from 30 urban family child care providers in Rochester, New York |
Executive Summary
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Pre-K Counts in Pennsylvania for youngsters’ early school success: Authentic outcomes for an innovative prevention and promotion initiative: Research results of SPECS for Pre-K Counts: An independent authentic program evaluation research initiative (2005-2009): 2009 executive summary Highlights of a longitudinal study of the influence of participation in Pre-K Counts, a Pennsylvania initiative to improve early education and care quality by increasing prekindergarten partnerships among community-based child care providers and school districts, on children’s outcomes, based on assessments of 10,000 children and their programs across the first 21 school district-community partnerships implemented between 2005 and 2008 |
Executive Summary
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Preparing children for grade one: A study of emergent literacy: Executive summary A summary of a comparison of the relationship of participation in either a traditional speech and language therapy intervention or an experimental literacy-based intervention to the early reading and language skills of preschool-age children with language impairments, based on data collected from 38 children ages 4 through 5 years old randomly assigned to either intervention |
Executive Summary
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Project Early Kindergarten-Early Reading First: Evaluation report on the third year of a Saint Paul Public Schools initiative [Executive summary] A summary of an inquiry into the influence of participation in the Project Early Prekindergarten-Early Reading First on children’s language and literacy achievement, and an examination of the influence of participation by classrooms and schools on their improvement in the promotion of children’s early literacy through the classroom environment |
Executive Summary
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Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative A summary of an implementation and outcomes evaluation of Project Early Kindergarten-Early Reading First, an early literacy-focused prekindergarten program for at risk children in St. Paul, Minnesota, that examines staff professional development, changes in classroom and instructional quality, changes in children's early literacy and school readiness skills, and parental involvement, based on classroom observations, child assessments, staff focus groups, and parent surveys |
Executive Summary
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Project Early Kindergarten evaluation: Results through 2008-09 of a Saint Paul Public Schools initiative [Executive summary] A summary of an evaluation of the efficacy of Project Early Kindergarten (PEK) in the improvement of at risk children’s school readiness, including a comparison of the readiness of children attending PEK programs in school-based settings and community-based PEK programs |
Executive Summary
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Promoting early childhood development through a public programme in Peru: Wawa Wasi in Peru [Executive summary] A summary of an examination of the influence of participation in a Wawa Wasi early childhood program on children’s development and well-being, based on a comparison of data on outcomes of 56 children in a treatment group and 44 children in a control group in Peru |
Executive Summary
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