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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Brooks-Gunn, Jeanne [remove]; Classification:Child Characteristics [remove];
14 results found.|
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Are Head Start effects sustained?: A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs A study of the sustained effects in kindergarten and first grade of Project Head Start for disadvantaged black children between 1969 and 1970 in two American cities |
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Associations among family environment, sustained attention, and school readiness for low-income children A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age |
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Child care and children of color A discussion of the United States Family Support Act of 1988 and the developmental impact of poverty and child care regulations on children from socioeconomically disadvantaged families |
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Does Head Start work?: A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs A comparison of cognitive outcomes among Head Start children, children without any preschool experience, and children enrolled in other preschool programs |
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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program Findings from a follow-up study on the persistence of cognitive and behavioral benefits from early childhood program participation in 18-year-olds who were born with low birth weight and participated in the Infant Health and Development Program (IHDP) |
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Economic deprivation and early childhood development A study of the impact of poverty and poverty correlates such as ethnicity, maternal education, neighborhood conditions and single parenthood on child cognitive and behavioral development, using longitudinal data from the Infant Health and Development program |
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The effects of early maternal employment on child cognitive development A study of the effects on child cognitive development at age seven or eight of maternal labor force reentry during the first three years of life, controlling for factors such as child care use, based on mothers and their children in the nationally representative National Longitudinal Survey of Youth 1979 |
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The effects of the home instruction programs for preschooler youngsters (HIPPY) on children's school performance at the end of the program and one year later A study of the Home Instruction Program for Preschooler Children, a costless two year family-oriented home-based early childhood intervention administered to low-income children; the study included assessments of the children’s cognitive skills, adaptation to the classroom, and standardized test achievement at the end of the program |
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Effects of maternal employment and child-care arrangements on preschoolers' cognitive and behavioral outcomes: Evidence from the children of the National Longitudinal Survey of Youth A study of the relationships among child social and cognitive development, child characteristics, child care arrangements and maternal labor force variables |
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First-year maternal employment and child development in the first 7 years A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States |
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Head Start and urban children's school readiness: A birth cohort study in 18 cities A longitudinal investigation of the links between Head Start participation and the cognitive and social competencies associated with children's school readiness, based on a subsample of 2,803 children from eighteen cities who participated in the Fragile Families and Child Wellbeing Study |
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Racial and ethnic gaps in school readiness A discussion of underlying factors causing the racial and ethnic achievement gaps between White and non-White students, with recommendations of strategies and social programs for narrowing the achievement gap |
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A randomized study of neighborhood effects on low-income children's educational outcomes A follow-up study of the academic achievement of children whose families moved from high-poverty to low-poverty neighborhoods with the assistance of the Moving to Opportunity (MTO) program |
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Reading ahead: Effective interventions for young children's early literacy development An exploration of influences on the literacy development of young children from low socioeconomic status families, and the effectiveness of early intervention programs |
Other
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