Characteristics of Sure Start local programme areas: Rounds 1 to 4: Profiles of Rounds 1 to 4 Sure Start local programme areas and a sample of Round 5, to-be-Sure Start local programme areas [Executive summary]
Sure Start (Programme), June, 2003
(Report No. 03). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.
A summary of a study of the changes in the Sure Start local programs for disadvantaged children under five years of age in the United Kingdom
Early childhood interventions: Proven results, future promise [Executive summary]
Karoly, Lynn A., 2005
(Monograph No. MG-341-PNC). Santa Monica, CA: Rand Corporation.
A review of research that addresses the potential for interventions of various forms in early childhood to improve outcomes for participating children and their families, which includes consequences for not increasing investment in such programs, the range of early intervention programs, the benefits of such programs, and the societal returns produced by these programs
Effects of a preschool mathematics curriculum: Summary research on the Building Blocks project [Executive summary]
Clements, Douglas H., 2002
Buffalo: State University of New York at Buffalo, Graduate School of Education.
A summary of a description and experimental evaluation of Building Blocks, a research-based, technology-enhanced mathematics curriculum for use in prekindergarten through second grade, in preschool classrooms serving low-income children, based on individual child assessments
Final evaluation report: 21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools executive summary
Wahlstrom, Kyla L., March 2004
Minneapolis, MN: University of Minnesota, Center for Applied Research and Educational Improvement.
A summary of an evaluation of a grant-funded after school and summer program designed to provide educational and social benefits to at-risk youth in Saint Paul, Minnesota
Making the most of out-of-school time: Executive summary: Interim findings from an evaluation conducted by Chapin Hall Center for Children at the University of Chicago
Halpern, Robert, 1998
New York: DeWitt Wallace-Reader's Digest Fund.
An evaluation of the Making the Most of Out-of-School Time (MOST) Initiative, which aims to improve the supply, accessibility, affordability and quality of care for low-income, school age children in Boston, Chicago and Seattle
The outcomes for children of poverty [Executive summary]
University of Essex. Institute for Social and Economic Research, 2001
Leeds, United Kingdom: Corporate Document Services.
Highlights of findings from a study by the Institute of Social and Economic Research at the University of Essex on the life outcomes of children raised in poverty
Out of school programs and services in New York City: Participation, satisfaction, & barriers: A survey of parents of school-aged children in NYC [Executive summary]
Belden, Russonello, & Stewart, 2004
New York: Citizens' Committee for Children of New York.
A summary of a study of the impact and participation level of out-of-school time (OST) programs and services among children from all socioeconomic backgrounds in New York City
Quality counts!: Assessing the quality of daycare services based on the Quebec Longitudinal Study of Child Development [Executive summary]
IRPP Choices, 11(5), 42
A summary of an evaluation of the quality of Quebec’s child care settings, focusing on the relationship between the quality of services delivered and children’s socioeconomic status, based on data from the Quebec Longitudinal Study of Child Development and evaluations of more than 1,500 child care settings
Starting school at a disadvantage: The school readiness of poor children [Executive summary]
Isaacs, Julia B., March, 2012
Washington, DC: Brookings Institution, Center on Children and Families.
A summary of an examination of the school readiness gap between children from poor and affluent families and its possible explanations, and a simulation of three interventions to improve school readiness, based on data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort
Third national Even Start evaluation: Program impacts and implications for improvement [Executive summary]
United States. Department of Education. Planning and Evaluation Service, 2003
(Doc No. 2005-05). Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
A summary of an evaluative study of participation, language acquisition, and developmental impacts for parents and children enrolled in Even Start family literacy programs aimed at the socioeconomically disadvantaged in the United States from 1999-2001