Accountability in early childhood: No easy answers [Executive summary]
Meisels, Samuel J., 2006
(Occasional Paper No. 6). Chicago: Herr Research Center.
A summary of a critical discussion of accountability testing in early childhood education, with recommendations for more effective early childhood program evaluation
Are children ready for school?: Assessment of kindergarten readiness in San Mateo and Santa Clara Counties: Summary report 2005
Santa Clara County Partnership for School Readiness, 2006
San Jose, CA: Santa Clara County Partnership for School Readiness. (No longer accessible as of October 12, 2012).
A summary of a study of children's skills at kindergarten entry and family and early childhood education factors associated with those skills in San Mateo and Santa Clara Counties, California, based on parent and early childhood education teacher surveys and kindergarten teacher surveys and child assessments
Assessing proposals for preschool and kindergarten: Essential information for parents, taxpayers and policymakers [Executive summary]
Olsen, Darcy, 2006
(Policy Study 344). Los Angeles: Reason Foundation.
A summary of a critique of proposals that encourage the adoption of universal, full-day preschool programs in the state of Arizona
The Collier County Early Literacy Partnership for Educational Success: 2005-2006: Year II implementation and evaluation: Executive summary
Florida Institute of Education, 2006
Jacksonville, FL: Florida Institute of Education.
A summary of findings from an implementation and program evaluation of the Early Literacy and Learning Model (ELLM) and the Skills-based Educational Experiences Delivery System (ELLM/SEEDS), programs to improve children's early literacy skills in Collier County, Florida, during the 2005-2006 year
Effective preschool curricula and teaching strategies [Executive summary]
Klein, Lisa G., September 2006
(Pathways to Early School Success Issue Brief No. 2). New York: Columbia University, National Center for Children in Poverty.
Summary of an exploration of the role of intentional curriculum and professional development in increasing low-income children's achievement in early literacy and early math, with recommendations for researchers, policymakers, administrators, teachers, families, and community leaders
Evaluation of the PBS Ready to Learn Cell Phone Study: Learning Letters with Elmo [Executive summary]
Ready to Learn (Service), August, 2006
San Francisco: Wested.
A summary of a study of the use of cell phones to deliver PBS literacy programming to low income families with preschoolers
Executive summary: Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth
August, Diane, 2006
Mahwah, NJ : Lawrence Erlbaum; [Washington, DC]: Center for Applied Linguistics
A summary of an identification, assessment, and synthesis of policy- and practice-informing research on the topic of English literacy attainment of children from language-minority families in the United States, including sections on children's literacy development, cross-linguistic relationships, sociocultural influences, instructional approaches, professional development, and student assessment
Executive summary: Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten
Peisner-Feinberg, Ellen S., August 2006
Chapel Hill, NC: FPG Child Development Institute.
A summary of a longitudinal follow-up at kindergarten of participants in the 2003-2004 year of the North Carolina More at Four prekindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments
Executive summary: Health and school readiness literature review: Selected programs, components and findings in the United States, excluding California
Emel, Bobbi L., June 2006
Oakland: California Childcare Health Program.
A summary of a review of the health components, initiatives, and outcomes of key school readiness programs in the United States, not including California
From implementation to impact: An evaluation of the South Carolina First Steps to School Readiness program: Executive summary
High/Scope Educational Research Foundation, 2006
Columbia: South Carolina First Steps to School Readiness.
A summary of a multi-component evaluation of South Carolina First Steps to School Readiness, a comprehensive state initiative aimed at improving early childhood development, that examined: the features and quality of First Steps-funded four-year-old kindergarten (4K) classrooms, and the characteristics and outcomes of 4K participants; families receiving child care vouchers through First Steps and the features and quality improvements of child care programs receiving First Steps funding for quality enhancement activities; outcomes of children whose parents participated in First Steps parenting and family strengthening activities; and the value added by channeling funding through First Steps offices rather than directly through agencies implementing First Steps programming
Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report [Executive summary]
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, 2006
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.
A summary of a longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort
Impacts of a summer learning program: A random assignment study of Building Educated Leaders for Life (BELL) [Executive summary]
Chaplin, Duncan, 2006
Washington, DC: Urban Institute.
A summary of a random assignment study evaluating Building Educated Leaders for Life (BELL), a summer program for low-income children to increase parental involvement and improve academic skills, academic self-perception, and social behaviors, based on reading tests and student and teacher questionnaires
Is more better?: The effects of full-day vs. half-day preschool on early school achievement [Executive summary]
Robin, Kenneth B., 2006
New Brunswick, NJ: National Institute for Early Education Research.
A summary of a longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment
LA 4/Starting Points evaluation report: 2005-06 executive summary
University of Louisiana at Lafayette. Cecil J. Picard Center for Child Development and Lifelong Learning, December 2006
Baton Rouge: Louisiana, Department of Education.
A summary of an evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2005-2006 school year, based on pretest and posttest assessments of 7,898 children and quality observation of randomly selected classrooms
Language development programmes: coverage and effectiveness of provision in Northern Ireland (0-36 months) [Executive summary]
Northern Ireland Statistics and Research Agency, 2006
(Research Report No. 39). Bangor: Northern Ireland, Department of Education.
A summary of a survey of early childhood programs and interventions that promote language development for children aged birth through 36 months, and the proposal of a criterion for the efficient delivery of language-based early childhood services, based on questionnaires from 44 early childhood programs and service providers in Northern Ireland
Massachusetts statewide child assessment system: A study to investigate recommended implementation practices [Executive summary]
Oldham, Erin, November 30, 2006
Boston: Massachusetts, Department of Early Education and Care.
A summary of an examination of the use of child assessment tools by early childhood education and care programs, based on a survey of 645 licensed child care centers, case studies of 6 large early education organizations, and trainings of 30 staff members from 4 multi-site child care programs serving child care centers and family child care homes in Massachusetts
Patterns of Hispanic studentsí math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics [Executive summary]
Reardon, Sean F., October 2006
Tempe, AZ: National Task Force on Early Childhood Education for Hispanics.
A summary of a description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort
Preschool participation and the cognitive and social development of language-minority students [Executive summary]
Rumberger, Russell, 2006
(CSE Technical Report 674 ). Los Angeles: University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing.
A summary of an examination of the effects of preschool participation on the social and cognitive development of language minority students in kindergarten and third grade, based on the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
Readiness to learn: 2006 Oregon kindergarten readiness readiness survey report [Executive summary]
Oregon. Department of Education, 2006
Salem: Oregon, Department of Education.
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 26,618 children who entered public kindergarten in Oregon in 2006
Readiness to learn at school among five-year-old children in Canada [Executive summary]
Thomas, Eleanor M., November, 2006
(Catalogue no. 89-599-MIE, Children and Youth Research Paper Series No. 004). Ottawa, Ontario: Statistics Canada.
A summary of an examination of the relationship between family and child characteristics, such as child gender and household income, and school readiness among Canadian children entering school at age 5, using data from the National Longitudinal Survey of Children and Youth (NLSCY) in Canada
A review of the state of the field of early childhood learning and development in child care, kindergarten and family support programs [Executive summary]
Cleveland, Gordon, 02 June, 2006
Ottawa, Ontario: Canadian Council on Learning.
A summary of a review of research on the relationship of early learning and child care programs in Canada to child development and learning
Rush to assessment: The role private early childhood service providers play in assessing child and program outcomes [Executive summary]
Macmillan, Larry, 12 January, 2006
Philadelphia: National Early Childhood Accountability Task Force.
A summary of a study of large, private non-profit and for-profit early childhood service providers' child and program quality assessment efforts, as well as of programs' use of assessment data for management purposes and their experiences of state and national accountability initiatives, based on interviews with senior program executives
Safe, healthy and ready to succeed: Arizona school readiness key performance indicators [Executive summary]
Migliore, Donna E., 2006
Phoenix, AZ: Arizona, State School Readiness Board.
A summary of a compilation of sixteen measures related to the school readiness of children and the quality of child care in Arizona
School readiness, full-day kindergarten, and student achievement: An empirical investigation [Executive summary]
Le, Vi-Nhuan, 2006
Santa Monica, CA: Rand Corporation.
A summary of an analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs
Strengthening interdisciplinary partnerships in addressing children's early development: A think tank [Executive Summary]
National Resource Center for Health and Safety in Child Care (U.S.), 2006
Aurora, CO: National Resource Center for Health and Safety in Child Care
A summary of a report of a symposium on creating and maintaining partnerships among relevant disciplines in the area of young children's socioemotional health and early socioemotional development