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Economic deprivation and early childhood development
Duncan, Greg, 1994
Child Development, 65(2), 296-318

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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Florida Head Start: A portrait of our Head Start children?s outcomes 2004-05
Florida Head Start Association Research Committee, 2005
Pinellas Park, FL: Florida Head Start Association.

A presentation of the outcomes of children participating in Florida Head Start programs in the areas of literacy, early math, learning, social and emotional development, creative arts, science, motor skills, and physical health

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NCSL technical report: State approaches to school readiness assessment
Stedron, Jennifer, August 2010
Denver, CO: National Conference of State Legislatures.

An examination of states' kindergarten assessment practices and use and reporting of school readiness information, based on data from the 25 states that perform kindergarten assessments

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NCSL technical report: State approaches to school readiness assessment
Stedron, Jennifer,
Denver, CO: National Conference of State Legislatures.

An examination of states’ definitions of children’s school readiness and states’ uses of information on school readiness, based on data from 23 states that require universal or near-universal assessment by stature

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State pre-k assessment policies: Issues and status
Ackerman, Debra J., February, 2012
Princeton, NJ: ETS Policy Information Center.

A discussion of considerations for and approaches to the assessment of young children and a study of state prekindergarten child assessment policies in the 2011-2012 school year, based on a survey of state prekindergarten program personnel

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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