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Current Filters: Resource Type:Reports & Papers [remove]; Pub Year:2005 [remove]; Full Text:no [remove]; Classification:Parent, School, & Community School Readiness/Child School Success & Performance [remove];

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			21st Century Community Learning Centers: Evaluation of projects funded for the 2003-04 school year Texas Education Agency, January, 2005 Austin, TX: Texas Education Agency. An examination of the impact of children’s participation in after school learning programs, created or expanded pursuant to the Elementary and Secondary Education Act as amended by the No Child Left Behind (NCLB) Act of 2001, on their academic performance in various categories	Reports & Papers
			Afterschool learning: A study of academically focused afterschool programs in New Hampshire New Hampshire. Department of Education, January, 2005 Concord: New Hampshire, Dept. of Education. A presentation of findings from a study of the impact of academically-focused afterschool programs on students’ school success, based on data from 29 afterschool programs	Reports & Papers
			Assessing proposals for preschool and kindergarten: Essential Information for parents, taxpayers, and policymakers Olsen, Darcy, 2005 (Goldwater Institute Policy Report No. 201). Phoenix, AZ: Goldwater Institute. A critique of proposals that encourage the adoption of universal, full-day preschool programs in the state of Arizona, as they do not improve children's outcomes or prevent school dropout rates	Reports & Papers
			The association between type of preschool experience and student achievement of economically disadvantaged students in four northeast Tennessee schools McClellan, Robin Wade, 2005 Unpublished doctoral dissertation, East Tennessee State University, Johnson City An examination of the impact of preschool experience on low income third grade students' academic achievements as measured by the Tennessee Comprehensive Assessment Program (TCAP)	Reports & Papers
			Corporal punishment as a determinant of developmental outcomes: Longitudinal and process models Mulvaney, Matthew K., 2005 Unpublished doctoral dissertation, University of New Hampshire, Durham A two-part study examining the influence of corporal punishment across infancy and early childhood using longitudinal analyses performed on data from the National Institute of Child Health and Human Development Study of Early Childhood Care and Youth Development (NICHD-SECCYD) , and, this time using a college sample, the intervening role of individuals' subjective experiences of their parents' use of corporal punishment	Reports & Papers
			Early childhood care: Choices and implications for kindergarten achievement Portas, Carole A., 2005 Unpublished doctoral dissertation, New York University, New York A study of the relationship between type of child care received by children in the year prior to entering kindergarten and academic performance in kindergarten, based on data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K)	Reports & Papers
			Early childhood experiences and kindergarten success: A population-based study of a large urban setting Fantuzzo, John W., 2005 School Psychology Review, 34(4), 571-588 An examination of the effects of center-based child care experiences on young urban children's kindergarten outcomes after controlling for significant risk factors, including neighborhood and family characteristics	Reports & Papers
			Early childhood practitioners' views on planning for young children's futures Page, Jane, 2005 Journal of Australian Research in Early Childhood Education, 12(2), 17-24 Results of a survey given to 37 Australian early childhood teachers about their views on planning for young children's futures and on supporting children's long-term development	Reports & Papers
			The effect of pre-K early intervention duration on academic achievement and socialization opportunities of 3rd-grade students who were eligible for special education services at ages 3 to 5: An exploratory study of children with developmental delays Lin, Mike Chang-Hui, 2005 Unpublished doctoral dissertation, University of Central Florida, Orlando An examination of the effect of prekindergarten early intervention duration on academic achievement and socialization opportunities of third grade students who were eligible for special education services at ages 3 to 5	Reports & Papers
			Follow-up of children from academic and cognitive preschool curricula at 12 and 16 Dale, Philip S., 2005 Exceptional Children, 71(3), 301-317 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16	Reports & Papers
			Growing up in Australia: The Longitudinal Study of Australian Children: 2004 annual report Australian Institute of Family Studies, 2005 Melbourne: Australian Institute of Family Studies. An overview of findings from the first wave of the Longitudinal Study of Australian Children (LSAC), a long term study examining how Australian society, economy, and culture impact the development of the country's children	Reports & Papers
			Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families Sy, Susan R., 2005 International Journal of Behavioral Development, 29(6), 505-515 A study of the relationships of 309 Asian American and 9471 European American parents’ beliefs, expectations, and involvement with their children’s math and reading achievement trajectories during the children’s transition to school, based on data from the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K)	Reports & Papers
			Preschool children with special educational needs: Achievement, retention, and classification through second grade Crane, Jennifer, Fall 2005 Unpublished doctoral dissertation, George Mason University, Fairfax, VA An examination of special needs students' achievement, retention, and classification from their prekindergarten year through second grade from an analysis of 1,338 children who receive special education services during prekindergarten, kindergarten, first, or second grade data based on data from the Miami School Readiness Project	Reports & Papers
			Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation Fabiano, Lara, November, 2005 Boston, MA: Citizen Schools. (No longer accessible as of October 15, 2012). Findings from the third phase of an evaluation of the impact of Citizen Schools program participation on the improvement of the academic outcomes and life trajectories of at risk middle-school students in Massachusetts, including information on participants? achievement in eighth grade	Reports & Papers
			School readiness profiles pilot study: Helping children in Ventura County succeed in school Sareen, Harvinder, January, 2005 Los Angeles: UCLA Center for Healthier Children, Families and Communities. A pilot study to test an assessment of school readiness among a convenience sample of children, parents, and schools in the school districts of Ventura County, California	Reports & Papers
			Shared features of high-performing after-school programs: A follow-up to the TASC evaluation The After-School Corporation, November, 2005 New York: The After-School Corporation. A comparative examination, based on interviews and observational data, of the program structures and practices shared by 10 New York City after school projects identified as high-performing in the area of student gains in academic achievement	Reports & Papers
			Starting kindergarten: A comparison of the perceptions of parents in special education and regular education Lynch, Maureen, 2005 Unpublished doctoral dissertation, State University of New York at Albany A survey-based study of parents' degree of satisfaction of their children's transition to kindergarten, comparing the perceptions of parents with children in regular education programs with those of parents with children in special education	Reports & Papers

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