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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Full Text:no [remove]; Classification:Parent, School, & Community School Readiness/Child School Success & Performance [remove];
46 results found.|
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Assessing the school readiness needs of a state A description and analysis of 6 states' efforts to assess young children and the programs and settings in which they are prepared for schooling |
Other
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California After School Outcomes Measures Project: Phase I: Final report A summary of preliminary efforts to develop behavior change and skill development measures for students participating in California After School Education and Safety programs |
Fact Sheets & Briefs
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Characteristics of effective collaboration among innovative early childhood intervention programs A qualitative study of collaboration and communication processes between early childhood intervention programs and the families and the community, based on a survey and observations of two sites serving a low-income, high needs population |
Reports & Papers
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Chicago Longitudinal Study, 1986-1989 The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships. The CLS is guided by four major goals: 1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development. 2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade). 3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds. 4. To investigate the contributions to children?s educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes. Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children?s education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children?s patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999). The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children?s preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated. A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment. |
Data Sets
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Citizen schools? contribution to improved learning in expanded learning time schools: Research brief A comparison of the implementation of the Massachusetts Expanding Learning Time to Support Student Success (ELT) Initiative in 2 public middle schools in Boston and 1 middle school in Malden, Massachusetts, and an examination of changes in students? academic performance in math and English language arts (ELA) |
Reports & Papers
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A comparison of the High Scope curriculum and alternative curricula used to prepare pre-kindergarten students for kindergarten A comparison of measures of socioemotional, math, and language arts scores among 63 African American students in 4 kindergarten classrooms participating in High Scope, Direct Instruction Model, Abeka, Montessori, or the Creative Curriculum |
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A critical incident study of the transition experience for young children with disabilities: Recounts by parents and professionals An exploration of the experiences of the transition of children with disabilities into kindergarten, based on data gathered from 65 parents and service providers analyzed through use of a critical incident technique |
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Early childhood education: The sustainability of the benefits of preschool participation in Abbott districts A comparison of both the math and language arts test scores of populations of third graders who attended prekindergarten through third grade at the same school, who changed schools within the district after their prekindergarten year, or who did not attend prekindergarten, based on data collected from all third grade children in a single New Jersey Abbot district during the 2007-2008 school year |
Reports & Papers
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Early childhood education trajectories and transitions: A study of the experiences and perspectives of parents and children in Andhra Pradesh, India An exploration of children’s experiences in preschool and transitioning into primary school, based on survey data from 1,950 children, and interviews with a subsample of 24 children who participated in the Young Lives project in Andhra Pradesh, India |
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The effects of four-year-old preschool attendance on reading and math achievement of third and fourth grade students A study of the association between attendance in Zion Christian Academy's preschool program and students’ reading and math achievement and attitude towards school for 30 third grade and 26 fourth grade student's report cards and from the 2007-2008 Stanford 9 Achievement tests |
Reports & Papers
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The effects of kindergarten entry age on reading achievement of second grade students A longitudinal study of the relationships between children's reading scores and their kindergarten entry age, gender, and preschool participation based on data collected in kindergarten and in second grade from 115 students |
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Effects of parent expectations and involvement on the school readiness of children in Head Start A study of the relationships between measures of school readiness and both parental expectations and involvement in their children's home learning activities, and an exploration of moderation by race, gender, and level of risk, based on data collected from 77 caregivers of children formerly enrolled in a Head Start program |
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Examining elementary school practices in Santa Clara County: Results of the 2009 survey of elementary school principals: Data brief A study of Santa Clara County, California, public school principals' relationships with local early care and education providers, school readiness measurement practices, and beliefs about parent involvement and teacher professional development, based on a survey of 102 elementary school principals |
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The impact of early childhood education upon the black-white achievement gap An examination of the relationship between center-based early childhood education participation of Caucasian and African American children prior to kindergarten entry on both reading and mathematics 5th grade test scores compared to those who received parental care only from secondary analyses of the Early Childhood Longitudinal Study |
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Impact of preschool education on reading achievement of kindergarten through fifth grade students An examination of the relationship between preschool participation and longitudinal reading achievement of students from kindergarten through the fifth grade and the cohort reading achievement of students in kindergarten, first grade, third grade, and fifth grade |
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The influence of the Search and Teach early intervention program on reading achievement A comparison of reading scores in second grade of kindergarten student participants with learning difficulties in a Search and Teach Program to a group of similar nonparticipants |
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A kindergarten for the 21st century: Kindergarten position statement A discussion of the role of kindergarten in the education of Nebraska's children and their preparation for later academic success, including information on classroom environment, teacher practices, professional development, and transition support |
Reports & Papers
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The Kindergarten Home Visit Project: A kindergarten transition intervention study A study of the impact of a kindergarten tranisition home visit program on child outcomes, teacher attitudes and beliefs, parent involvement, and relationship outcomes based on data from 44 kindergarten teachers randomly assigned to receive training to complete home visits or not, from 19 schools, and 928 children and their families |
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The link between investment in early childhood preschools and high school graduation rates for African American males in the United States of America An examination of the degree to which the high school graduation rate of African American males is affected by preschool enrollment and funding to Head Start |
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Long-term benefits of Head Start: Evidence from the Panel Study of Income Dynamics An examination of the long-term relationship between preschool or Head Start participation and health-status, high school graduation and overall educational attainment, and employment status and income, controlling for intergenerational, regional, and urbanicity differences from cross-sectional and geographical data from Panel Study of Income Dynamics merged with school-district level data from the Census Bureau's F-33 Survey of Local Government |
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Long-term effects of Head Start enrollment on adulthood educational attainment and economic status: A propensity score matching approach A secondary analysis of the relationship between Head Start participation and adult educational attainment, personal earned income, income to poverty ratio, and welfare participation, using data from 1,765 young adults, ages 19 through 35 in 2005, selected from the original sample of the Panel Study of Income Dynamics (PSID), 1970 to 2005 |
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National Survey of Children's Health, 2007 The National Survey of Children's Health, 2007, funded by the Maternal and Child Health Bureau, Health Resources and Services Administration, is a module of the State and Local Area Integrated Telephone Survey (SLAITS) conducted by the Centers for Disease Control and Prevention’s (CDC) National Center for Health Statistics (NCHS). The National Survey of Children's Health was designed to produce national and state-specific prevalence estimates for a variety of physical, emotional, and behavioral health indicators and measures of children’s experiences with the health care system. The survey was conducted to assess how well each State and the Nation as a whole met MCHB’s strategic plan goals and national performance measures. These goals include providing national leadership for maternal and child health, promoting an environment that supports maternal and child health eliminating health barriers and disparities, improving the health infrastructure and systems of care, assuring quality care, working with States and communities to plan and implement policies and programs to improve the social, emotional, and physical environment, and acquiring the best available evidence to develop and promote guidelines and practices to assure a social, emotional, and physical environment that supports the health and well-being of women and children. The NSCH addresses a variety of physical, emotional, and behavioral health indicators and measures of children’s health experiences with the health care system. The survey includes an extensive battery of questions about the family, including parental health, stress and coping behaviors, family activities, and parental concerns about their children. The NSCH also asks respondents for their perceptions of the child’s neighborhood. Demographic information collected includes race, gender, family income, and education level. |
Data Sets
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Preschool to kindergarten: The role of preschool social competence in the transition to kindergarten A study of the relationship between parents' reports of children's perceptions of kindergarten and teachers' ratings of kindergarteners' social and academic difficulties and competencies during the transition to kindergarten and a second study of the relationship between preschool social competence and parents' and teachers' reports of children's social adjustment durning kindergarten transition based on data from 211 low-income preschool children in 1 preschool and 7 Head Start centers |
Reports & Papers
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Progress toward high school graduation: Citizen Schools' youth outcomes in Boston [Executive summary] A summary of findings from the sixth 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 |
Executive Summary
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Promoting classroom learning for Head Start children: The importance of identifying early behavior problems and fostering adaptive learning behaviors An overview of the importance of the early identification of children's behavioral problems, and a discussion of their implications on children's learning in preschool and later school success, based on findings from a study on the links between behavioral problems and children's early math and literacy skills |
Other
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