Even Start: Facilitating transitions to kindergarten
A study describing the transition-to-school strategies implemented by the Even Start Family Literacy Program, identifying the most successful of these strategies, and providing data and recommendations to improve the design of transition strategies, based on data collected on Even Start projects operating in 1993-1994 and from site visits to five projects showing promising transition strategies
Reports & Papers
The longitudinal course of reading development from preschool through elementary school: An application of structural equation modeling
An investigation of the longitudinal relationship between code-related and oral language emergent literacy skills and reading achievement in low income children
Reports & Papers
New York City Department of Youth and Community Development Adolescent Literacy Initiative: Evaluation of early implementation
An evaluation of the first year of implementation and early outcomes of the New York City Adolescent Literacy Initiative, in which 8 providers received city funding to plan and implement 11 school-based, after school literacy programs for children in sixth, seventh, and eighth grades
Reports & Papers
Patterns of student-level change linked to TASC participation, based on TASC projects in year 2
A study of the experiences and outcomes of students participating in the after school programming of The After-School Corporation (TASC) in New York City schools, and a comparison of their outcomes with those of their non-participating peers in the same schools in the areas of academics and school attendance
Reports & Papers
Preliminary analysis of Virtual Y after-school program participants' patterns of school attendance and academic performance: Final evaluation report: Program year 1999-2000
An assessment of the implementation of an after school initiative of the YMCA of Greater New York operated in public schools throughout New York City and an examination of the program's services and effectiveness
Reports & Papers
Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years
A study of academic outcomes and attendance records of students participating in the after school programming of The After-School Corporation (TASC) in New York City schools, and a comparison of their outcomes with those of their non-participating peers in the same schools
Reports & Papers
Shared features of high-performing after-school programs: A follow-up to the TASC evaluation
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
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
Transition to kindergarten: The impact of preschool on kindergarten adjustment
A study of the relationship between kindergarten adjustment and both preschool attendance and preschool type, based on ratings by parents and teachers of 107 kindergarten children in a small city school district in western New York state
Reports & Papers
