21st Century Community Learning Centers: Stakeholder perceptions of program benefits
A study of students', parents', and teachers' perceptions of Tennessee 21st Century Community Learning Center outcomes related to academic performance, social skills, behavior, and safety, based on survey responses from 2,248 students, 1,613 parents, and 2,263 teachers
Reports & Papers
21st Century Community Learning Centers: Stakeholder perceptions of program benefits: Executive summary
A summary of a study of students', parents', and teachers' perceptions of Tennessee 21st Century Community Learning Center outcomes related to academic performance, social skills, behavior, and safety, based on survey responses from 2,248 students, 1,613 parents, and 2,263 teachers
Executive Summary
Assessing changes in socioemotional adjustment across early school transitions: New national scales for children at risk
This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N=3077) of randomly selected children from low-income households is configured to inform developmental-transitional stability and change in socioemotional adjustment. Longitudinal exploratory and confirmatory factor analysis of the ASETS revealed behavioral dimensions of Aggression, Attention Seeking, Reticence/Withdrawal, Low Energy, and higher-order dimensions of Overactivity and Underactivity. Each dimension was vertically equated through IRT, with Bayesian scoring across 2 years of prekindergarten, kindergarten, and 1st grade. Multilevel modeling provides evidence for concurrent validity, assessment of future risk, and detection of differential growth trajectories across the 4 years of early school transition. (author abstract)
Reports & Papers
Chicago Longitudinal Study, 1986-1989 Resource Guide
This user guide provides a brief description of the Chicago Longitudinal Survey (CLS), including data collection methods, available variables, and sample information. To locate additional information on this study, please refer to the User Guide.
Other
Children's voices: Providing continuity in transition experiences in Singapore
The issue about when children should begin primary schooling continues to be an area for discussion amongst educators, parents, and children who indeed have some views about this. The compulsory entry age of children into formal schooling is different in many countries. It is not only the starting age that has invoked discussion, but also the types of practices that occur to facilitate transition and minimise stress in young children. In this regard the 'ready school concept' has grown in acceptance and provides for the needs of children of diverse backgrounds, knowledge and experiences. This paper examines what is happening in transition experiences in Singapore and presents the voices of a small sample of children who wanted primary school to be a place for both work and play. (author abstract)
Reports & Papers
Delivering quality early learning in low-resource settings: Progress and challenges in Ethiopia
A summary of a study of Ethiopian children's educational experiences during their preschool years and their transitions to primary school, based on longitudinal survey data from cohorts of approximately 1,000 older and 2,000 younger children and on qualitative data for a subsample of 40 children
Fact Sheets & Briefs
Does reading to children enhance their educational success?: Short- and long-term effects of reading to children in early childhood on their language abilities, reading behavior and school marks
Drawing on two unique German datasets, we explore the possible short- and long-term effects that reading aloud in early childhood has on children's language abilities, their reading behavior, and their school marks in kindergarten and at the end of both primary and secondary school. By applying propensity score matching, we found a positive effect of reading on the language abilities of preschool children and of students at the end of primary school. Additionally, a high frequency of reading to children in early childhood positively affects their own reading behavior. However, differences in reading in early childhood appear to be unrelated to school marks in the subject of German language at the end of primary school. Furthermore, we found no long-term effects of reading among secondary school leavers. Overall, our results confirm positive immediate and mid-term effects, but hardly any long-term effects, of reading to children during their early childhood. (author abstract)
Reports & Papers
Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis
The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study--Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d=-0.21) and mathematics (d=-0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. (author abstract)
Reports & Papers
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills
An examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Reports & Papers
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills [Executive summary]
A summary of an examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and of a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Executive Summary
Evaluating effects of full-day Head Start model on academic performance at the end of grade 1
A study of the relationship of participation in full-day Head Start in Montgomery County, Maryland, to first grade reading and math performance, based on a comparison of assessment data from children who participated in full-day Head Start, part-day Head Start, part-day public prekindergarten, or children who did not attend a publicly-funded early childhood program
Reports & Papers
Evaluating effects of full-day Head Start model on academic performance at the end of grade 1 [Executive summary]
A summary of a study of the relationship of participation in full-day Head Start in Montgomery County, Maryland, to first grade reading and math performance, based on a comparison of assessment data from children who participated in full-day Head Start, part-day Head Start, part-day public prekindergarten, or children who did not attend a publicly-funded early childhood program
Executive Summary
Examining the predictive power of children's school readiness skills
Findings from a study of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school that examine the strength of that relationship, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Fact Sheets & Briefs
Impact of full-day Head Start prekindergarten class model on student academic performance, cognitive skills, and learning behaviors by the end of grade 2
A study of the relationship of participation in full-day Head Start in Montgomery County, Maryland, to second grade school and academic performance, based on a comparison of assessment data and report cards from children who participated in full-day Head Start, part-day Head Start, part-day public prekindergarten, or children who did not attend a publicly-funded early childhood program
Reports & Papers
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
An examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Reports & Papers
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness [Executive summary]
A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Executive Summary
In the running for successful outcomes: Project overview
A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Fact Sheets & Briefs
Multigenerational households and the school readiness of children born to unmarried mothers
Following the ongoing increase in nonmarital fertility, policy makers have looked for ways to limit the disadvantages faced by children of unmarried mothers. Recent initiatives included marriage promotion and welfare-to-work programs. Yet policy might also consider the promotion of three generational households. We know little about whether multigenerational households benefit children of unwed mothers, although they are mandated for unmarried teen mothers applying for welfare benefits. Multigenerational households are also becoming increasingly common. Thus, using data from the Panel Study of Income Dynamics (N = 217), this study examines whether grandparent-headed coresidential households benefit preschool-aged children's school readiness, employing propensity score techniques to account for selection into these households. Findings reveal living with a grandparent is not associated with child outcomes for families that select into such arrangements but is positively associated with reading scores and behavior problems for families with a low propensity to coreside. The implications of these findings for policy are discussed. (author abstract)
Reports & Papers
National Head Start/Public School Early Childhood Transition Demonstration Study Resource Guide
This resource guide provides a brief overview of the National Head Start/Public School Early Childhood Transition Demonstration Study, 1991-1999, as well as instructions for obtaining a copy of the data and for linking the component datasets.
Other
National Longitudinal Survey of Youth, 1979: Child Surveys Resource Guide
This resource guide provides a brief overview of the children of the National Longitudinal Survey of Youth, 1979 and instructions for creating an extract dataset which you can download to your own computer. It also offers guidance in obtaining access to additional data from the main sample of mothers and for other family members, as well as guidance in accessing restricted-use versions of the data.
Other
Panel Study for Income Dynamics, Child Development Supplement Resource Guide
This resource guide provides a brief overview of the Panel Study of Income Dynamics, Child Development Supplement (PSID-CDS), and specific instructions for creating an extract dataset which you can download to your own computer. It also provides guidance in obtaining access to additional restricted-use data. This document draws extensively on the official PSID documentation. For complete information about the study, users can refer to the PSID Web site and the PSID-CDS Web site.
Other
Reforming preschool to ready children for academic achievement: A case study of the impact of pre-k reform on the issue of school readiness
Research Findings: Policymakers preschool reforms that are to prepare young children for school success have sparked important conversations within the field of early childhood education over how these programs are to ready young children for school. This article presents findings from a case study that examined this issue of school readiness across a collection of pre-k programs. Doing so illustrates how preschool reforms can impact early childhood stakeholders' understanding of school readiness, what it is they do with their students in their programs, and why. Practice or Policy: These findings demonstrate how policymakers' pre-k reforms can tighten the link between preschool and elementary school in a way that prioritizes the goals of K-12 education systems. They also suggest that for those who want to expand the construct of school readiness they should do so in a way that addresses and recognizes the challenges pre-k stakeholders in local contexts face on a day-to-day basis. For policymakers, there appears to be an opportunity and willingness within the ECE community for preschool reform. They should take advantage of this willingness for change by considering policy solutions that value the complexity of the child and of the field of early education itself. (author abstract)
Reports & Papers
Research into Practices to Support a Positive Start to School
Findings from a project to support promising practices in the transition to primary school at 15 sites in Victoria, Australia, based on reflections and feedback from teachers, family focus groups, and child interviews
Reports & Papers
Research into Practices to Support a Positive Start to School [Executive summary]
A summary of findings from a project to support promising practices in the transition to primary school at 15 sites in Victoria, Australia, based on reflections and feedback from teachers, family focus groups, and child interviews
Executive Summary
Research into Practices to Support a Positive Start to School: Report summary
A summary of findings from a project to support promising practices in the transition to primary school at 15 sites in Victoria, Australia, based on reflections and feedback from teachers, family focus groups, and child interviews
Fact Sheets & Briefs
