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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:NEW YORK [remove]; Classification:School Performance & Success [remove];
20 results found.|
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4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge study An evaluation of 4-H Science, an initiative to increase 4-H science, engineering, and technology program offerings, that examines: 4-H Science program characteristics and activities; the science-related attitudes, activities, and skills of participants; and the relationship of participant characteristics to their science-related attitudes, activities, and skills, based on survey responses from 182 4-H Science educators and from 486 children attending 4-H Science programs |
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The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006 A longitudinal investigation of the theory of Positive Youth Development (PYD) and its promotion of the "Five Cs"--competence, confidence, character, caring, and connection--in youth, based on data on 3,342 students from 33 states assessed from grades five through eight |
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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families: Volume I. Technical report An evaluation of the effectiveness of Early Head Start programs in improving children's outcomes, based on a national assessment of 3,000 children at 17 sites |
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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program Findings from a follow-up study on the persistence of cognitive and behavioral benefits from early childhood program participation in 18-year-olds who were born with low birth weight and participated in the Infant Health and Development Program (IHDP) |
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Enhancing the educational achievement of at-risk youth A study of an educational enhancement program, administered outside of school, offered to at-risk early adolescents living in public housing |
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The Evaluation of Enhanced Academic Instruction in After-School Programs: Final report Impacts after the second year of implementation of the Evaluation of Enhanced Academic Instruction in After-School Programs, a two-year intervention and random assignment evaluation of structured math and reading instruction in after school programs for children in second through fifth grade, on student reading and math proficiency and academic performance in programs that participated for both years |
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The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation Impacts after the first year of implementation of the Evaluation of Enhanced Academic Instruction in After-School Programs, a two-year intervention and random assignment evaluation of structured math and reading instruction in after school programs for children in second through fifth grade, on student reading and math proficiency and academic performance |
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Evidence of program quality and youth outcomes in the DYCD Out-of-School Time Initiative: Report on the initiative's first three years Findings from an evaluation of the third year of the New York City Department of Youth and Community Development's Out-of-School Time Program for Youth (OST) initiative, with a focus on program quality and characteristics and children's outcomes |
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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 |
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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 |
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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 |
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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 |
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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 |
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Rochester early enhancement project retrospective study report with addendum A retrospective examination of the influence of the Rochester Early Education Project (REEP), an initiative to improve children's school readiness and later academic achievement, on children's academic success, based on information for approximately 400 children from Rochester, New York who participated in the program |
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Safe and smart: Making the after-school hours work for kids A report on the benefits of after-school programs with examples of successful programs |
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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 |
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The state of preschool: 2005 state preschool yearbook An annual review of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2003-2004 program year |
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Youth Development Institute's Beacons Young Adolescent Initiative: Cohort study: Update report, cohort survey 2 An evaluation of the second cohort of participants' experiences in the Beacon Young Adolescent Initiative (BYA), an initiative to improve the outcomes of students aged 9 through 14-years-old by increasing their participation in out of school time programs, based on information gathered from 7 Beacon Centers in New York City and 3 in San Francisco, California during the Fall of 2008 |
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Youth Development Institute's Beacons Young Adolescent Initiative: Evaluation update Updated findings from an evaluation of the Beacons Young Adolescent Initiative (BYA), an initiative to improve the outcomes of students aged 9- through 14-years-old by increasing their participation in out of school time programs, based on information gathered from 7 Beacon Centers in New York City and 3 in San Francisco, California during the Fall of 2009 |
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Youth Development Institute's Beacons Young Adolescent Initiative: Evaluation update An evaluation of the Beacon Young Adolescent Initiative (BYA), an initiative to improve the outcomes of students aged 9 through 14-years-old by increasing their participation in out of school time programs, based on information gathered from 7 Beacon Centers in New York City and 3 in San Francisco, California during the 2008-2009 school year |
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