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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report
Frede, Ellen, June 2007
New Brunswick, NJ: National Institute for Early Education Research.

The interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments

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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report [Executive summary]
Frede, Ellen, June 2007
New Brunswick, NJ: National Institute for Early Education Research.

A summary of the interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments

Executive Summary


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Abbott Preschool Program Longitudinal Effects Study: Fifth grade follow-up
Barnett, W. Steven, 20 March, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A study of the relationship of participation in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts, to educational achievement and school success in fourth and fifth grades, based on a comparison of state assessment test data for 553 Abbott Preschool participants and 201 matched nonparticipants who attended the same kindergarten classrooms

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Abbott Preschool Program Longitudinal Effects Study: Fifth grade follow-up [Executive summary]
Barnett, W. Steven, 20 March, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relationship of participation in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts, to educational achievement and school success in fourth and fifth grades, based on a comparison of state assessment test data for 553 Abbott Preschool participants and 201 matched nonparticipants who attended the same kindergarten classrooms

Executive Summary


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Acelero Learning 2011-12 program evaluation: Summary report
Barnett, W. Steven,
New Brunswick, NJ: National Institute for Early Education Research.

A study of the growth of the language, general conceptual knowledge, and early math skills of children attending Head Start programs administered by Acelero Learning, a Head Start grantee agency, and of the relationship of children's growth to personal, family, classroom, and program characteristics, based on fall and spring assessments for a sample of 1,718 children in 145 classrooms across three delegate agencies

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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report
Frede, Ellen, June 2009
New Brunswick, NJ: National Institute for Early Education Research.

Preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade

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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report [Executive summary]
Frede, Ellen, June 2009
New Brunswick, NJ: National Institute for Early Education Research.

A summary of preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade

Executive Summary


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The battle over Head Start: What the research shows
Barnett, W. Steven, 2002
New Brunswick, NJ: National Institute for Early Education Research.

A summary evaluating the effects and future of Head Start education

Other


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A benefit-cost analysis of the Abecedarian early childhood intervention
Masse, Leonard N., 2002
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of findings from a benefit-cost analysis of the Abecedarian Early Childhood Intervention Study

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The benefits and costs of Head Start
Ludwig, Jens, 2007
Social Policy Report, 21(3)

A discussion of the long-term benefits and costs of Head Start and state prekindergarten programs

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Benefits of early childhood interventions across the world: (Under) Investing in the very young
Nores, Milagros, April, 2010
Economics of Education Review, 29(2), 271-282

A review of the international (non-U.S.) evidence on the benefits of early childhood interventions in the area of cognition, behavior, health, and schooling, with a total of 38 contrasts of 30 interventions in 23 countries with a focus on studies applying a quasi-experimental or random assignment design

Literature Review


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The benefits of prekindergarten for middle-income children
Schulman, Karen, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A policy report discussing the need for more research on middle income children's risk of being denied quality child care due to eligibility ceilings and if this risk affects their potential for school readiness

Other


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The case for public preschool
Gilliam, Walter S., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 116-120). Baltimore: Paul H. Brookes

A compilation of select arguments for the placement of public prekindergarten programs in public schools throughout the United States

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Classroom-based intervention as a way to support low-income preschoolers' emotional and behavioral development: Pressing challenges and potential opportunities
Raver, C. Cybele, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 104-110). Baltimore: Paul H. Brookes

An overview and summary of a Chicago School Readiness Project experiment on the effects of a teacher training program on both classroom quality and child behavior in Head Start classrooms

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The cognitive/academic emphasis versus the whole child approach: The 50-year debate
Bishop-Josef, Sandra J., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 83-88). Baltimore: Paul H. Brookes

An account of the alternating external pressures for a focus on either academic skills or broader child development goals throughout the history of Head Start

Other


Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation
Hustedt, Jason T., September 2009
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry

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Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation [Executive summary]
Hustedt, Jason T., September 2009
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry

Executive Summary


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A cost analysis of Part C early intervention services in New Jersey
Tarr, Julie E., 2001
Journal of Early Intervention, 24(1), 45-54

An investigation of characteristics of early intervention programs (EIPs) determining the costs of providing such programs, based on a sample of all 44 EIPs in New Jersey

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Debunking Reroute the preschool juggernaut
Barnett, W. Steven, June 04, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A critical commentary on a book exploring the state of children's access to preschool programs and discussing the standards and quality of such programs, with a focus on Head Start and the universal prekindergarten programs in Florida and Oklahoma

Other


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Determinants of household participation in Florida's Voluntary Prekindergarten program
Nores, Milagros, December, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A study of the relationship of child and family characteristics, including program awareness, to participation in Florida's publicly funded Voluntary Prekindergarten program, based on a survey of 1,305 randomly selected parents or legal guardians with children aged 4 and 5

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Determinants of household participation in Florida's Voluntary Prekindergarten program [Executive summary]
Nores, Milagros, December, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relationship of child and family characteristics, including program awareness, to participation in Florida's publicly funded Voluntary Prekindergarten program, based on a survey of 1,305 randomly selected parents or legal guardians with children aged 4 and 5

Executive Summary


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Developing preschool education policy: An economic perspective
Barnett, W. Steven, 1990
Educational Policy, 4(3), 245-265

An analysis of the development of preschool education policies, focusing on the economic aspects of investing in public preschool education programs

Reports & Papers


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Early care and education in Massachusetts public school preschool classrooms
Marshall, Nancy L., 2002

An investigation into the costs, characteristics, and program quality of school-based preschool programs, using information from 95 preschool classrooms who participated in the Massachusetts Cost and Quality Study

Reports & Papers


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Early care and education in Massachusetts public school preschool classrooms: Executive summary
Marshall, Nancy L., 2002

A report examining the quality of early care and education in public school preschool classrooms in Massachusetts.

Executive Summary


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Early childhood education: Pathways to better health
Friedman-Krauss, Allison, April, 2013
(Preschool Policy Brief Issue 25). New Brunswick, NJ: National Institute for Early Education Research.

An examination of children's health outcomes in early childhood education programs and of program features associated with positive health outcomes

Other


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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