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Current Filters: Resource Type:Reports & Papers [remove]; Author:Barnett, W. Steven [remove]; Classification:Programs, Interventions & Curricula [remove];

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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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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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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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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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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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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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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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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

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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

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Early childhood programs and success in school: The Abecedarian Study
Campbell, Frances A., 1998
In W. S. Barnett & S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 145-166). Albany, NY: State University of New York Press

An analysis of the academic outcomes of low income children participating in the Carolina Abecedarian Project, an intensive early intervention

Reports & Papers


Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

A random assignment experimental evaluation of the effects of Tools of the Mind, a Vygotskian-based curriculum, on the cognitive, linguistic, and socioemotional development of preschool children based on direct assessment and classroom observation

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Educational effects of the Tools of the Mind curriculum: A randomized trial
Barnett, W. Steven, Q3 2008
Early Childhood Research Quarterly, 23(3), 299-313

An evaluation of the impact of the Tools of the Mind curriculum on the cognitive, self-regulation, and language skills of preschoolers at a public preschool in a low-income neighborhood

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An effectiveness-based evaluation of five state pre-kindergarten programs
Wong, Vivian C., Winter 2008
Journal of Policy Analysis and Management, 27(1), 122-154

A comparison of the pre-kindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia, including an examination of the math, reading, and vocabulary scores of participating children, and an exploration of the relationship between program quality and outcomes

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An effectiveness-based evaluation of five state pre-kindergarten programs using regression-discontinuity
Wong, Vivian C., June 2007
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impact of state prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia on children's vocabulary, math, and print awareness skills by comparing children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten

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The effects of the Arkansas Better Chance program on young children's school readiness
Hustedt, Jason T., January 2007
New Brunswick, NJ: National Institute for Early Education Research.

A study of the effects of Arkansas Better Chance, a state-funded child care and early education program for preschool-age children from low-income families, on the literacy, language, and math development of children entering kindergarten

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Effects of five state prekindergarten programs on early learning
Barnett, W. Steven, October 2007
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impact of state prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia on children's vocabulary, math, and print awareness skills by comparing children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten

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The effects of the Michigan School Readiness Program on young children's abilities at kindergarten entry
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of the Michigan School Readiness Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness

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The effects of New Jersey's Abbott Preschool Program on young children's school readiness
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of attending the New Jersey Abbott Preschool Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness

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The effects of Oklahoma's Early Childhood Four-Year-Old Program on young children's school readiness
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of attending Oklahoma's Early Childhood Four-Year-Old Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness

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The effects of South Carolina's early childhood programs on young children's school readiness
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of South Carolina’s early education programs on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness

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The effects of state prekindergarten programs on young children's school readiness in five states
Barnett, W. Steven, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of state-funded preschool programs on the school readiness of children from New Jersey, Illinois, Michigan, Oklahoma, South Carolina and West Virginia

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The effects of West Virginia's Early Education Program on young children's school readiness
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impact of West Virginia’s Early Education Program regarding entering kindergarten student’s language, early literacy, and early math skills

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Estimated impacts of number of years of preschool attendance on vocabulary, literacy and math skills at kindergarten entry
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

An analysis of the effects of years of preschool attendance on vocabulary, literacy, and math skills at kindergarten entrance based on direct child assessments

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Fragile lives, shattered dreams: A report of implementation of preschool education in New Jersey's Abbott districts
Barnett, W. Steven, 2001
New Brunswick, NJ: Rutgers University, Center for Early Education Research.

A critical account of the implementation of the Abbott preschool program in New Jersey, based on compliance and achievement data from the state’s 30 Abbott districts

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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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