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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Howes, Carollee [remove]; New in two years [remove]; Full Text:no [remove]; Classification:Programs, Interventions & Curricula [remove];
11 results found.|
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
Reports & Papers
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
Major Research Projects
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Emerging issues in prekindergarten programs A summation and conclusion of the book, “The Promise of Pre-K”, with recommendations for policy and future research about state funded pre-kindergarten |
Other
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Georgia's prekindergarten program: Bright from the start An overview of Georgia's state prekindergarten program and its various components including curriculum, standards, assessment, and school readiness |
Other
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Models for financing state-supported prekindergarten programs An overview of selct approaches to funding and financing state preschool programs |
Other
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National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings). 2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version). |
Data Sets
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North Carolina’s More at Four prekindergarten program: A case study of funding versus quality and other issues in large-scale implementation An overview of the implementation of a statewide universal preschool program focussing on issues related to funding and quality |
Other
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An overview of prekindergarten policy in the United States: Program governance, eligibility, standards and finance An overview state-funded Pre-K programs with particular attention to enrollment, funding, and program standards and policies |
Reports & Papers
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Preface An introduction to research and practices supportive of the development of state level publically-funded high quality prekindergarten programs |
Other
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The promise of pre-K A compilation of research and practices supportive of the development of state level publically-funded high quality prekindergarten programs |
Other
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Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
Reports & Papers
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