Access to the general education curriculum for preschoolers with disabilities: Children’s school success
A study of the academic and social skill gains of 58 children with disabilities during their preschool year in classrooms using the Children’s School Success (CSS) curriculum
Reports & Papers
The afterschool hours: A new focus for America's cities
An overview of a project established by the National League of Cities' (NLC) Institute for Youth, Education, and Families (YEF) to assist local communities in improving and expanding their after school programming
Reports & Papers
America After 3PM
A 2009 update of and comparison to a 2004 study of the after school child care arrangements of kindergarten through grade 12 students, based on a survey of nearly 30,000 households
Reports & Papers
America After 3PM: Special report on summer: Missed opportunities, unmet demand
A study of the summer child care arrangements of kindergarten through grade 12 students during the summer of 2008, based on a survey of nearly 30,000 households
Reports & Papers
Assessing standards in the ''real'' kindergarten classroom
A summary of assessment techniques for evaluating educational standards in kindergarten classrooms in a way that the everyday flow of the classroom remains undisturbed
Reports & Papers
The at-risk child care program
An investigation of the extent and nature of State’s participation in the At-Risk Child Care program funded and administered by the Administration for Families and Children, Department of Health and Human Services, including reports of problems and success
Reports & Papers
Best practices in summer learning programs for middle and high school youth
A study to identify best practices in high-quality summer learning programs serving middle school and high school students, based on a literature review, surveys from 25 programs, and follow-up interviews with some programs
Reports & Papers
The Camp Program Quality Assessment (Camp PQA): Development and pilot study
Findings from an exploration of the development, validity, and reliability of the Camp Program Quality Assessment (Camp PQA), an assessment of day and residential camp setting quality, based on data collected at 20 camps
Reports & Papers
Chinese and American preschool teachers’ beliefs about early childhood curriculum
A comparison of Chinese and American preschool teachers’ beliefs and practices regarding their respective curricula
Reports & Papers
Coming together for children with disabilities: State collaboration to support quality, inclusive child care
A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs
Reports & Papers
A compilation of initiatives to support home-based child care
A compilation of profiles of 96 initiatives that target and support home-based child care
Reports & Papers
Early Head Start relationships: Association with program outcomes
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8-35 months, M=20), their parents, and 33 program caregivers participated. The results showed that caregiver-child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver-parent relationships were generally positive and temporally stable. Caregiver-child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver-parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver-parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver-child relationship. There were also moderation effects: Stronger associations of caregiver-parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver-family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed. (author abstract)
Reports & Papers
Education matters in the nurturing of the beliefs of preschool caregivers and teachers
A study examining the relationship between educational background and the philosophical orientation of early childhood caregivers and teachers of preschool-age children in Indiana
Reports & Papers
The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data
An inquiry into the relationship of kindergarten attendance to school performance, based on a literature review of studies comparing children’s outcomes of participation in half-day and full-day programs, and an analysis of scheduled activities of half-day and full-day kindergarten classrooms in Indiana
Reports & Papers
The Enhanced Home Visiting Pilot Project: How Early Head Start programs are reaching out to kith and kin caregivers: Final interim report
A preliminary descriptive evaluation of the Enhanced Home Visiting Pilot Project, analyzing participant characteristics and program design as they affect the extension of home visitation services to relatives and non-relatives caring for infants and toddlers enrolled in home-based Early Head Start programs
Reports & Papers
Essential skills for successful school readiness
An overview of a series of studies of kindergarten classroom routines and the skills children use in each routine, based on surveys of kindergarten teachers and observations of 13 kindergarten classrooms in Indiana
Reports & Papers
Evaluation of the Early Literacy Intervention Grant Program: Final report
An overview of Indiana’s Early Literacy Intervention Grant Program (ELIGP), including program information, implementation strategies, and assessment data for the 2007-2008 program year, based on a survey of grant coordinators and information gathered on 10,612 students from 106 schools
Reports & Papers
Evaluation of the Early Literacy Intervention Grant Program: Final report
An overview of Indiana’s Early Literacy Intervention Grant Program (ELIGP), including funding and program information, implementation strategies, and assessment data for the 2006-2007 academic year, based on a survey of grant coordinators and information gathered on 5,733 students from 85 schools
Reports & Papers
Evaluation of the Early Literacy Intervention Grant Program: Preliminary report
A preliminary overview of Indiana’s Early Literacy Intervention Grant Program (ELIGP), including program information, implementation strategies, and assessment data for the 2007-2008 program year, based on a survey of grant coordinators and information gathered on 9,644 students from 106 schools
Reports & Papers
Evaluation of the Indiana 21st Century Community Learning Centers initiative: Cohort 3: Final report
A process and outcomes evaluation of the Indiana 21st Century Community Learning Centers program that examines participant attendance, demographics, behavior, grades, and state achievement test performance during the 2009-2010 school year
Reports & Papers
Evaluation of the Indiana 21st Century Community Learning Centers initiative: Cohort 4: Year one report
A process and outcomes evaluation of the Indiana 21st Century Community Learning Centers program that examines participant attendance, demographics, behavior, grades, and state achievement test performance during the 2009-2010 school year
Reports & Papers
Evaluation of the Indiana 21st Century Community Learning Centers initiative: Cohorts four & five: Final report
A process and outcomes evaluation of the Indiana 21st Century Community Learning Centers program that examines participant attendance, demographics, behavior, grades, and state achievement test performance during the 2010-2011 school year
Reports & Papers
Evaluation of the Indiana 21st Century Community Learning Centers initiative: Cohorts Four & Five: Final report
A process and outcomes evaluation of Indiana 21st Century Community Learning Centers during the 2011-2012 school year that examines program participants' attendance, demographic characteristics, classroom performance, changes in grades, and state achievement test performance, as well as site-level performance measures, based on administrative data, teacher surveys, and program reports
Reports & Papers
An evidence based approach to estimating the national and state-by-state costs of an integrated prek-3rd education program
A study of the national and state costs of providing universal, high-quality prekindergarten through third grade education, derived from an evidence-based model for identifying the components and estimating the costs of high-quality prekindergarten through third grade education in a prototypical elementary school
Reports & Papers
Examining different forms of implementation and in early childhood curriculum research
A study of the relationships between structural, process, and combined measures of implementation of the Children's School Success curriculum across both sites and time, and their associations to child outcomes, in 51 preschool classes at nationally-dispersed sites over the course of one school year
Reports & Papers
