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The 21st Century Community Learning Centers program in Florida: Program report of the 2009-2010 academic year
Baker, Thomas A.,
Tallahassee: Florida 21st Century Community Learning Centers.

An evaluation of Florida 21st Century Community Learning Centers that examines student and parent satisfaction and teacher assessments of student academic behavior, based on survey responses from 16,834 students, 9,664 parents, and 19,831 teachers

Reports & Papers


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
Lerner, Richard M., 2008
Medford, MA: Tufts University, Institute for Applied Research in Youth Development.

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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America After 3PM
Afterschool Alliance, October 2009
Washington, DC: Afterschool Alliance.

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

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America After 3PM: Special report on summer: Missed opportunities, unmet demand
Afterschool Alliance, May 2010
Washington, DC: Afterschool Alliance.

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

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An analysis of Florida's Voluntary Pre-K program
Kennedy-Salchow, Shana, 2005
(Occasional Paper 103). New York: Columbia University, National Center for the Study of Privatization in Education.

An analysis of regulation, finance and support services of the Voluntary Prekindergarten (VPK) Program in Florida

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Analysis of state K-3 reading standards and assessments: Final report
United States. Department of Education. Policy and Program Studies Service, December 2005
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments

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Best practices in summer learning programs for middle and high school youth
National Summer Learning Association,
Baltimore: National Summer Learning Association.

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

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Bringing transmedia to expanded learning settings: Emerging practices
Agrawal, Nina, February, 2013
New York: Collaborative for Building After-School Systems.

An examination of efforts by 11 public television stations to incorporate transmedia storytelling, which links interactive games, television series, and websites to established children's educational characters, into out-of-school time programs serving young children, based on site visits, progress reports, and interviews with television station staff

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Building partnerships between Early Head Start grantees and family child care providers: Lessons from the Early Head Start for Family Child Care project: Final report
United States. Office of Head Start, 12 December, 2011
Washington, DC: U.S. Office of Head Start.

An evaluation of Early Head Start (EHS) for Family Child Care, a project to support partnerships between EHS grantees and family child care providers, that examines the characteristics of participating grantees and providers, the implementation, types, and sustainability of the partnerships, and lessons learned, based on project administrative data, interviews with 13 partnership teams, descriptive quality indicators and Head Start Program Information Report (PIR) data, and project documents

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Building statewide partnership capacity to assess school readiness for Florida Head Start children and families
Greenfield, Daryl B., 2001
NHSA Dialog, 4(2), 197-209

An overview of the process of assessing school readiness in Florida children and its implications for Head Start programs, using data from the Florida Partnership for School Readiness (Readiness Partnership)

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A case study of children's literacy development in a voluntary pre-kindergarten classroom
Sylvester, Ruth, January-March 2012
Journal of Research in Childhood Education, 26(1), 122-140

A study of oral language and literacy development strategies and opportunities available to at risk 4-year-old children in a public voluntary pre-kindergarten, and a comparison of children's expressive and receptive vocabulary and early reading development both prior to and after one year in the program, based on data from 3 teachers and 13 children in one inclusive classroom

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A center piece of the preK puzzle: Providing state prekindergarten in child care centers
Schulman, Karen, November 2007
Washington, DC: National Women's Law Center.

An examination of the benefits and challenges for child care centers providing state-funded prekindergarten program services, with policies and strategies for increasing child care center provision of prekindergarten services, based on interviews with child care center directors

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Challenges and strategies for early childhood special education services in Florida's rural schools: A DELPHI study
Weiss, Keith E., 1996
Journal of Research in Rural Education, 12(1), 33-43

A study identifying the problems facing rural educational service providers that hinder their ability to serve special needs children 3 to 5 years of age, utilizing the Delphi technique, which incorporated two rounds of questionnaires to generate responses and develop agreement from a panel of rural service providers in Florida

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Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
Winsler, Adam, September, 2012
Developmental Psychology, 48(5), 1299-1314

A study of potential predictors of both delayed entry into kindergarten and kindergarten retention, including child characteristics, family characteristics, and child care participation, based on a sample of 13,191 ethnically and linguistically diverse at risk children that participated in The Miami School Readiness Project

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Child health in child care: A multi-state survey of Head Start and non-Head Start child care directors
Gupta, Ruchi S., May-June 2009
Journal of Pediatric Health Care, 23(3), 143-149

A comparison of children’s health risks and access to services in various center-based child care settings, based on a survey of 2,753 child care directors from Head Start and non-Head Start centers in Florida, Mississippi, New Mexico, Ohio, and Vermont

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Children's readiness gains in publically funded, community-based pre-kindergarten programs for 4 year olds and preschool for 3 year olds
Goldstein, Peggy A., December, 2013
Child & Youth Care Forum, 42(6), 507-523

Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and 'at risk' 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective The current study evaluated the child outcome gains in cognitive, communication and social/learning domains of 4 year old pre-K children and 3 year old preschool children participating in publicly funded, community-based programs. Methods A sample of 132 children (86 four year olds and 46 three year olds) participating in publicly funded community pre-K and preschool programs were assessed at the beginning and end of the year. Paired samples t tests were conducted to determine if the mean scores on posttests were significantly different than pretests on measures using SPSS software. Results Findings revealed the 4 year old children significantly increased their standard scores (SS) in cognitive, receptive vocabulary and social-emotional development. No change in SS was reported on the communication subtest. There was no statistically significant change in SS of the 3 year olds in any of the areas assessed. Conclusions Children attending the "garden variety" publicly supported community based pre-K programs make notable gains in school readiness, but growth rates remained stable for the 3 year olds. Mean scores at pretest on some of the subtests were below average indicating the programs are reaching at-risk children. Findings suggest differences in the structural variables of the two programs may have contributed to the outcomes. (author abstract)

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Civil Rights Data Collection: Data snapshot: Early childhood education
United States. Department of Education. Office for Civil Rights, 21 March, 2014
(Issue Brief No. 2). Washington, DC: U.S. Department of Education, Office for Civil Rights.

A child's early education, including preschool and elementary school, sets the foundation for his or her future success. The 2011-12 Civil Rights Data Collection (CRDC) collected early-childhood-education-related data such as preschool access and discipline, as well as student retention, in elementary school. For the CRDC, "preschool" means a program operated by a public school for children younger than kindergarten age, including early childhood programs or services. The CRDC does not include data on private preschool programs. (author abstract)

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The Collier County Early Literacy Partnership for Educational Success: 2004-2005: Year 1 implementation and evaluation report
Wehry, Stephanie, Fall 2005
Jacksonville, FL: Florida Institute of Education.

Findings from the first year of the implementation and program evaluation of the Early Literacy and Learning Model (ELLM) and the Skills-based Educational Experiences Delivery System (ELLM/SEEDS) programs to improve children's early literacy skills in Collier County, Florida, during the 2004-2005 year

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The Collier County Early Literacy Partnership for Educational Success: 2006-2007: Year 3 implementation and evaluation report
Wehry, Stephanie, Summer 2007
Jacksonville, FL: Florida Institute of Education.

Findings from an implementation and program evaluation of the Early Literacy and Learning Model (ELLM) and the Skills-based Educational Experiences Delivery System (ELLM/SEEDS) programs to improve children's early literacy skills in Collier County, Florida, during the 2006-2007 year

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Coming together for children with disabilities: State collaboration to support quality, inclusive child care
Mezey, Jennifer, 2003
Washington, DC: Center for Law and Social Policy.

A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs

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Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders
Coman, Drew, February, 2013
Journal of Autism and Developmental Disorders, 43(2), 345-360

An examination of both shared and differing levels of commitment to the philosophical tenets underlying both the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACH) and the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) classroom-based approaches among three groups of teachers implementing the programs with a high level of fidelity of implementation, based on data from 53 early care and education teachers North Carolina, Colorado, Florida, and Minnesota working in special education classroom environments

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Community child care inclusion: The development of two children
Hanline, Mary Frances, 1998
International Journal of Disability, Development and Education, 45(4), 469-488

An analysis of the progression of children with severe disabilities within a child care setting using a play-based curriculum

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Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders
Boyd, Brian A., June, 2013
Journal of Autism and Developmental Disorders, 43(6), 1-15

LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children's performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. (author abstract)

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A descriptive study of the Head Start Health Component: Vol. II. Technical report
United States. Administration on Children, Youth, and Families, 1996
Washington, DC: U.S. Administration on Children, Youth, and Families.

Descriptive findings from a study of the Head Start Health Component, using child health records and standard data from the Head Start Program Information Report (PIR), plus observations and interviews with parents and staff, collected during the Spring of 1994 from a sample of 80 Head Start centers

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A descriptive study of the Head Start Health Component: Vol. I. Summary report
United States. Administration on Children, Youth, and Families, 1996
Washington, DC: U.S. Administration on Children, Youth, and Families.

A description of the ways in which the Health Component of the Head Start program address the medical, nutritional, and mental health needs of program participants

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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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