21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2008-09 [Executive summary]
21st Century Community Learning Centers Program (U.S.), 26 July, 2010
Washington, DC: 21st Century Community Learning Centers Program.
A summary of an examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data
21st Century Community Learning Centers: A descriptive evaluation for 2009-2010 [Executive summary]
West Virginia. Division of Curriculum and Instructional Services. Office of Research, November, 2010
Charleston: West Virginia, Division of Curriculum and Instructional Services.
A summary of an evaluation of 21st Century Community Learning Centers in West Virginia that examines student referrals and academic outcomes related to the program and program activities, successes, and challenges, based on surveys from 4,795 teachers at schools participating in the program and 22 program directors
21st Century Community Learning Centers: Descriptive study of program practices [Executive summary]
United States. Department of Education. Policy and Program Studies Service, July 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.
A summary of an exploration of the influence of the implementation of reading and mathematics activities in 21st Century Community Learning Centers (21st CCLC) on children's academic achievement, based on data from surveys and site visits of funded programs during the 2006-2007 school year
4-H Science, Engineering and Technology (SET) initiative: Youth Engagement, Attitudes, and Knowledge study: Executive summary
Mielke, Monica, March, 2010
Chevy Chase, MD: National 4-H Council.
A summary of a study of the science-, engineering-, and technology-related attitudes, activities, and skills of children participating in 4-H Science, Engineering, and Technology (4-H SET), an initiative to increase 4-H science, engineering, and technology program offerings, based on survey responses from 1,060 children attending 4-H SET programs
Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary]
Carlson, Elaine, October 2010
(NCSER 2011-3000). Washington, DC: National Center for Special Education Research.
A summary of a study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS)
Afterschool is key! [Executive summary]
Kelly, Paul, May, 2010
Little Rock, AR: Arkansas Out of School Network.
A summary of an overview of demand for and supply of, policy efforts related to, and funding for after school and summer programs in Arkansas
AfterZones: Creating a citywide system to support and sustain high-quality after-school programs [Executive summary]
Kotloff, Lauren, April, 2010
Philadelphia: Public/Private Ventures.
A summary of an account of the implementation of AfterZones, a city-wide after school program for middle-school students in Providence, Rhode Island, with a focus on program structure, quality, and student engagement and participation
Alaska 21st Century Community Learning Centers: Statewide evaluation FY04-FY08 [Executive summary]
McDowell Group, October, 2010
Juneau: Alaska, Department of Education and Early Development.
A summary of an evaluation of the Alaska 21st Century Community Learning Centers program from fiscal year 2004 through fiscal year 2008 that examines participant, staff, and program characteristics and participant outcomes
Assessing the effectiveness of Tennessee's pre-kindergarten program: Second annual report [Executive summary]
Strategic Research Group, 11 October, 2010
Nashville: Tennessee, Comptroller of the Treasury.
A summary of a longitudinal evaluation of Tennessee's prekindergarten program, based on an analysis of children's assessments conducted during the 2005-2006 school years that compared children who participated in the prekindergarten program from 1998-1999 through 2005-2006 with those who did not
Assessing the effectiveness of Tennessee's pre-kindergarten program: Third interim report [Executive summary]
Strategic Research Group, 09 March, 2010
Nashville: Tennessee, Comptroller of the Treasury.
A summary of a longitudinal evaluation of Tennessee's prekindergarten program, based on an analysis of children's assessments conducted during the 2007-2008 school years that compared children who participated in the prekindergarten program from 1998-1999 through 2007-2008 with those who did not
Assessing inclusion quality in early learning and child care in Canada with the SpeciaLink Child Care Inclusion Practices Profile and Principles Scale [Executive summary]
Lero, Donna S., February 2010
Syndey, Nova Scotia, Canada: SpeciaLink.
A summary of a study of the internal reliability and structural properties of the SpeciaLink Inclusion Principles Scale and the SpeciaLink Inclusion Practices Profile, two measures of inclusion quality, based on data collected in almost 600 classrooms in 216 child care centers and preschool programs in Canada
Attitudes toward AfterZone [Executive summary]
Market Street Research, February 2010
Providence, RI: Providence After School Alliance.
A summary of a study of middle school students' and their parents' interest in, involvement with, and perceptions of AfterZones, a city-wide after school program for middle-school students in Providence, Rhode Island, based on a survey of 237 students and parents
The Beacon Community Centers middle school initiative: Report on implementation and youth experience in the initiative's second year [Executive summary]
Russell, Christina A., May 2010
New York: New York Department of Youth and Community Development.
A summary of an account of the implementation of the Beacon Community Centers, an after school initiative targeted at children in the fifth through eighth grade at 80 sites in New York City, and an examination of the engagement of youth participants
California Rural After School Summit: A summary of the recommendations and implications [Executive summary]
California Afterschool Network, 2010
Davis, CA: California Afterschool Network.
A summary of findings and recommendations from a conference on the strengths of and challenges facing after school program in rural areas
Child Development Education Pilot Program (CDEPP): 2009-10 student and classroom assessment report [Executive summary]
South Carolina Education Oversight Committee, 11 October, 2010
Columbia: South Carolina Education Oversight Committee.
A summary of a study of children's development and classroom quality during the 2009-2010 school year in the South Carolina Child Development Education Pilot Program (CDEPP), a prekindergarten initiative to improve the school readiness of students in poverty, and a longitudinal analysis of child development from prekindergarten to kindergarten in previous cohorts of CDEPP participants
Delaware Head Start State Collaboration Office 2010 needs assessment [Executive summary]
Delaware Head Start State Collaboration Office, December, 2010
Dover: Delaware Head Start State Collaboration Office.
A summary of an assessment of Delaware Head Start and early childhood assistance program needs and strengths in 10 designated priority areas and collaboration and coordination activities with other organizations that serve Head Start-eligible children, based on a survey of Head Start programs, a document review, and a meeting of key stakeholders
Early childhood education centre-based parent support and development: Final report [Executive summary]
Bellett, Donella, January, 2010
Wellington, New Zealand: New Zealand, Ministry of Education.
A summary of a process and outcomes evaluation of a pilot program to deliver parent support services through early childhood education centers in New Zealand
Early Head Start children in grade 5: Long-term followup of the Early Head Start Research and Evaluation Project study sample: Final report [Executive summary]
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010
(OPRE 2011-8). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.
A summary of a study of the impact of Early Head Start participation and of the influence of children's preschool and later school experiences on parenting, family well-being, and children's academic and socioemotional outcomes in grade 5, based on a longitudinal follow-up of participants in the Early Head Start Research and Evaluation Project
Early Steps to School Success: Annual evaluation report [Executive summary]
Brown, Deborah, October, 2010
Westport, CT: Save the Children (U.S.).
A summary of an evaluation from August 2009 through June 2010 of Early Steps to School Success, a language and literacy development program for children from birth to age 5 and their families, that examines enrollment, retention, participant characteristics, community risk context, services delivered, and both child vocabulary and home literacy outcomes, based on data collected through the program's web-based system for tracking services, child characteristics, and outcomes indicators
The effectiveness of a program to accelerate vocabulary development in kindergarten (VOCAB): Kindergarten final evaluation report [Executive summary]
Goodson, Barbara D., November 2010
(NCEE 2010-4014). Washington, DC: National Center for Education Evaluation and Regional Assistance.
A summary of an evaluation of the impact of Kindergarten PAVEd for Success (K-PAVE), a kindergarten vocabulary intervention, on children's expressive vocabulary, academic knowledge, and listening comprehension, and on classroom instruction, based on child assessment and classroom observation data collected from a sample of 33 school districts, 65 randomly assigned schools, 130 kindergarten classrooms (2 per school), and 1,296 children
Efforts to meet children's physical activity and nutritional needs: Findings from the I Am Moving, I Am Learning implementation evaluation: Final Report [Executive summary]
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, February 2010
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.
A summary of findings from the implementation of I Am Moving, I Am Learning (IM/IL), a Head Start program enhancement intended to increase the amount of time devoted to moderate to vigorous physical activity, improve the quality of structured movement activities, and promote healthy food choices, based on interviews with program administrators of 56 Head Start programs that implemented IM/IL to supplement their curricula
Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time: Research synopsis
Deschenes, Sarah, April 2010
Cambridge, MA: Harvard Family Research Project.
A summary of a study of the characteristics of out-of-school time (OST) programs that sustained the participation and retention of middle and high school students, and an examination of strategies used in city-level initiatives to promote OST program participation, based on survey and in-depth interview data collected from programs in San Francisco; Washington, DC; Chicago; New York City; Cincinnati, Ohio; and Providence, Rhode Island
Evaluation of Child Care Subsidy Strategies: Massachusetts family child care study: Executive summary
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, June 2010
(OPRE 2011-1). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.
A summary of an implementation and impact evaluation of LearningGames, an intervention to promote children's development through language-rich interactions between caregivers and children, in family child care homes in Massachusetts, based on pre- and post-test observations of 173 experimental and 180 control providers
Fort Worth After School 2009-10 evaluation report [Executive summary]
Johnson, Melody A., August, 2010
Fort Worth, TX: Fort Worth Independent School District.
A summary of an evaluation of Fort Worth After School, a publicly-funded program in Fort Worth, Texas, that examines program characteristics, activities, quality, and stakeholder satisfaction, as well as participant academic outcomes, based on student attendance and assessment data, program observations, and student, parent, teacher, principal, and program staff surveys
Full-day kindergarten and student achievement: A literature review [Executive summary]
Pennsylvania. Office of Child Development and Early Learning, 2010
Harrisburg: Pennsylvania, Office of Child Development and Early Learning.
A summary of a profile of the implementation and outcomes in the third year of Pennsylvania Pre-K Counts, a program that provides high-quality prekindergarten services to at risk 3- and 4-year-old children