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Current Filters: Resource Type:Executive Summary [remove]; Author:Lamy, Cynthia Esposito [remove]; Classification:Programs [remove];

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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report [Executive summary]
Frede, Ellen, June 2007
New Brunswick, NJ: National Institute for Early Education Research.

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

A summary of the 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

Executive Summary


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

A summary of 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

Executive Summary


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

A summary of 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

Executive Summary


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

A summary of 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

Executive Summary


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

A summary of a study of the impact of state-funded preschool on kindergarten academic achievement in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia

Executive Summary


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

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

Executive Summary


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Inch by inch, row by row, gonna make this garden grow: Classroom quality and language skills in the Abbott preschool program: Year one report, 2002-2003 [Executive summary]
Lamy, Cynthia Esposito, 2004
Trenton: New Jersey Office of Early Childhood Education.

An executive summary of the Abbott Preschool Program evaluation; preschool children's school readiness and classroom practices were assessed to obtain information to improve policy and practice

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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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