Browse the Collection

RC Produced by Research Connections

* Peer Reviewed Journal

Current Filters: New in last year [remove];

7 results found.
[1]  
Select Citation
Result Resource Type

Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study
Campbell, Frances A., January, 2014
Campbell, Frances, and Elizabeth Pungello. Carolina Abecedarian Project (ABC) and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study, 1993 - 2003. ICPSR32262-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research[distributor], 2014-01-31. doi:10.3886/ICPSR32262.v1

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades. Research hypotheses include: Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not. Further information can be found on the Carolina Abecedarian Project Web site (http://abc.fpg.unc.edu/).

Data Sets


A governor's guide to early literacy: Getting all students reading by third grade
National Governors' Association. Center for Best Practices, October, 2013
Washington, DC: National Governors' Association, Center for Best Practices.

A discussion of five policies to promote children's grade-level reading by third grade

Other


get fulltext

A governor's guide to early literacy: Getting all students reading by third grade [Executive summary]
National Governors' Association. Center for Best Practices, October, 2013
Washington, DC: National Governors' Association, Center for Best Practices.

A summary of a discussion of five policies to promote children's grade-level reading by third grade

Executive Summary


get fulltext

*

Infant/Toddler Environment Rating Scale Parent Questionnaire
Cryer, Debby, 1997
Early Childhood Research Quarterly, 12(1), 35-58

Instruments


get fulltext

Summer Matters: How summer learning strengthens students' success
Public Profit,
Oakland, CA: Summer Matters.

An evaluation of summer learning programs in Fresno, Los Angeles, and Sacramento, California, that examines program quality and the social skills and academic outcomes of participants, based on program observations, parent surveys and focus groups, and student surveys and assessments

Reports & Papers


get fulltext

Summer Matters: How summer learning strengthens students' success [Executive summary]
Public Profit,
Oakland, CA: Summer Matters.

A summary of an evaluation of summer learning programs in Fresno, Los Angeles, and Sacramento, California, that examines program quality and the social skills and academic outcomes of participants, based on program observations, parent surveys and focus groups, and student surveys and assessments

Executive Summary


get fulltext

Transitional kindergarten in California: Initial findings from the first year of implementation
Mercado-Garcia, Diana, June, 2013
Washington, DC: American Institutes for Research.

Findings from an evaluation of California transitional kindergarten, a program that provides an extra year of early education to children born between September 2 and December 2 in the year they would otherwise enroll in kindergarten, that examine school districts' implementation of the program, based on survey responses from administrators in 629 school districts

Reports & Papers


get fulltext

Select Citation
[1]  

Search Feedback


 



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.

Google Translate