Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010
Reports & Papers
Children's classroom engagement and school readiness gains in prekindergarten
A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)
Reports & Papers
Comparing universal and targeted prekindergarten programs
A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms
Reports & Papers
Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research?
An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness
Reports & Papers
Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
A study of differences in teachers' perceptions of prekindergarten children's behavior problems by ethnic group and gender, and a second study of the relationship between both classroom and teacher quality and children's behavior problems, based on a secondary analysis of two multi-state prekindergarten studies
Reports & Papers
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills
Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. (author abstract)
Reports & Papers
Inside the content: The breadth and depth of early learning standards
A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004
Reports & Papers
Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states
Reports & Papers
Spanish-speaking children's social and language development in pre-kindergarten classrooms
A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs
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