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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2005 [remove];
14 results found.|
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21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and monitoring: An overview of the 21st CCLC program: 2003-04 A description of the state-administered 21st Century Community Learning Center (21st CCLC) programs, 2003-2004 |
Other
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21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and monitoring: An overview of the 21st CCLC program: 2003-04 [Executive summary] A summary of a description of the state-administered 21st Century Community Learning Center (21st CCLC) programs, 2003-2004 |
Executive Summary
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American Indian and Alaska Native young children: Findings from the ECLS-K and ECLS-B baseline data A summary focusing on the school readiness of American Indian and Alaska Native children in rural and non-rural areas |
Fact Sheets & Briefs
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Analysis of state K-3 reading standards and assessments: Executive summary A summary of 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 |
Executive Summary
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Analysis of state K-3 reading standards and assessments: Final report 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 |
Reports & Papers
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Establishing outcomes for service coordination: A step toward evidence-based practice A study of the outcomes of the systems and coordination of Part C services most valued by parents and stakeholders, based on several surveys of service providers, stakeholders, and parents of children with disabilities |
Reports & Papers
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Follow-up of children from academic and cognitive preschool curricula at 12 and 16 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16 |
Reports & Papers
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Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged A longitudinal, randomized study of the effects at three and nine months post-intervention of a seven-week summer reading day camp on the reading achievement of low-income first grade children, based on direct child assessments |
Reports & Papers
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Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
Reports & Papers
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Preliminary rural analysis of the Early Childhood Longitudinal Study - Kindergarten Cohort An issue brief summarizing the results of a data analysis of the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 that examined rural children's school readiness |
Fact Sheets & Briefs
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Shared features of high-performing after-school programs: A follow-up to the TASC evaluation A comparative examination, based on interviews and observational data, of the program structures and practices shared by 10 New York City after school projects identified as high-performing in the area of student gains in academic achievement |
Reports & Papers
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Shared features of high-performing after-school programs: A follow-up to the TASC evaluation [Executive summary] A summary of a comparative examination, based on interviews and observational data, of the program structures and practices shared by 10 New York City after school projects identified as high-performing in the area of student gains in academic achievement |
Executive Summary
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State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA A discussion of how the 50 states and 6 jurisdictions that participate in the Part C program of IDEA define developmental delays and, as applicable, at risk in their definition of eligibility for services |
Reports & Papers
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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes A study of the association of teacher qualification and observed classroom practice as they relate to children’s vocabulary and early reading skills, based on an ecological model incorporating children’s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status |
Reports & Papers
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