National evaluation of the Even Start Family Literacy Program: 1994-1997 final report
United States. Department of Education. Planning and Evaluation Service, 1998
Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
The second national evaluation of the Even Start Family Literacy Program, examining what has changed and what has remained stable over its first eight years, specifically addressing who and what is served by the program, federal funding methods, participant's developmental and educational gains, best practices, and the success with which the program is reaching its target population
Reports & Papers
National Household Education Surveys program of 2005: After-school programs and activities: 2005
Carver, Priscilla R., 2006
(E.D. TAB, NCES 2006-076). Washington, DC: National Center for Education Statistics.
An examination of data from the After-School Programs and Activities survey on the participation of kindergarteners through eighth graders in after school programs, with discussion of the survey’s design, the different types of after school care, their participation rates, and the expenses surrounding various types of after school care
Reports & Papers
State administration of the Even Start Family Literacy Program: Structure, process and practices
United States. Department of Education. Office of the Under Secretary, 2003
(Doc No. 2003-14). Washington, DC: U.S. Department of Education, Office of the Under Secretary.
A description of all major areas of Even Start Family Literacy Program administration at the state level and the factors that facilitate or impede program improvement activities conducted by Even Start state coordinators
Reports & Papers
State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA
Shackelford, Jo, 2005
(NECTAC Notes Issue No. 18). Chapel Hill, NC: National Early Childhood Technical Assistance Center.
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
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes
Connor, Carol McDonald, 2005
Journal of School Psychology, 43(4), 343-375
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
Third national Even Start evaluation: Program impacts and implications for improvement
United States. Department of Education. Planning and Evaluation Service, 2003
(Doc No. 2005-05). Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
Findings from the third national evaluation of the federal Even Start family literacy program, including a description of the program and its participants, and a discussion of program impacts based on data from an experimental study of Even Start's effectiveness in 18 projects
Reports & Papers