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Comparing universal and targeted prekindergarten programs
Dotterer, Aryn M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes

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

The effect of text genre on parent use of joint book reading strategies to promote phonological awareness
Stadler, Marie A., 2003
Early Childhood Research Quarterly, 18(4), 502-512

An observational study of preschool children parents' reading behaviors, comparing behaviors when reading to a child with and without language impairments and when using different text genres

Reports & Papers

Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Burchinal, Margaret, Q2 2012
Early Childhood Research Quarterly, 27(2), 188-197

An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states

Reports & Papers

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 evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

An evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona

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

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
LoCasale-Crouch, Jennifer, Q1 2007
Early Childhood Research Quarterly, 22(1), 3-17

An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students

Reports & Papers

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
Early, Diane Marie, 2005
Chapel Hill, NC: National Center for Early Development & Learning.

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

Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

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

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

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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.

© 2013 The Regents of the University of Michigan

			Comparing universal and targeted prekindergarten programs Dotterer, Aryn M., 2009 In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes 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
			The effect of text genre on parent use of joint book reading strategies to promote phonological awareness Stadler, Marie A., 2003 Early Childhood Research Quarterly, 18(4), 502-512 An observational study of preschool children parents' reading behaviors, comparing behaviors when reading to a child with and without language impairments and when using different text genres	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states	Reports & Papers
			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 evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects United States. Department of Education. Planning and Evaluation Service, 1997 Cambridge, MA: Abt Associates. An evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona	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
			Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics LoCasale-Crouch, Jennifer, Q1 2007 Early Childhood Research Quarterly, 22(1), 3-17 An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students	Reports & Papers
			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 Early, Diane Marie, 2005 Chapel Hill, NC: National Center for Early Development & Learning. 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
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 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	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