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Current Filters: Author:Barnett, W. Steven [remove]; Publisher:National Institute for Early Education Research (U.S.) [remove];

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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report
Frede, Ellen, June 2007
New Brunswick, NJ: National Institute for Early Education Research.

The interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments

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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report [Executive summary]
Frede, Ellen, June 2007
New Brunswick, NJ: National Institute for Early Education Research.

A summary of the interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments

Executive Summary


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Abbott Preschool Program Longitudinal Effects Study: Fifth grade follow-up
Barnett, W. Steven, 20 March, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A study of the relationship of participation in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts, to educational achievement and school success in fourth and fifth grades, based on a comparison of state assessment test data for 553 Abbott Preschool participants and 201 matched nonparticipants who attended the same kindergarten classrooms

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Abbott Preschool Program Longitudinal Effects Study: Fifth grade follow-up [Executive summary]
Barnett, W. Steven, 20 March, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relationship of participation in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts, to educational achievement and school success in fourth and fifth grades, based on a comparison of state assessment test data for 553 Abbott Preschool participants and 201 matched nonparticipants who attended the same kindergarten classrooms

Executive Summary


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Acelero Learning 2011-12 program evaluation: Summary report
Barnett, W. Steven,
New Brunswick, NJ: National Institute for Early Education Research.

A study of the growth of the language, general conceptual knowledge, and early math skills of children attending Head Start programs administered by Acelero Learning, a Head Start grantee agency, and of the relationship of children's growth to personal, family, classroom, and program characteristics, based on fall and spring assessments for a sample of 1,718 children in 145 classrooms across three delegate agencies

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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report
Frede, Ellen, June 2009
New Brunswick, NJ: National Institute for Early Education Research.

Preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade

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The APPLES Blossom: The Abbott Preschool Program Longitudinal Effects Study (APPLES): Preliminary results through 2nd grade: Interim report [Executive summary]
Frede, Ellen, June 2009
New Brunswick, NJ: National Institute for Early Education Research.

A summary of preliminary findings from a longitudinal study on the lasting effects of participation in an Abbott prekindergarten program on children’s language, literacy, and math skills in first and second grade

Executive Summary


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The battle over Head Start: What the research shows
Barnett, W. Steven, 2002
New Brunswick, NJ: National Institute for Early Education Research.

A summary evaluating the effects and future of Head Start education

Other


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A benefit-cost analysis of the Abecedarian early childhood intervention
Masse, Leonard N., 2002
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of findings from a benefit-cost analysis of the Abecedarian Early Childhood Intervention Study

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The benefits of prekindergarten for middle-income children
Schulman, Karen, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A policy report discussing the need for more research on middle income children's risk of being denied quality child care due to eligibility ceilings and if this risk affects their potential for school readiness

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Better teachers, better preschools: Student achievement linked to teacher qualifications
Barnett, W. Steven, December 2004
(Preschool Policy Matters Issue 2). New Brunswick, NJ: National Institute for Early Education Research.

A brief examining the link between preschool teacher qualifications and child outcomes, with recommendations for preschool teacher requirements.

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Brief report: Funding cuts to state-funded prekindergarten programs in FY10 & 11
Epstein, Dale J., August 11, 2010
New Brunswick, NJ: National Institute for Early Education Research.

An overview of proposed cuts to state-funded prekindergarten programs for fiscal year 2010 and fiscal year 2011

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California's preschool for all act (Proposition 82): A policy analysis
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

A policy brief discussing California's preschool for all act, Proposition 82, in terms of its potential impact on preschool children's school readiness, education attainment, and its potential economic benefits

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Class size: What's the best fit?
Barnett, W. Steven, December, 2004
(Preschool Policy Matters Issue No. 9). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of the influence that class size has on the quality of preschool education

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Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation
Hustedt, Jason T., September 2009
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry

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Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation [Executive summary]
Hustedt, Jason T., September 2009
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the impacts of participation in New Mexico PreK, a state-funded preschool program for four-year-old children offered through a variety of public and community-based providers, on children's receptive vocabulary, early literacy, and early math skills at kindergarten entry

Executive Summary


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Coordinating America's highly diversified early childhood portfolio
Gilliam, Walter S., September, 2010
In R. Haskins & W. S. Barnett (Eds.), Investing in young children: New directions in federal preschool and early childhood policy (pp. 89-96). Washington, DC: Brookings Institution, Center on Children and Families.

A discussion of the coordination and integration of programs for preschool-age children to produce a more cohesive early childhood system

Other


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Debunking Reroute the preschool juggernaut
Barnett, W. Steven, June 04, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A critical commentary on a book exploring the state of children's access to preschool programs and discussing the standards and quality of such programs, with a focus on Head Start and the universal prekindergarten programs in Florida and Oklahoma

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Determinants of household participation in Florida's Voluntary Prekindergarten program
Nores, Milagros, December, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A study of the relationship of child and family characteristics, including program awareness, to participation in Florida's publicly funded Voluntary Prekindergarten program, based on a survey of 1,305 randomly selected parents or legal guardians with children aged 4 and 5

Reports & Papers


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Determinants of household participation in Florida's Voluntary Prekindergarten program [Executive summary]
Nores, Milagros, December, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relationship of child and family characteristics, including program awareness, to participation in Florida's publicly funded Voluntary Prekindergarten program, based on a survey of 1,305 randomly selected parents or legal guardians with children aged 4 and 5

Executive Summary


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Does preschool education policy impact infant/toddler care?
Ackerman, Debra J., March 2009
(Preschool Policy Brief Issue 20). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of trends in infant and toddler child care demand, supply, and quality and state policies associated with quality and supply

Fact Sheets & Briefs


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Does preschool education policy impact infant/toddler care?
Ackerman, Debra J.,
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of trends in infant and toddler child care demand, supply, and quality and state policies associated with quality and supply

Fact Sheets & Briefs


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Early childhood education: Pathways to better health
Friedman-Krauss, Allison, April, 2013
(Preschool Policy Brief Issue 25). New Brunswick, NJ: National Institute for Early Education Research.

An examination of children's health outcomes in early childhood education programs and of program features associated with positive health outcomes

Other


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Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

A random assignment experimental evaluation of the effects of Tools of the Mind, a Vygotskian-based curriculum, on the cognitive, linguistic, and socioemotional development of preschool children based on direct assessment and classroom observation

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An effectiveness-based evaluation of five state pre-kindergarten programs using regression-discontinuity
Wong, Vivian C., June 2007
New Brunswick, NJ: National Institute for Early Education Research.

A study of the impact of state prekindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia on children's vocabulary, math, and print awareness skills by comparing children who had completed a year of prekindergarten with nonparticipants who had missed the enrollment age cut-off and were about to start prekindergarten

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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.

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