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Current Filters: Author:Frede, Ellen [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

Reports & Papers


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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

Reports & Papers


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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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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

Reports & Papers


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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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Challenging behaviors and the role of preschool education
McCabe, Lisa A., December 2007
(Preschool Policy Brief Issue 16). New Brunswick, NJ: National Institute for Early Education Research.

A review of research on the relationship of children's participation in child care and early education, including curricula targeted at building social skills, and challenging behaviors

Fact Sheets & Briefs


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Challenging behaviors and the role of preschool education
McCabe, Lisa A.,
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a review of research on the relationship of children's participation in child care and early education, including curricula targeted at building social skills, and challenging behaviors

Fact Sheets & Briefs


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Challenging behaviors: Preschool as a contributing or ameliorating factor?
McCabe, Lisa A., January, 2007
New Brunswick, NJ: National Institute for Early Education Research (No longer accessible as of August 16, 2012).

A review of research on the relationship between children's preschool experiences and challenging behaviors

Other


Classroom Assessment of Supports for Emergent Bilingual Acquisition
Freedson, Margaret J., 2009
New Brunswick, NJ: National Institute for Early Education Research

Instruments


Curriculum decision-making: Dimensions to consider
Frede, Ellen, 2006
New Brunswick, NJ: National Institute for Early Education Research. (No longer accessible as of August 16, 2012)

A framework for decisionmakers to evaluate the appropriateness of curricula for their preschool programs

Other


Early learning scale: Technical report
Riley-Ayers, Shannon, 2010
New Brunswick, NJ: National Institute for Early Education Research.

An account of the development of the Early Learning Scale (ELS), an assessment tool for preschoolers, and an examination of the validity of the instrument, based on data on the training of more than 57 early educators in New Jersey and 51 early educators in South Dakota

Reports & Papers


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Federal early childhood policy guide for the first 100 days
Barnett, W. Steven, January 08, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of federal early childhood policy recommendations

Fact Sheets & Briefs


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Improving early education programs through data-based decision making
Riley-Ayers, Shannon, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of five methods to evaluate the effectiveness of state-funded preschool programs

Methods


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Improving early education programs through data-based decision making [Executive summary]
Riley-Ayers, Shannon, 2011
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of five methods to evaluate the effectiveness of state-funded preschool programs

Executive Summary


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Is more better?: The effects of full-day vs. half-day preschool on early school achievement
Robin, Kenneth B., 2006
New Brunswick, NJ: National Institute for Early Education Research.

A longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment

Reports & Papers


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Is more better?: The effects of full-day vs. half-day preschool on early school achievement [Executive summary]
Robin, Kenneth B., 2006
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment

Executive Summary


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Math and science in preschool: Policies and practice
Brenneman, Kimberly, March 2009
(Preschool Policy Brief Issue 19). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of preschool children's mathematics and science understanding and what is known about preschool mathematics and science educational practices

Fact Sheets & Briefs


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Math and science in preschool: Policies and practice
Brenneman, Kimberly,
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of preschool children's mathematics and science understanding and what is known about preschool mathematics and science educational practices

Fact Sheets & Briefs


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Mathematics and science in preschool: Policy and practice
Brenneman, Kimberly, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of preschool children's mathematics and science understanding and what is known about preschool mathematics and science educational practices

Other


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New Jersey Preschool Expansion Assessment Research Study (PEARS): Executive summary
Friedman, Allison H., December 2009
New Brunswick, NJ: National Institute for Early Education Research.

A summary of an examination of the quality and capacity of early childhood settings in non-Abbott districts in New Jersey, with a focus on district expansion plans and teacher qualifications, based on surveys, interviews, and observation of programs for three- and four-year-old children and their staff

Executive Summary


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New Jersey Preschool Expansion Assessment Research Study (PEARS): Statewide report
Friedman, Allison H., December 2009
New Brunswick, NJ: National Institute for Early Education Research.

An examination of the quality and capacity of early childhood settings in non-Abbott districts in New Jersey, with a focus on district expansion plans and teacher qualifications, based on surveys, interviews, and observation of programs for three- and four-year-old children and their staff

Reports & Papers


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NIEER statement on the National Early Literacy Panel findings
Barnett, W. Steven, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A response to and clarification of the implications of a review and synthesis of early literacy research

Other


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Preschool curriculum decision-making: Dimensions to consider
Frede, Ellen, March 2007
(Preschool Policy Brief Issue 12). New Brunswick, NJ: National Institute for Early Education Research.

A framework for decisionmakers to evaluate the appropriateness of curricula for their preschool programs

Fact Sheets & Briefs


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Preschool curriculum decision-making: Dimensions to consider
Frede, Ellen,
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a framework for decisionmakers to evaluate the appropriateness of curricula for their preschool programs

Fact Sheets & Briefs


get fulltext

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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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