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Current Filters: Pub Year:2008 [remove]; Publisher:National Institute for Early Education Research (U.S.) [remove];

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Connecting neurons, concepts, and people: Brain development and its implications
Thompson, Ross A., December 2008
(Preschool Policy Brief Issue 17). New Brunswick, NJ: National Institute for Early Education Research.

An overview of what is known about early brain development and its implications for policy and practice

Fact Sheets & Briefs


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Impacts of New Mexico PreK on children's school readiness at kindergarten entry: Results from the second year of a growing initiative
Hustedt, Jason T., June 2008
New Brunswick, NJ: National Institute for Early Education Research.

A study of the effects 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, based on assessments of children participating in the program's second year

Reports & Papers


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Impacts of New Mexico PreK on children's school readiness at kindergarten entry: Results from the second year of a growing initiative [Executive summary]
Hustedt, Jason T., June 2008
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the effects 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, based on assessments of children participating in the program's second year

Executive Summary


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Longitudinal effects of the Arkansas Better Chance program: Findings from kindergarten and first grade
Hustedt, Jason T., May 2008
New Brunswick, NJ: National Institute for Early Education Research.

A study of the relation of participation in Arkansas Better Chance (ABC), a state-funded child care and early education program for preschool-age children from low-income families, to the literacy, language, and math development of children at the beginning and end of kindergarten and at the end of first grade, and a study of classroom quality in the ABC program

Reports & Papers


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Longitudinal effects of the Arkansas Better Chance program: Findings from kindergarten and first grade [Executive summary]
Hustedt, Jason T., May 2008
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relation of participation in Arkansas Better Chance (ABC), a state-funded child care and early education program for preschool-age children from low-income families, to the literacy, language, and math development of children at the beginning and end of kindergarten and at the end of first grade, and a summary of a study of classroom quality in the ABC program

Executive Summary


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The state of preschool 2008: State preschool yearbook
Barnett, W. Steven, 2008
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access to, quality in, and resources devoted to state-funded preschool programs for three- and four-year-old children in all 50 states during the 2007-2008 program year, based on a survey of administrators of state-funded preschool programs

Reports & Papers


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The state of preschool 2008: State preschool yearbook
Barnett, W. Steven, 2008
New Brunswick, NJ: National Institute for Early Education Research.

A summary of an annual review of access to, quality in, and resources devoted to state-funded preschool programs for three- and four-year-old children in all 50 states during the 2007-2008 program year, based on a survey of administrators of state-funded preschool programs

Executive Summary


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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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