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Current Filters: State:NEW JERSEY [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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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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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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Case study: Public preschool in New Jersey is one roadmap to quality
Holcomb, Betty, 2004
New Brunswick, NJ: National Institute for Early Education Research.

A description of the development and implementation of New Jersey's public preschool program

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Creating a qualified preschool teaching workforce part I: Getting qualified: A report on the efforts of preschool teachers in New Jersey's Abbott Districts to improve their qualifications
Ryan, Sharon, 2004
New Brunswick, NJ: National Institute for Early Education Research.

A survey of the demographics, salaries, and work experiences of New Jersey teachers in the Abbott preschools in low income areas

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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

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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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Effects of five state prekindergarten programs on early learning
Barnett, W. Steven, October 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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The effects of New Jersey's Abbott Preschool Program on young children's school readiness
Lamy, Cynthia Esposito, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of attending the New Jersey Abbott Preschool Program on language, early literacy and early math skills in children entering kindergarten, part of a larger study on school readiness

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The effects of state prekindergarten programs on young children's school readiness in five states
Barnett, W. Steven, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A study on the effects of state-funded preschool programs on the school readiness of children from New Jersey, Illinois, Michigan, Oklahoma, South Carolina and West Virginia

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Essex Infant/Toddler Quality Improvement Project (EQUIP)
Alexandre, Judith Marie Yves, June, 2013
New Brunswick, NJ: National Institute for Early Education Research.

The goal of this study is to inform local and state stakeholders about the quality of infant/toddler care in East Orange, Irvington, Newark and Orange, New Jersey. (author abstract)

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Estimated impacts of number of years of preschool attendance on vocabulary, literacy and math skills at kindergarten entry
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

An analysis of the effects of years of preschool attendance on vocabulary, literacy, and math skills at kindergarten entrance based on direct child assessments

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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

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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

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The state of infant-toddler care and education in New Jersey
Alexandre, Judith Marie Yves, 04 December, 2013
New Brunswick, NJ: National Institute for Early Education Research.

We conducted two studies to examine the quality of infant and toddler care in New Jersey. One study was of the quality of center-based care statewide, as part of the New Jersey Department of Education's (NJDOE) effort to establish baseline data to inform the State's effort to build the coordinated early childhood data system recommended by the New Jersey Council of Young Children (NJCYC). The second study examined the quality of center-based and family home child care in Essex County with funding from the Nicholson, Schumann and Turrell Foundations. Both studies were informed by advisory groups that helped to develop the methods and questions. The key questions addressed are as follows: What is the quality of infant and toddler center-based care in New Jersey? What is the quality of this infant/toddler care in each of the twenty one counties? What are some common strengths and weaknesses of infant and toddler center-based care? For Essex County, the questions were extended to family home care and to look at specific cities within the county. As will be seen, center-based quality in Essex County is very similar to the statewide average, and this suggests that it may also provide a reasonable indication of family home child care quality in the state as whole. (author abstract)

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The state of preschool: 2003 state preschool yearbook
Barnett, W. Steven, 2003
New Brunswick, NJ: National Institute for Early Education Research.

The first of a series of annual reviews of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2001-2002 program year

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The state of preschool: 2004 state preschool yearbook
Barnett, W. Steven, 2004
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2002-2003 program year

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The state of preschool: 2005 state preschool yearbook
Barnett, W. Steven, 2005
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2003-2004 program year

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The state of preschool 2007: State preschool yearbook
Barnett, W. Steven, 2007
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access, quality, and resources in state-funded preschool programs for children ages three and four, in all 50 states and the District of Columbia, during the 2006-2007 program year, based on a survey of administrators of state-funded preschool programs

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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

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The state of preschool 2009: State preschool yearbook
Barnett, W. Steven, 2009
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 3- and 4-year-old children in all 50 states and the District of Columbia during the 2008-2009 program year, based on a survey of administrators of state-funded preschool programs

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The state of preschool 2010: State preschool yearbook
Barnett, W. Steven, 2010
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 3- and 4-year-old children in all 50 states and the District of Columbia during the 2009-2010 program year, based on a survey of administrators of state-funded preschool programs

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The state of preschool 2011: State preschool yearbook
Barnett, W. Steven, 2011
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 3- and 4-year-old children in all 50 states and the District of Columbia during the 2010-2011 program year, based on a survey of administrators of state-funded preschool programs

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The state of preschool 2012: State preschool yearbook
Barnett, W. Steven, 2012
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2011-2012 program year, based on a survey of administrators of state-funded preschool programs

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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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