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mathematics
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Evaluation of California's After School Learning and Safe Neighborhoods Partnerships program: 1999-2001 A report summarizing local, statewide reading and math outcome, matched-pair comparison, longitudinal, and cost benefit evaluations of California's After School Learning and Safe Neighborhoods Partnerships Program. |
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Effects of a measurement and planning system on kindergartners' cognitive development and educational programming A study of the impact of a measurement and planning system, which provided to teachers assessment information and learning activities, on 838 kindergarten children’s basic skill acquisition in math, reading, and science, and additionally on their cognitive development, school promotion, and referral to special education |
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Head Start: An outcome study on literacy and mathematical skills among Latino Head Start children A study assessing the impact of a California Head Start program on Latino preschool children's literacy and mathematical skills development |
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Los Angeles County children's literacy experiences, emotional well-being and skills acquisition: Results from the Los Angeles Family and Neighborhood Survey A technical report examining preschool children's school readiness through children's home environment, behavior problems, and skill acquisitions, examining how these indicators vary by neighborhood and family characteristics |
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Sacramento START: Annual evaluation report: 2002/2003 An assessment of a state-funded after school program examining academic performance, school and program attendance, school-related attitudes and social outcomes for participating children, includes description of program background and presentation of findings |
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School readiness and student achievement: A longitudinal analysis of Santa Clara and San Mateo County students A study of the relationship of children's school readiness skills and profiles at kindergarten entry to academic performances in the third grade in Santa Clara and San Mateo Counties, California |
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Kids can't wait to learn: Achieving voluntary preschool for all in California A report summarizing previous research on preschool education and child care outcomes as part of a campaign to help California establish voluntary preschools for all young children |
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High Quality Supplemental Educational Services and Afterschool Partnerships Demonstration Project: An evaluation study of THINK Together programs in the Santa Ana Unified School District: 2008-2009: Year one report An evaluation of the provision of blended supplemental educational and after school program services in the Santa Ana Unified School District, California, based on the implementation experiences of 13 study sites |
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Special education and school success at third grade: Does Head Start make a difference? An examination of the differing effects of Head Start attendance, other preschool attendance, or lack of early education on special education placements, social competence, and academic achievements of low income third grade students |
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Why after school?: Evaluation report 2010 An evaluation of the After School Education and Safety Program in San Diego, California, that examined student academic outcomes and the perceptions of students, parents, principals, after school staff, and program administrators |
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Timing of high-quality child care and cognitive, language, and preacademic development A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care |
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Learning together: A study of six B.A. completion cohort programs in early care and education: Year II report Findings from the second year of a five-year longitudinal study of six cohorts of students participating in California early childhood education B.A. completion programs, in which small groups of students pursue a bachelor's degree together and receive support services, that examines the program experiences of both students and institutions of higher education personnel |
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Measuring quality in pre-kindergarten classrooms: Assessing the Early Childhood Environment Rating Scale An examination of alternative scoring methods for and the psychometric properties of the Early Childhood Environment Rating Scale, Revised Edition (ECERS-R), and a discussion of ECERS-R content and its implications for policy, based on secondary analyses of observation data for 261 early childhood classrooms from three studies and on survey responses from 16 experts |
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Can we talk?: Creating effective partnerships between school and afterschool programs An account of the experience of an after school program director in her attempt to forge a partnership between schools and after school programs in the Live Oak School District in Santa Cruz, California |
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Promoting academic success & career development for ECE/CD students - An evaluation of Canada College's early childhood education / child development program An evaluation of the Canada College early childhood preparation program in California, including information on program completion rates, degrees awarded, and dual-language students |
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San Diego After School Consortium perception survey report A study of key stakeholders' perceptions of and attitudes towards the After School Education and Safety Program in San Diego, California, based on surveys of students, parents, principals, and after school program district contacts and staff |
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Independent statewide evaluation of after school programs: ASES and 21st CCLC: Year 2 annual report Findings from the second year of a four-year longitudinal evaluation of publicly-funded after school programs in California that examined grantee and program characteristics, program attendance patterns, the relationship of program participation to academic achievement, and participant behavioral outcomes |
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Collaborating towards improved learning: Interactional events in an after-school, technology-based program An examination of an after school program UC Links and the interactions that occur between child and undergraduate around the use of technology |
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Making the most of after-school time: Ten case studies of school-based after-school programs A report profiling high quality school-based after-school programs from ten different states |
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Examining elementary school practices in Santa Clara County: Results of the 2009 survey of elementary school principals: Data brief A study of Santa Clara County, California, public school principals' relationships with local early care and education providers, school readiness measurement practices, and beliefs about parent involvement and teacher professional development, based on a survey of 102 elementary school principals |
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Using professional development to enhance staff retention An exploration of the use of professional development programs to increase teacher retention rates in after school programs, based on a subsample of one program in each of California, Florida, Indiana, and Texas |
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Ways of knowing, ways of doing, ways of transporting: Social practices in the Fifth Dimension A paper on the effects of participation in the Fifth Dimension, a technology-focused after-school program, on the social practice of following written procedures |
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An action plan: Assessing school readiness in Ventura County A series of recommendations for establishing a school readiness assessment measure in Ventura County, California, and a survey of school administrators and teachers to determine existing school readiness assessment practices and future preferences for the selection of a measurement |
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Closing the achievement gap: Report of Superintendent Jack O’Connell’s California P-16 Council Fourteen recommendations, including two related to pre-kindergarten programs, for closing socioeconomic and ethnic achievement gaps among California students |
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School readiness: A multifaceted, developmental approach A study of patterns of children's school readiness, the relationship of children's early child care experiences to their school readiness and success, the relationship of children's school readiness to their school success, and the role of family risk factors in children's school readiness, based on analysis of data for 1,364 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development |
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