Mathematics knowledge of entering preschoolers
Two studies describing the mathematics knowledge and competencies of low-income preschool children, using a theoretically-based direct child assessment
Reports & Papers
Mathematics in early childhood: An investigation of mathematics skills in preschool and kindergarten students
A study of a model of mathematics skills acquisition as measured by eight assessment tasks of early mathematics skills with 88 students in ten preschool and four kindergarten classrooms
Reports & Papers
Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children
An exploration of preschool teachers’ beliefs about appropriate early education pedagogy for low- and middle-socioeconomic status children, based on responses from 60 teachers assigned to read written vignettes describing issues related to teaching either literacy or mathematics
Reports & Papers
Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years
A study of academic outcomes and attendance records of students participating in the after school programming of The After-School Corporation (TASC) in New York City schools, and a comparison of their outcomes with those of their non-participating peers in the same schools
Reports & Papers
Preliminary analysis of Virtual Y after-school program participants' patterns of school attendance and academic performance: Final evaluation report: Program year 1999-2000
An assessment of the implementation of an after school initiative of the YMCA of Greater New York operated in public schools throughout New York City and an examination of the program's services and effectiveness
Reports & Papers
Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation
A longitudinal survey-based evaluation of The After-School Corporation (TASC) after school programs, with assessments of program quality, participant benefits, and the relative value of different program characteristics
Reports & Papers
The Virtual Y after-school program: A ray of sunshine for urban public elementary school children: A summary of seven years of program evaluation
An assessment of the implementation of an after school initiative of the YMCA of Greater New York operated in public schools throughout New York City and an examination of the program's services and effectiveness
Reports & Papers
Shared features of high-performing after-school programs: A follow-up to the TASC evaluation
A comparative examination, based on interviews and observational data, of the program structures and practices shared by 10 New York City after school projects identified as high-performing in the area of student gains in academic achievement
Reports & Papers
Virtual Y: 2003-2004 program implementation report
An assessment of the services provided through an after school initiative of the YMCA of Greater New York operated in public schools throughout New York City, using survey results from program stakeholders/participants, and including an examination of the relationship among the founding goals of this program, components of this program that signal its quality, and established best practices standards for after school programs
Reports & Papers
After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants
A study of the relationship of participation in after school programs in New York City middle schools to educational engagement and performance in high school, based on comparisons of program participants to nonparticipants attending middle schools with after school programs and to students attending middle schools without after school programs
Reports & Papers
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
Reports & Papers
Staffing and skill-building in the DYCD out-of-school time initiative: Findings from 10 programs
A study of 10 programs administered as part of the New York City Out-of-School Time Programs for Youth initiative, which provides high-quality, publicly-funded out-of-school time programming, that examines participant characteristics, management and staffing practices, and programming content, based on director and participant surveys, program and participant administrative data, and visits to the 10 sites
Reports & Papers
The relationship between preschool programming and school readiness for rural children entering kindergarten
A comparison of the preliteracy readiness scores of groups of kindergarten children who have attended either half-day or full-day preschool programs, half-day or a full-day child care centers, or who were not in attendance in an early childhood program, from district data collected from 320 kindergarten students in a rural New York school district
Reports & Papers
The Beacon Community Centers Middle School Initiative: Final report on implementation and youth experience in the initiative
A study of the Beacon Community Centers Middle School Initiative, which aims to provide structured out-of-school time programming for 200 students in each of 80 public school-based sites in New York City, that examines participant characteristics and attendance, program activities and staff, and program features associated with with positive participant and program outcomes, based on director and participant surveys, program and participant administrative data, and visits to 10 sites
Reports & Papers
Investing in early care and education: An economic development strategy for Chemung County
A description of the ways the early childhood education industry stimulates the economy and society of Chemung County, New York
Reports & Papers
Windows of opportunity: A look at pre-k on Long Island
A study of public prekindergarten on Long Island, New York, including the reasons that participating school districts offer public prekindergarten, the process of planning and implementing a program, experiences working with community-based providers, and program quality indicators
Reports & Papers
Staffing practices of high-quality after-school programs
An inquiry into the relationship between staffing practices and program quality of after school programs, based on a study of the 10 highest- and lowest-performing 21st Century Community Learning Centers (21st CCLC) in New York City
Reports & Papers
Seeds of Success: State Prekindergarten Initiatives 1998-1999
A study of prekindergarten initiatives across different states in order to assess the quality of prekindergarten, the accessibility of prekindergarten and the way in which prekindergarten initiatives are integrated with other early childhood programs.
Reports & Papers
Teaching children of immigrants: A multi-sited ethnographic study of preschool teachers in five U.S. cities
An ethnographic multi-site study of teachers' work with children of immigrants and immigrant families in five U.S. cities, from 10 video-cued focus groups with a diverse set of preschool teachers in different preschool settings
Reports & Papers
Providing extra supports for language and literacy development to struggling learners in preschool
A description of the outcomes of and strategies used by the New York University Early Reading First (ERF) program to deliver individualized early literacy instruction to students, based on a sample of 4-year-old children from 5 full-day preschool intervention sites assessed twice throughout the program year
Reports & Papers
An analysis of U.S. newspaper coverage of early childhood education
A study of the characteristics and themes of newspaper coverage of early childhood education and the role of newsrooms in shaping coverage, based on content analysis of a sample of newspapers, case studies of coverage in Atlanta, Georgia; Buffalo, New York; Los Angeles; Newark, New Jersey; and Tulsa, Oklahoma, and interviews with reporters
Reports & Papers
Implementing a state-wide universal prekindergarten program: A small city case study
A case study of the implementation of a state-wide universal prekindergarten program in a public school district in a small, upstate New York city, based on interviews with members of the early education community in the school district
Reports & Papers
Assessing quality in family, friend and neighbor care: The Child Care Assessment Tool for Relatives
A paper describing the Child Care Assessment Tool for Relatives, an instrument designed to measure quality of child care provided by relatives, in terms of its development and the results of a field test where it was used with low income relative caregivers
Reports & Papers
Implementing New York's universal pre-kindergarten program: An exploratory story of systemic impacts
A study of the effects of the partial implementation of New York State's universal pre-kindergarten on the surrounding child care market, specifically in the areas of enrollment and teacher recruitment and retention, as perceived by 46 directors of private community-based child care centers and preschools not receiving state funds
Reports & Papers
Implementing a state-wide universal prekindergarten program: A New York City case study
A case study of the implementation of a state-wide universal prekindergarten program in a New York City public school district, based on interviews with individuals who were deeply or significantly involved with the program
Reports & Papers
