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STEM education and Oklahoma's future workforce
Oklahoma Afterschool Network, February, 2011
Oklahoma City, OK: Oklahoma Afterschool Network.

A discussion of the role that after school programs can play in supporting science, technology, engineering, and mathematics (STEM) education in Oklahoma

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STEM out-of-school time programs for girls
Chun, Katie, January 2011
(Research Update: Highlights from the Out-of-School Time Database No. 5). Cambridge, MA: Harvard Family Research Project.

A review of research studies on six out-of-school time programs with a focus on science, technology, engineering, and mathematics for girls

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Afterschool: A vital partner in STEM education
Afterschool Alliance, May, 2011
Washington, DC: Afterschool Alliance.

A discussion of the role that after school programs can play in supporting science, technology, engineering, and mathematics education

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Effects of the North Carolina More at Four pre-kindergarten program on children's school readiness skills: Summary of key findings
Peisner-Feinberg, Ellen S., 2011
Chapel Hill, NC: FPG Child Development Institute.

A summary of a study of the effects of participation in North Carolina More at Four prekindergarten program on children's early literacy and maths skills at kindergarten entry

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Smarter Summers: Results in brief
National Summer Learning Association, 2011
Baltimore: National Summer Learning Association.

An overview of Smarter Summers, high quality summer learning programs for middle school students in 10 cities, and participant academic and non-academic outcomes

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Educational outcomes for Preschool for All participants in Redwood City School District
Mallonee, Nora, June, 2011
Stanford, CA: Stanford University, John W. Gardner Center for Youth and Their Communities.

A summary of a comparison of the early elementary school outcomes of San Mateo County, California, children who did and did not participate in Preschool for All, a high-quality preschool program for at risk 3- and 4-year-old children

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June 2011: Head Start Supplemental Assistance Program: Comprehensive services for our most at-risk children
Pennsylvania Early Learning Keys to Quality, June, 2011
Harrisburg: Pennsylvania Early Learning Keys to Quality.

A profile of the Pennsylvania Head Start Supplemental Assistance Program (HSSAP), which provides supplemental funding to Head Start programs to expand services

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School readiness outcomes for Illinois's state-funded prekindergarten program
Herr Research Center, 2011
Chicago: Herr Research Center.

A summary of findings from a study of the school readiness outcomes of participants in state-funded prekindergarten programs in Illinois

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June 2011: Pennsylvania Pre-K Counts promotes children's school readiness and school success
Pennsylvania Early Learning Keys to Quality, June, 2011
Harrisburg: Pennsylvania Early Learning Keys to Quality.

An overview of child and community outcomes of Pre-K Counts, a Pennsylvania program that provides high-quality prekindergarten services to 3- and 4-year-old at risk children

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A comparison of Head Start and school-based pre-k in Tulsa
Gormley, Jr., William T., January, 2011
Washington, DC: Georgetown University, Center for Research on Children in the United States.

A summary of a comparison of the relationship of children's cognitive, socioemotional, and health outcomes to either Head Start or public prekindergarten program participation in Tulsa, Oklahoma, based on child assessments, a survey of parents and teachers, and administrative data

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Benefits of the 2011 Before- and After-School Summer Expansion Grant program
Michigan 21st Century Community Learning Centers State Evaluation Team, December, 2011
(21st Century Community Learning Centers Research Brief No. 10). East Lansing: Michigan State University, Community Evaluation and Research Collaborative.

A summary of an evaluation of a grant program to extend 21st Century Community Learning Centers services in Michigan during the summer months of 2011 that examines program implementation, participation, academic performance, and youth development and socioemotional functioning, based on administrative data and student and administrator surveys

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Aligning afterschool with the regular school day: The perfect complement
Afterschool Alliance, July, 2011
(Afterschool Alert Issue Brief No. 50). Washington, DC: Afterschool Alliance.

A discussion of the role that after school programs can play in supporting middle school student achievement when they are aligned with school curricula

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Educational outcomes for Preschool for All participants in Redwood City School District
Stanford University. John W. Gardner Center for Youth and Their Communities, June, 2011
Stanford, CA: Stanford University, John W. Gardner Center for Youth and Their Communities.

A summary of a comparison of the early elementary school outcomes of San Mateo County, California, children who did and did not participate in Preschool for All, a high-quality preschool program for at risk 3- and 4-year-old children

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Parent Aware: Minnesota's quality rating and improvement system pilot (QRIS): Summary of the Parent Aware final evaluation report
Minnesota Early Learning Foundation, December, 2011
Minneapolis, MN: Minnesota Early Learning Foundation.

A summary of an evaluation of Parent Aware, Minnesota's quality rating and improvement system (QRIS), that examines programs' experiences and patterns of enrollment, ratings, and improvement, risk status of children served, parent and child ratings, and the relationship of program ratings to observed quality and children's developmental gains, based on program surveys and observations, direct and indirect child assessments, parent interviews, administrative data, and data on program supports

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Early Years Foundation Stage profile results in England, 2010/11
Great Britain. Department for Education, 20 October, 2011
(SFR 28/2011). London: Great Britain, Department for Education.

An overview of an assessment of the learning achievement of 5-year-old children in England

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Making afterschool programs better
Huang, Denise, Summer 2011
(Policy Brief No. 11). Los Angeles: University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing.

A discussion of five components of after school programs associated with high program quality, based on a review of after school program evaluations

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The crisis in early education: A research-based case for more play and less pressure
Almon, Joan, November, 2011
New York: Alliance for Childhood.

An overview of play and the rise of teacher-directed activities and instruction in early education, with a discussion of the implications for children's development and recommendations for increasing play in early education

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Preschoolers in Keystone STAR 3 and 4 programs make impressive progress, ready for kindergarten
Pennsylvania Early Learning Keys to Quality, June, 2011
Harrisburg: Pennsylvania Early Learning Keys to Quality.

An overview of participant outcomes in child care programs in the two highest-rated tiers of Keystone STARS, the Pennsylvania child care quality rating and improvement system

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English language learners: Becoming fluent in afterschool
Afterschool Alliance, June, 2011
(Afterschool Alert Issue Brief No. 49). Washington, DC: Afterschool Alliance.

A discussion of the role that after school programs can play in supporting the language and academic skills of English language learners

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Literacy in afterschool: An essential building block for learning and development
Afterschool Alliance, November, 2011
(Afterschool Alert Issue Brief No. 53). Washington, DC: Afterschool Alliance.

A discussion of the role that after school programs can play in promoting literacy education for middle school youth

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Investing in our future: North Dakota Head Start
Kids Count North Dakota (Project), February 2011
Fargo, ND: Kids Count North Dakota.

An overview of Head Start in North Dakota

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Prek-3rd: Raising the educational performance of English language learners (ELLs)
Russakoff, Dale, January 2011
(PreK-3rd Policy to Action Brief No. 6). New York: Foundation for Child Development.

A discussion of the role that coordinated and integrated prekindergarten through third grade systems can play in meeting the educational needs of English language learners

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21st CCLC programs in Michigan: What's happening and how students benefit
Michigan 21st Century Community Learning Centers State Evaluation Team, March 2011
(21st Century Community Learning Centers Research Brief No. 8). East Lansing: Michigan State University, Community Evaluation and Research Collaborative.

An examination of the academic performance of students participating in Michigan 21st Century Community Learning Centers programs

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Investments in Pennsylvania’s early childhood programs pay off now and later
Partnership for America's Economic Success, March 2011
Washington, DC: Partnership for America's Economic Success.

A discussion of the present and future benefits of Pennsylvania’s investments in early childhood education and care programs and services

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Research-based responses to key questions about the 2010 Head Start Impact Study
Child Trends, January 28, 2011
(Early Childhood Highlights Vol. 2, Issue 1, Publication No. 2011-06). Washington, DC: Child Trends.

An overview of the Head Start program and findings from the Head Start Impact Study

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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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