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State policies that promote early childhood mathematics A study by the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) on state standards of early childhood mathematical education, educational level and professional development recommended for educators, curriculum and testing requirements |
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The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation Impacts after the first year of implementation of the Evaluation of Enhanced Academic Instruction in After-School Programs, a two-year intervention and random assignment evaluation of structured math and reading instruction in after school programs for children in second through fifth grade, on student reading and math proficiency and academic performance |
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The Evaluation of Enhanced Academic Instruction in After-School Programs: Final report Impacts after the second year of implementation of the Evaluation of Enhanced Academic Instruction in After-School Programs, a two-year intervention and random assignment evaluation of structured math and reading instruction in after school programs for children in second through fifth grade, on student reading and math proficiency and academic performance in programs that participated for both years |
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Family socioeconomic status and consistent environmental stimulation in early childhood A study of the relationship between both math and reading achievement and growth and both family socioeconomic status and environmental stimulation at home, in preschool, in child care, and in 1st-grade classrooms, from a secondary analysis of data on 1,364 children |
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative The final report from the Preschool Curriculum Evaluation Research initiative, which conducted multi-site experimental evaluations of 14 preschool curricula's impacts on child outcomes (including behavior and early language, literacy, and math skills) at the end of preschool and in kindergarten, and on preschool classroom outcomes (including classroom quality, teacher-child interactions, and instructional practices) |
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K-2 standards and assessments: A 50-state review A descriptive study of each state's kindergarten, first grade, and second grade content standards and mandatory assessments |
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Practices for promoting young children's learning in QRIS standards An analysis of child care quality rating and improvement system (QRIS) standards in 23 states to identify practices for supporting children's early learning in eight areas, based on coding of state QRIS standards and early learning guidelines |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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A day in third grade: A large scale study of classroom quality and teacher and student behavior A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) |
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Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference? An examination of the relationship between both gender and science instruction type and kindergarten children’s motivation for science from 162 kindergarten children in three schools in a mid-western, suburban public school district |
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Wisconsin 21st Center Community Learning Centers: 2010-2011 evaluation report An evaluation of Wisconsin 21st Century Community Learning Centers that examines program activities and student attendance and academic performance, based on program reporting data and local evaluation reports |
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Unequal opportunities for preschoolers: Differing standards for licensed child care centers and state-funded prekindergarten programs A comparison of state licensing regulations for center-based child care and early education programs to state prekindergarten program standards, as well as to Head Start standards and military child care regulations, using a quality standards checklist |
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Leaving children to chance: NACCRRA's ranking of state standards and oversight for small family child care homes: 2012 update A ranking of state regulation and oversight of family child care homes against 16 benchmarks, based on an analysis of state child care licensing regulations |
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Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
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Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-k programs A study of classroom climate and academic instruction in public prekindergarten programs in Tulsa, Oklahoma, a comparison of classroom climate and academic instruction in Tulsa prekindergarten classrooms to classroom processes in Head Start and other state prekindergarten classrooms, and an examination of classroom and teacher characteristics associated with variations in classroom climate and academic instruction |
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Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states |
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Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-K programs A study of the quality of Tulsa prekindergarten and Head Start classrooms and a comparison of the quality of classrooms in Tulsa with sample of classrooms from across 11 states, based on observations of 106 public prekindergarten and Head Start classrooms in Tulsa, Oklahoma and data collected from 241 prekindergarten and 25 Head Start classrooms from 11 states |
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Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments A study of the relationships between neighborhood socioeconomic advantage, home, child care, and school quality, and children's reading and vocabulary achievement trajectories between ages of 54 months and 15 years, based on a sample of 1,364 children born in 1991 from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Promising results: Educare implementation study data--June 2012 Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs during the 2010-2011 school year |
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Educare implementation study findings--August 2012 Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs from the fall 2007 through spring 2011 school years |
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Safe and smart: Making the after-school hours work for kids A report on the benefits of after-school programs with examples of successful programs |
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Inside the content: The breadth and depth of early learning standards A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004 |
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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning |
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National evaluation of the Even Start Family Literacy Program: 1994-1997 final report The second national evaluation of the Even Start Family Literacy Program, examining what has changed and what has remained stable over its first eight years, specifically addressing who and what is served by the program, federal funding methods, participant's developmental and educational gains, best practices, and the success with which the program is reaching its target population |
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