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mathematics
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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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An integrated curriculum to improve mathematics, language, and literacy for Head Start children A report on the development and field trial of the Evidence-Based Program for Integrated Curricula (EPIC) for Head Start that focuses on comprehensive mathematics, language, and literacy skills, based on data from EPIC or the Developmental Learning Materials Early Childhood Express curriculums randomly assigned to 70 classrooms with 1,415 children |
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Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten An analysis of the correlation between self-regulation in preschool and academic outcomes in kindergarten, among a sample of 141 low income 3- to 5-year-olds attending Head Start programs in rural and non-urban locations |
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Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001-2002 school year A study on the effects of an after school program on mathematic and reading comprehension scores in the CTB/McGraw-Hill CAT-5 Mathematics and Reading Comprehension tests given in Philadelphia, Delaware and Franklin, Pennsylvania; in Cumberland County, New Jersey; and in Palm Beach County, Florida |
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The development of cognitive skills and gains in academic school readiness for children from low-income families A longitudinal study of the relationship between executive function and growth in both emergent literacy and numeracy in the prekindergarten year and the kindergarten reading and math achievement of 164 children in Head Start |
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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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After-school tutoring in the context of No Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools An examination of the relationship between both student math and reading scores and participation in either the supplemental education services program or the educational assistance program, and a study of program features associated with academic achievement, from surveys and test scores of participating students from the Pittsburgh Public Schools |
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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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Priming the pipeline: Lessons from promising 4-H science programs An examination of the challenges faced and strategies used to implement practices in eight domains by programs participating in 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, based on interviews and site visits with 8 programs selected through a process to identify promising programs |
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Taking shape: Supporting preschoolers' acquisition of geometric knowledge through guided play Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4- to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate "sense-making," such as guided play, undergird shape learning. (author abstract) |
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Is 27 a big number?: Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison A study of children’s understanding of numerical magnitudes, examining their transition from ordinal estimations to continual measurements on number lines, and the effects on this transition of a method of categorizing numbers by size, using a sample of 40 kindergarteners and 90 children in grades K-2 from public schools in the Pittsburgh area |
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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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Program reach and risk assessment: State fiscal year 2010-2011 A study of the level of risk of school failure for children in Pennsylvania counties and cities based on 15 risk factors and of the reach of state-funded programs for children under 5 years old |
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Moderators in the academic development of migrant Latino children attending after-school programs A study of the factors, such as age, acculturation, family functioning, and parental involvement, that influence the academic outcomes of Latino elementary school children who participated in an academically-oriented after school program, based on parent and child questionnaires and child assessments |
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Pennsylvania early learning standards for pre-kindergarten A review of early learning standards developed by a Pennsylvania joint task force consisting of early childhood practitioners, administrators, policy analysts, researchers, and university faculty members |
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Evaluation of two out-of-school programs in Pittsburgh Public Schools: No Child Left Behind's supplemental educational services and State of Pennsylvania's Educational Assistance Program A study of the relationship of participation in and program features of two Pittsburgh, Pennsylvania, academic enrichment out-of-school time programs--No Child Left Behind's supplemental educational services and the Pennsylvania Educational Assistance Program--to elementary, middle, and high school student performance |
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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program Findings from a follow-up study on the persistence of cognitive and behavioral benefits from early childhood program participation in 18-year-olds who were born with low birth weight and participated in the Infant Health and Development Program (IHDP) |
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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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Coaching and quality assistance in quality rating improvement systems: Approaches used by TA providers to improve quality in early care and education programs and home-based settings A study of the features of on-site technical assistance and coaching provided by state child care quality rating and improvement system technical assistance providers, based on interviews with 34 technical assistance providers in 17 states |
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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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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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Arts enrichment and school readiness for children at risk A study of the growth of children's school readiness skills among low income and at risk children of different levels of development at a preschool using the Kaleidoscope arts enrichment curriculum, and a comparison of the vocabulary scores of children in this program with those of children in a nearby traditional preschool |
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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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