Pre-LAS 2000
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Pre-literacy skills in Hispanic Head Start children: A comparison within and between languages
Pre-LAS
Evaluation of the North Carolina More at Four pre-kindergarten program: Year 3 report: July 1, 2003-June 30, 2004
Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year
National evaluation of Early Reading First: Final report
Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten
Spanish-speaking children's social and language development in pre-kindergarten classrooms
National Reporting System Child Assessment
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS)
Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007)
A profile of kindergarten readiness in White Center: Fall 2007
Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
A profile of kindergarten readiness in East Yakima: Fall 2007
Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The First 5 LA Universal Preschool Child Outcomes Study spring 2007 pilot study
The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
Los Angeles Universal Preschool programs, children served, and children's progress in the preschool year: Final report of the First 5 LA Universal Preschool Child Outcomes Study: Final report
The effect of extending the pre-kindergarten school day on literacy and language development for English language learners
Children's classroom engagement and school readiness gains in prekindergarten
ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three
ACF/OPRE report: Head Start children go to kindergarten
ACF-OPRE report: A year in Head Start: Children, families and programs
Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Effect on preschoolers' literacy when never-married mothers get married
Informing the performance-based contract between First 5 LA and LAUP: Assessing child progress: Spring report
Spanish vocabulary-bridging technology-enhanced instruction for young English language learners' word learning
High achieving African American boys: Factors that contribute to their excellence in the early years
New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort
Head Start children, families, and programs: Present and past data from FACES
Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report
Improving Latino children's early language and literacy development: Key features of early childhood education within family literacy programmes
Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES
Building a classroom community that supports English learners in preschool
The role of parent education and parenting knowledge in children's language and literacy skills among White, Black, and Latino families
Comparing public, private, and informal preschool programs in a national sample of low-income children
An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development
A behavior-genetic study of the legacy of early caregiving experiences: Academic skills, social competence, and externalizing behavior in kindergarten
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
Effects of divorce and cohabitation dissolution on preschoolers' literacy
Early academic skills and childhood experiences across the urban-rural continuum
Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort
Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study
Child outcomes and classroom quality in FACES 2009
Family income and early achievement across the urban-rural continuum
Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
Report to Congress on dual language learners in Head Start and Early Head Start programs
Getting ready for kindergarten: Children's progress during Head Start: FACES 2009 report
School readiness of children from immigrant families: Contributions of region of origin, home, and childcare
Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2011-2012 program year: Final report
Center-based child care and cognitive skills development: Importance of timing and household resources
Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2010-2011 program year: Final report
Beyond an "either-or" approach to home- and center-based child care: Comparing children and families who combine care types with those who use just one
Relationship between peer social competence and academic readiness for Head Start children: A multi-method, multi-source measurement approach
Informing the performance-based contract between First 5 LA and LAUP -- Volume 1: Child progress in the 2012-2013 program year: Final report
Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
Hispanic immigrant children's English language acquisition: The role of socioeconomic status and early care arrangement
Academic development of Head Start children: Role of dual language learning status
Assessing classroom quality for Latino dual language learners in Head Start: DLL-specific and general teacher-child interaction perspectives
School absenteeism through the transition to kindergarten
Pre-K classroom-economic composition and children's early academic development
Validation of the Early Childhood Teacher Experiences Scale in Head Start
Children's kindergarten outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2013-2014 statewide evaluation
Validity of the first two subtests of the Preschool Language Assessment Scale as a language screener for Spanish-speaking preschool children
Improving school readiness: A multi-systemic examination of early childhood education
Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
Spanish and English early literacy profiles of preschool Latino English language learner children
Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
Preschool to kindergarten transition patterns for African American boys
Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills
Preschool attendance and school readiness for children of immigrant mothers in the United States
Screening approaches for determining the language of assessment for dual language learners: Evidence from Head Start and a universal preschool initiative
Examining an executive functioning and bilingual advantage among Latino DLL children in Head Start: A strength-based approach
Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness
Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey
Living with a grandparent and parent in early childhood: Associations with school readiness and differences by demographic characteristics
Child and family outcomes during the Head Start year: FACES 2014-2015 data tables and study design
Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
Do standard measures of preschool quality used in statewide policy predict school readiness?
Profiles of classroom engagement in Head Start children: Associations with academic readiness
Effects of child care subsidy on school readiness of young children with or at-risk for special needs
Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children
Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality
Center-based preschool and school readiness skills of children from immigrant families
A cross-lagged analysis of teacher-child language interactions and receptive vocabulary of non-ELL and ELL children
Factors associated with early school readiness profiles for Black girls
Preparing the future workforce: Early care and education participation among children of immigrants
Is skill type the key to the PreK fadeout puzzle?: Differential associations between enrollment in PreK and constrained and unconstrained skills across kindergarten
Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
Effects of Georgia's Pre-K Program on children's school readiness skills: Findings from the 2012-2013 evaluation study
Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home-based activities as mediators
A year in Head Start: Findings from FACES 2014 on children's progress toward school readiness during the 2014-2015 program year
Exploring factors that support the kindergarten transition patterns of Latino boys
Predictors and outcomes of early versus later English language proficiency among English language learners
Informing the performance-based contract between First 5 LA and LAUP -- Volume 2: Background and supporting analyses for the 2012-2013 study of child progress: Final report
Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013-2014 evaluation study
School readiness among children of Hispanic immigrants and their peers: The role of parental cognitive stimulation and early care and education
Absenteeism in Head Start and children's academic learning
Cognitive ability at kindergarten entry and socioeconomic status
Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
The relations between American children's Head Start experience and pre-academic skills: A comparison with children from a community group
Effect of classroom language diversity on Head Start ELL and non-ELL children’s social-emotional development
Preschool and academic school readiness among young children of Asian and Hispanic immigrant mothers
Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
Early bilingualism through the looking glass: Latino preschool children's language and self-regulation skills
Descriptive data on Head Start children and families from FACES 2014: Fall 2014 data tables and study design
Foundations of Science Literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers' pedagogical content knowledge, and children's observations and predictions
Independent contributions of mothers' and fathers' language and literacy practices: Associations with children's kindergarten skills across linguistically diverse households
Descriptive data on Region XI Head Start children and families: AI/AN FACES Fall 2015-Spring 2016 data tables and study design
Year 1 Massachusetts Preschool Expansion Grant (PEG) evaluation report
The effects of a comprehensive early literacy project on preschoolers' language and literacy skills
Early Achievers standards validation study: Final report
Nonparental caregivers, parents, and early academic achievement among children from Latino/a immigrant households
Longitudinal Study of Georgia’s Pre-K Program: Third grade report
Impact of California's transitional kindergarten program, 2013-14
Children's pre-k experiences and outcomes in the North Carolina pre-kindergarten program: 2014-2015 statewide evaluation
Can center-based care reduce summer slowdown prior to kindergarten?: Exploring variation by family income, race/ethnicity, and dual language learner status
Time well spent: Home learning activities and gains in children's academic skills in the prekindergarten year
More than words: The relations between teacher-child interactions, classroom context, and Latino DLLs' school readiness
Impacts on Head Start dual language learning children’s early science outcomes
Family engagement and Latine children’s early narrative skills
- Related Studies
Head Start Family and Child Experiences Survey (FACES): 2003 Cohort [United States]
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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