Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 12 out of 12 results
Watts Tyler W., Ibrahim Deanna A., Khader Alaa, Li Chen, Gandhi Jill, Raver C. Cybele, December, 2020
Reports & Papers
Peer Reviewed
In the current article, we examine the long-run school selection patterns of children randomly assigned to the Chicago School Readiness Project, an early childhood educational (ECE) intervention that aimed to improve the quality of Head Start…
Watts Tyler W., Gandhi Jill, Ibrahim Deanna A., Masucci Michael D., Raver C. Cybele, 12 July, 2018
Reports & Papers
Peer Reviewed

The current paper reports long-term treatment impact estimates for a randomized evaluation of an early childhood intervention designed to promote children's developmental outcomes and improve the quality of Head Start centers serving high-…

Watts Tyler W., Duncan Greg J., Clements Douglas H., Sarama Julie, March/April 2018
Reports & Papers
Peer Reviewed
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool…
Bailey Drew H., Duncan Greg J., Watts Tyler W., Clements Douglas H., Sarama Julie, January, 2018
Other
Peer Reviewed
Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with…
Jenkins Jade Marcus, Watts Tyler W., Magnuson Katherine A., Gershoff Elizabeth, Clements Douglas H., Sarama Julie, Duncan Greg J., July-September 2018
Reports & Papers
Peer Reviewed
Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two…
Schenke Katerina, Nguyen Tutrang, Watts Tyler W., Sarama Julie, Clements Douglas H., August, 2017
Reports & Papers
Peer Reviewed
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated…
Watts Tyler W., Clements Douglas H., Sarama Julie, Wolfe Christopher B., Spitler Mary Elaine, Bailey Drew H., January-March 2017
Reports & Papers
Peer Reviewed
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two…
Nguyen Tutrang, Watts Tyler W., Duncan Greg J., Clements Douglas H., Sarama Julie, Wolfe Christopher B., Spitler Mary Elaine, Q3 2016
Reports & Papers
Peer Reviewed
In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as…
Jenkins Jade Marcus, Watts Tyler W., Magnuson Katherine A., Gershoff Elizabeth, Clements Douglas H., Sarama Julie, Duncan Greg J., March, 2016
Reports & Papers
Prior research shows that short-term treatment effects from preschool may disappear, but little research has considered which environmental conditions might sustain the academic advantages from preschool into elementary school. Using two random-…
Duncan Greg J., Jenkins Jade Marcus, Watts Tyler W., Magnuson Katherine A., Clements Douglas H., Sarama Julie, Wolfe Christopher B., Spitler Mary Elaine, March, 2015
Reports & Papers
In the current study, we investigate two salient approaches available to policymakers that may improve preschool participants' instructional experiences in elementary school. The first involves advanced and challenging instruction in kindergarten…
Jenkins Jade Marcus, Watts Tyler W., Magnuson Katherine A., Clements Douglas H., Sarama Julie, Wolfe Christopher B., Spitler Mary Elaine, February, 2015
Reports & Papers
Little research has focused on why short-term gains from preschool may disappear and the conditions under which gains from preschool might be sustained into elementary school. We investigate whether two aspects of the elementary school environment…
Watts Tyler W., Duncan Greg J., Siegler Robert S., Davis-Kean Pamela E. (Pamela Ellen), October, 2014
Reports & Papers
Peer Reviewed
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive…