Related Resource of 4740
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Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report Findings from an eight-year process and outcome evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examines both program characteristics and quality and both child and parent school participation and literacy outcomes |
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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age An evaluation of the socio-emotional and early literacy skills, and knowledge, and parent involvement of 78 kindergarten-age graduates of a home visiting program designed to stimulate parent-toddler verbal interaction and educational play, and a comparison of their scores with those of and 57 non-participating children in the same kindergarten classrooms |
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Assessing school readiness: Validity and bias in preschool and kindergarten teachers' ratings An examination of how preschool and kindergarten teachers' rate their students in terms of school readiness, academic skills, and communication skills and a comparison of these ratings with direct assessments of the children's skills |
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Report of the findings from the Early Childhood Study: 2001-02 A study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative |
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A profile of kindergarten readiness in White Center: Fall 2007 The first year of analyses from a multi-year kindergarten readiness study, one of four components in an overall evaluation, of the White Center Early Learning Initiative (WCELI), part of a 10-year strategy to improve children's school readiness in Washington State, that describe the school readiness and family characteristics of children entering kindergarten in fall 2007 in White Center, Washington, based on parent interviews, home observations, direct child assessments, and teacher reports of children's skills and behavior |
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The CAP Early Childhood Diagnostic Instrument |
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Evaluation of the First 5 LA Family Literacy Initiative: Year 5/6 report Findings from the fifth and sixth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
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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 longitudinal follow-up in their kindergarten year of two cohorts of participants (starting the program in 2003-2004 and 2005-2006, respectively) in the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments |
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Summative evaluation of SUPER WHY!: Outcomes, dose, and appeal A study of the impact of viewing SUPER WHY!, an educational television program, on the early language and literacy development of preschool children, based on pre- and post-intervention assessments of 106 treatment group and 65 control group children |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 3 report: July 1, 2003-June 30, 2004 An evaluation of the statewide North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, parent satisfaction, and participant outcomes, based on monthly program reports, classroom observations, parent surveys, and child assessments |
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Father book reading behaviors and pre-kindergarten emergent literacy A longitudinal study assessing Head Start fathers' book reading behaviors and their impact on preschool children's early literacy skills |
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Effects of a family literacy program on low-literate children and their parents: Findings from an evaluation of the Even Start family literacy program An analysis of findings from a U.S. Department of Education evaluation of the Even Start program |
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The Georgia Early Childhood Study: 2001-2004: Final report A study evaluating the social, language, physical, and cognitive development of the state’s children from preschool to first grade in Georgia between 2001 and 2004 |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten A longitudinal follow-up at kindergarten of participants in the 2003-2004 year of the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments |
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Learning in preschool children: Child care quality and social knowledge An examination of the relationship among child care quality in preschool classrooms, child social knowledge and social competence, and child learning through the direct assessment of 147 children's perceptions of their social environments in the Midwestern United States |
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Head Start Family and Child Experiences Survey (FACES), 1997 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
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Smart Start and preschool child care quality in NC: Change over time and relation to children's readiness An observational study of the Smart Start preschool program at 110 early education centers between 1994 and 1999 in North Carolina |
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Head Start Family and Child Experiences Survey (FACES), 2003 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets |
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Using television as a teaching tool: The impacts of Ready to Learn workshops on parents, educators, and children in their care: Final report An experimental, random assignment component of the comprehensive evaluation of Ready to Learn--a program in which Public Broadcasting Service member stations broadcast a mandated number of hours of children's programming and coordinators at each station engage in outreach activities (including parent and early childhood educator workshops) to facilitate the use of this programming as an educational tool--that focused on the short- and long-term impacts of outreach activities on parents' and early childhood educators' behaviors and on children's school readiness, based on comparing assessments of workshop participants and nonparticipants |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 2 report: July 1, 2002-June 30, 2003 An evaluation of the statewide North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, parent satisfaction, and participant outcomes, based on monthly program reports, classroom observations, parent surveys, and child assessments |
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Missouri Preschool Project: Child assessment report A study of the development of children participating in the Missouri Preschool Project (MPP) and its relation to program participation, based on assessments of participants and a comparison to a matched group of nonparticipants |
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Head Start Family and Child Experiences Survey (FACES) A series of nationally representative longitudinal cohort studies of the experiences of Head Start children and families |
Major Research Projects |
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Predicting school readiness for low-income children with disability risks identified early A study of differences in school readiness skills for children with and without disability indicators, and a second study of differences in school readiness skills for children who did and did not receive Part B services, based on a secondary analysis of data of 2,183 child participants |
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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 An evaluation of the 2003-2004 and 2005-2006 years of the North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, and participant outcomes, based on monthly program reports, classroom observations, and child assessments |
Reports & Papers |
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Evaluation of the pre-k summer readiness pilot program An evaluation of the prekindergarten (Pre-K) summer enrichment pilot program for children in high poverty areas in metro Atlanta |
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Head Start Family and Child Experiences Survey (FACES), 2006 Cohort The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). |
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Evaluation findings from Georgia's 2010 pre-k summer transition program Findings from a study of a six-week summer extension of Georgia public prekindergarten to support children's transition to kindergarten that examines children's development, classroom quality, and staff perceptions, based on pre- and posttest measures of children's development, classroom observations, and teacher and transition coach surveys |
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Child care in poor communities: Early learning effects of type, quality, and stability A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers |
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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort |
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North Carolina’s kindergartners & schools technical report: Addendum to the April 2001 summary report Findings from a study of children and schools in North Carolina to determine statewide school readiness |
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A profile of kindergarten readiness in East Yakima: Fall 2007 The first year of analyses from a multi-year kindergarten readiness study, one of four components in an overall evaluation, of the East Yakima Early Learning Initiative, part of a 10-year strategy to improve children's school readiness in Washington State, that describe the school readiness and family characteristics of children entering kindergarten in fall 2007 in East Yakima, Washington, based on parent interviews, home observations, direct child assessments, and teacher reports of children's skills and behavior |
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Evaluation of the First 5 LA Family Literacy Initiative: Final phase I report Findings from the third and fourth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 2000 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets |
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