Related Resource of 462
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Select Citation
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Result | Resource Type |
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Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality A study of the relationship between differences in observed program quality and parent perceived program quality among parents with various family income, parents' education, parents' perceived constraints in selecting child care, and type of selected child care, based on data from 1,313 parents by children in poor, low-income, and non-low-income families in 4 Midwestern state |
Reports & Papers |
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Early Childhood Environment Rating Scale Extension |
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LA 4 prekindergarten program evaluation: 2002-2003 An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2008-2009 school year, based on pretest and posttest assessments of 3,711 children |
Reports & Papers |
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MELF kindergarten follow up: Preliminary report Findings from a kindergarten follow-up study of children who had participated in Minnesota pilot prekindergarten programs that examines the quality and continuity of quality of children's prekindergarten and kindergarten classrooms and the relationship of children's prekindergarten to kindergarten achievement, based on classroom observations and child assessments |
Reports & Papers |
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From implementation to impact: An evaluation of the South Carolina First Steps to School Readiness program A multi-component evaluation of South Carolina First Steps to School Readiness, a comprehensive state initiative aimed at improving early childhood development, that examined: the features and quality of First Steps-funded four-year-old kindergarten (4K) classrooms, and the characteristics and outcomes of 4K participants; families receiving child care vouchers through First Steps and the features and quality improvements of child care programs receiving First Steps funding for quality enhancement activities; outcomes of children whose parents participated in First Steps parenting and family strengthening activities; and the value added by channeling funding through First Steps offices rather than directly through agencies implementing First Steps programming |
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Centre-based child care quality in urban Australia A comparison of child care quality between urban center-based child care settings, based on an assessment of 35 randomly selected child care centers in Sydney, Australia |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report: Statistical supplement Statistical data supplementing an annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Other |
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Missouri Preschool Project: Program evaluation report An analysis of program quality and quality improvements in the Missouri Preschool Project (MPP), based on assessments of classroom quality and teacher child interactions and on administrator and teacher questionnaires |
Reports & Papers |
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''Reaching for the stars'': Center validation study final report An examination of quality differences between child care centers in the various levels of the Reaching for the Stars Quality Rating System (QRS) in Oklahoma |
Reports & Papers |
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Are the indicators for the Language and Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised psychometrically appropriate for Caribbean classrooms? A test of the appropriateness of the indicators used in the Early Childhood Environment Rating Scale-Revised (ECERS-R) Language and Reasoning Subscale in a sample of 334 early childhood classrooms in Jamaica and Grenada |
Reports & Papers |
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Washington State Child Care Career and Wage Ladder Pilot Project: Phase 2: Final evaluation report An evaluation of Washington's Pilot Project: a longitudinal study of child care centers paying average wages compared to centers paying staff wages based on teacher's education and experience |
Reports & Papers |
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Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the Early Childhood Environment Rating Scale-Revised An examination, using both exploratory and confirmatory factor analyses, of the psychometric properties of the Early Childhood Environment Rating Scale- Revised (ECERS-R), an instrument used to measure the quality of preschool child care classrooms |
Reports & Papers |
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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) |
Reports & Papers |
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Assessing child-care quality with a telephone interview An assessment of the viability of telephone surveys as an alternative to direct observation methods to assess quality in child care sites |
Reports & Papers |
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Towards a predictive model of quality in Canadian child care centers A report of a large scale study of indicators of quality in Canadian child care centers as assessed by center observations combined with director and staff questionnaires reporting on regulatory, financial, and administrative information |
Reports & Papers |
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A comparison of teacher-related classroom conduct, social skills, and teacher-child relationship quality between preschool English learners and preschool English speakers A study of the relationships between home languages, preschool classroom languages, and child gender and classroom conduct, social skills, teacher-child relationship quality, global classroom quality, and children's receptive language skills from a secondary analysis of data from the Early Head Start Research and Evaluation Project with 1034 caregivers, 743 teachers, and 1034 children |
Reports & Papers |
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Cuyahoga County child care quality study A study of the quality in child care centers and family child care homes in Cuyahoga County, Ohio, based on observations of 177 center-based child care classrooms and an analysis of data from a previous study of family child care homes and of administrative data on family child care home quality |
Reports & Papers |
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Chemung County school readiness project: Prekindergarten assessment community report: 2009-2010 ECERS-R results An assessment of the classroom quality of prekindergarten programs in Chemung County, New York |
Reports & Papers |
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PAVEd for Success: An evaluation of a comprehensive preliteracy program for four-year-old children A study of the effect of the prekindergarten-year implementation of the PAVEd for Success preliteracy curriculum, either alone or with supplementary literacy, phonological, or vocabulary training, on measures of classroom quality and changes in children's literacy and language skills through kindergarten, based on data collected from 350 children at control and experimental schools |
Reports & Papers |
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Accountability for quality: One state's experience in improving practice A description of the initiative undertaken by the state of South Carolina to improve the quality of preschool and kindergarten classrooms in primary schools and an evaluation of the effects of the initiative |
Reports & Papers |
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Parental perceptions of quality child care: An examination of Northwest Arkansas parents A comparison of perceptions of child care center quality among approximately 60 parents who either enroll their children in centers that participate or that do not participate in Arkansas' quality approval system |
Reports & Papers |
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Taiwanese early childhood beliefs' about curriculum An examination of Taiwanese early childhood educators' beliefs about curriculum, focusing on their perception of developmentally appropriate practices (DAP) and the effects of their beliefs on their classroom practices as well as a comparison of their beliefs/practices with those of American early childhood educators |
Reports & Papers |
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Organizational form, parental involvement, and quality of care in child day care centers A comparison of for-profit, independent nonprofits, and parent cooperatives' parental involvement and center process quality, and a study of the relationship between parental control of the board of directors and process quality of the centers by center type, based on data from 183 centers participating in phase two of the You Bet I Care! (YBIC!) study, a survey of child care workers from seven provincial and territorial jurisdictions in Canada |
Reports & Papers |
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The New Mexico PreK evaluation: Results from the initial four years of a new state preschool initiative: Final report An evaluation of the quality, economic impact, and parent provider perceptions of New Mexico’s prekindergarten program, and an examination of the influence of the program on children’s academic achievements, based on data on participants in the program from the 2005-2006 through 2007-2008 academic school year |
Reports & Papers |
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The children's centre teacher role: Developing practice in the private, voluntary and independent sector A 10-month study of the influence of two children's center teachers with graduate degrees on staff and children's learning at the four centers they worked with in a town and a rural area |
Reports & Papers |
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Evaluation of Keystone STARS quality rating system: Preliminary results A presentation of preliminary findings from an investigation into the relationship of Pennsylvania child care providers' ratings in the Keystone STARS quality rating system to observed quality of child care, based on assessments of 40 center-based and family child care programs |
Reports & Papers |
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Early care and education: The keystone of Pennsylvania's future: Preparing our children for success A report on the quality of child care provided statewide in Pennsylvania Head Start programs, preschools, child care centers, group child care homes, family child care homes, and unregulated providers |
Reports & Papers |
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Revisiting the two faces of child care quality: Structure and process A proposal to define the constructs of structural and process quality and to examine, based on these new definitions, a commonly used measure of process quality, the Early Childhood Environment Rating Scale-Revised (ECERS-R) |
Reports & Papers |
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LA 4 & Starting Points prekindergarten program evaluation: 2007-2008 full report An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2007-2008 school year, based on pretest and posttest assessments of 9,787 children and quality observation of 96 randomly selected classrooms |
Reports & Papers |
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Unique and protective contributions of parenting and classroom processes to the self-regulation and adjustment of African American preschool children attending Head Start programs An investigation of the effects of parenting and classroom processes on preschool children's self-regulation skills |
Reports & Papers |
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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 |
Reports & Papers |
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ACF/OPRE report: Head Start children go to kindergarten A profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
Reports & Papers |
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Relating preschool quality to children’s literacy development An examination of the relationship between classroom quality and children’s literacy development from 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district |
Reports & Papers |
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The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report A study of four-year-old children and their experiences in early childhood education programs in Chicago in the 2006-2007 school year, including children's characteristics and developmental levels, characteristics of early childhood program teachers and classrooms, and children's development over the course of the school year and its relationship to family and classroom characteristics, based on child assessments, teacher interviews, and classroom observations in a representative sample of children and classes |
Reports & Papers |
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Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) An investigation of the psychometric properties of the Early Childhood Environment Rating Scale - Revised (ECERS-R), which replicates the findings of a 1994 evaluation of the original ECERS |
Reports & Papers |
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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) |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness An exploration of the relationship between children's individual experiences in preschool, classroom quality, and children's kindergarten school readiness, based on data for 83 children from a rural Early Head Start site and 55 children from an urban Early Head Start site in a Midwestern state |
Reports & Papers |
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What is pre-kindergarten?: Characteristics of public pre-kindergarten programs A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states |
Reports & Papers |
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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses A description of the interventions and study designs being implemented at the eight Head Start Quality Research Centers (HSQRCs) |
Reports & Papers |
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Effective Pre-school Provision in Northern Ireland (EPPNI) summary report: 1998-2004 A longitudinal analysis of the relationship between early childhood program participation and cognitive, social, and academic outcomes in a random sample of 685 preschool attendees and 152 non-attendees in Northern Ireland, based on annual assessments between the ages of 3 and 8 |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2006-07 tenth annual report Findings from the tenth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
Reports & Papers |
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Crystal Stairs, Inc. License Exempt Assistance Project "Community Pre-K" evaluation report: Year 1 (2007-2008) An evaluation of Community Pre-K, a play and learn program to provide quality early learning experiences to children cared for by subsidized, license-exempt providers and to build providers' caregiving skills, that examined child and provider outcomes, based on data collected from 9 family, friend, and neighbor child care providers and 13 children in Los Angeles |
Reports & Papers |
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A rising tide: Classroom quality and language skills in the Abbott preschool program: Year two preliminary update, 2003-2004 An overview of the effects of the Abbott preschool program on classroom quality and early literacy in New Jersey |
Fact Sheets & Briefs |
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Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs. |
Data Sets |
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2009-10 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares third and fifth grade outcomes of participants and nonparticipants |
Reports & Papers |
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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development An assessment of the response process validity, structural validity, and criterion validity of the Early Childhood Environment Rating Scale-Revised, based on an analysis of data from 1,350 centers and preschools from a national longitudinal study of children |
Reports & Papers |
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Evaluation of Pennsylvania's Keystone STARS Quality Rating System in child care settings An observational study examining the effects of Pennsylvania’s Keystone STARS Quality Rating System on child care quality in participating child care centers, group child care homes, and family child care homes |
Reports & Papers |
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Head Start FACES 2000: A whole-child perspective on program performance 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) |
Reports & Papers |
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LA 4 & Starting Points prekindergarten program evaluation: 2004-2005 An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2004-2005 school year, based on pretest and posttest assessments of 4,665 children who attended the program |
Reports & Papers |
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Differences in child care quality for children with and without disabilities A comparison of program quality in inclusive and non-inclusive preschool classrooms from classroom observations,director interviews, and teacher and teaching assistant survey data from 66 child care programs from 15 counties in Kentucky |
Reports & Papers |
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Pennsylvania Mind in the Making learning modules evaluation An inquiry into the effect of Mind in the Making (MITM), a 12-module early childhood teacher training program, on early childhood teaching practices and child care program quality, based on observations of 2 classrooms from each of 21 experimental and 21 control child care centers from seven regions of Pennsylvania |
Reports & Papers |
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Child care subsidy and quality An observational study of the quality of child care centers serving children receiving subsidies, compared with the quality of child care centers serving children not receiving subsidies |
Reports & Papers |
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A survey of the attitudes, perceptions, and practices of early care and education staff regarding parent involvement An examination of early care and education teacher attitudes and practices towards parent involvement from a sample of 171 early care and education teachers from 31 enters involved in a quality improvement initiative |
Reports & Papers |
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Child care subsidy and program quality revisited A statewide study of the relationship between program quality and the percentage of children receiving subsidized care in infant/toddler and preschool classrooms |
Reports & Papers |
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Early Childhood Environment Rating Scale A measure for the assessment of the quality of environments in preschool, kindergarten, and child care programs, for children ages 2 years, 5 months to 5 years |
Instruments |
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Evaluating the Early Childhood Environment Rating Scale (ECERS): Assessing differences between the first and revised edition A review of the comparability and changes between the original 1980 version and the 1998 revision of the Early Childhood Environment Rating Scale, a measure of global child care quality |
Reports & Papers |
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Mental health screening of preschool children: Validity and reliability of ABLE An assessment of a screening tool used to identify preschool children potentially suffering from attention, behavior, language, and emotional difficulties |
Reports & Papers |
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2010-2011 fourteenth annual report Findings from an annual assessment of classroom quality, parent involvement, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and observations of children and their classrooms |
Reports & Papers |
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Home-based and family child care: Characteristics and quality issues An exploration of the characteristics of home-based child care and family child care settings, and a description of program quality determinants such as curricula, professional development opportunities, and program purpose |
Other |
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Child care quality study: The impact of Head Start partnership on child care quality: Final report An examination of the influence of Head Start and child care provider partnerships on children’s outcomes and the quality of services provided, based on assessments of more that 600 children and surveys and observations of more than 200 child care centers and family child care providers in Ohio |
Reports & Papers |
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An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares second and fourth grade outcomes of participants and nonparticipants |
Reports & Papers |
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Understanding and improving classroom emotional climate and behavior management in the “real world”: The role of Head Start teachers' psychosocial stressors An investigation of the relationship between psychosocial stressors and the positive classroom emotional climate and effective behavior management in the classrooms of 90 Head Start teachers and an experiment to examine the relationship between psychosocial stressors and use of an intervention designed to improve classroom emotional climate and behavior management of 48 Head Start teachers |
Reports & Papers |
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Child care for working poor families: Child development and parent employment outcomes The final report of a study of the types and quality of child care used by low income working families in four Indiana cities and their relation to child development and parent employment outcomes |
Reports & Papers |
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Evaluating child care: Tennessee's Star-Quality Program An evaluation of the Star-Quality Program, Tennessee's child care licensing and evaluation system, based on interviews with child care providers, policymakers, and key stakeholders, and an assessment of early education environments across Tennessee in 2006 |
Reports & Papers |
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December 2003 progress report: Toronto First Duty A progress report from the evaluation of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, based on site progress reports, child assessments, staff and parent interviews, and site observations and case studies |
Reports & Papers |
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The effects of outcomes-driven authentic assessment on classroom quality A study of the effect of the pilot implementation of Project LINK, an outcomes-driven authentic assessment process aligned with the Head Start Child Outcomes framework, on classroom quality, specifically the language and literacy environment, in selected classrooms of a large multicounty Head Start program |
Reports & Papers |
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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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An eco-behavioral analysis of children’s engagements in urban public school preschool classrooms An analysis of child engagement in the activities of preschool classrooms featuring different sized groups, the presence or absence of teachers during free play, and the different styles of talk used by teachers, in 12 classrooms in a large urban school district in the Midwest |
Reports & Papers |
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Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings A comparison of the impact of exposure to the Chicago School Readiness intervention during the Head Start year on children's language, literacy, and math and behavioral outcomes between kindergarteners in both high and low performing schools, based on secondary analysis of data from 361 children who were participants in the Chicago School Readiness Program |
Reports & Papers |
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ACET Collaborative Team (ACT) project: Final evaluation report: November 2001-October 2003 A presentation of findings from the final report on the Advancing Careers through Education and Training (ACET) Collaborative Team (ACT) Project, using information from a survey of 268 child care teachers and directors who received technical assistance through the program |
Reports & Papers |
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Improving quality, enhancing inclusion: Partnerships for Inclusion-Nova Scotia An evaluation of the first four years of Partnerships for Inclusion-Nova Scotia, an initiative combining assessment, on-site consultation, and support to directors and teachers to improve program quality and promote the inclusion of children with special needs in child care centers |
Reports & Papers |
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Assessing the validity of the Qualistar Early Learning quality rating and improvement system as a tool for improving child-care quality An evaluation of the Colorado Qualistar Early Learning quality rating and improvement system (QRIS), including: an assessment of system components and the relationships between them; a comparison of Qualistar measures to other established quality measures; and an examination of the association between quality improvements as measured by Qualistar components and children's socioemotional and cognitive outcomes. |
Reports & Papers |
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An evaluation of the impact of anti-bias curriculum practices on prejudicial racial attitudes among children attending Head Start An analysis of the impact of a 36-week classroom intervention on Head Start children's racial attitudes |
Reports & Papers |
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Head Start Impact Study final report A longitudinal study of the effect of Head Start participation on both children's school readiness and the practices of parents, based on data collected from more than 4,600 applicants, randomly assigned to either Head Start or alternate programs, from a nationally representative sample of 378 Head Start centers |
Reports & Papers |
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Getting ready for school: The Early Childhood Cluster Initiative of Palm Beach County, Florida: Program implementation and early outcomes: Year 3 report Findings from the third year of an implementation and impact evaluation of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on surveys of parents, teachers, and principals, program observations, child assessments, school administrative records, and a review of program documents |
Reports & Papers |
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Evaluation of "Paths to QUALITY," Indiana's child care quality rating and improvement system: Final report An evaluation of the influence of Indiana's Paths to QUALITY (PTQ) quality improvement system on the quality of child care offerings, the awareness of child care quality issues, the child care choices of parents, and select child development indicators, based on data collected at hundreds of child care sites throughout the state |
Reports & Papers |
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Exploring the quality of early childhood education in China: Implications for early childhood teacher education An investigation into the quality of select kindergarten classrooms and a discussion of the study's implications for the education and training requirements for early childhood teachers, based on observations of 40 teachers from 40 classrooms from 7 top level public kindergartens in Beijing, China |
Reports & Papers |
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The impact of child care subsidy use on child care quality A study of the relationship between government subsidization and both selection of child care and quality of arrangements, based on data from parents of 456 3-year-olds in 14 cities in the United States |
Reports & Papers |
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Use of a case-based hypermedia resource in an early literacy coaching intervention with pre-kindergarten teachers An examination of the use of a hypermedia resource, an advanced form of Web-delivered information, that includes video depictions of instructional practice that can be augmented and interlinked with descriptive and explanatory text, for the early literacy coaching of 33 Head Start teachers of at-risk preschool children in classrooms that serve urban, rural, and small city communities |
Reports & Papers |
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Preschool and school readiness: Experiences of children with non-English-speaking parents A study in both California and the United States as a whole of the demographic characteristics and child care arrangements of children with immigrant parents who do not speak English well, the characteristics of center-based settings attended by these children, and the relationship of center-based care use to their academic skills at school entry, based on survey and observation data from a study of preschool in California and on data from a longitudinal study of the development and experiences of children born in 2001 in the United States |
Reports & Papers |
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Quality of childcare settings in the Millennium Cohort Study A study of the quality of child care experienced by participants in a longitudinal cohort study of children born between 2000 and 2002 in the United Kingdom, based on direct observations of child care settings and a survey of child care center directors |
Reports & Papers |
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Parental and environmental correlates of physical activity of children attending preschool A study of the relationships between parent-reported family physical activity (PA), preschool quality, and the observed PA of young children both in and out of preschool, based on the data on 369 children at 23 preschools in the Children's Activity and Movement in Preschool Study (CHAMPS) |
Reports & Papers |
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Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers A study of the relationship between children's sensitivity to stress across the day and children's attachment to mothers and/or lead teachers, and a second study of classroom quality and family backgrounds' influences on that relationship, based on data from 110 preschoolers in child care, their teachers, and primary caregivers |
Reports & Papers |
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Cumberland County and Greater Carlisle Area United Way Success by Six ECERS-R training A description of a quality self-assessment training program for child care teachers and directors, and findings from a survey of pre-training and post-training knowledge and behaviors, based on a sample of 62 early childhood educators in Cumberland County and Greater Carlisle, Pennsylvania |
Reports & Papers |
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A snapshot of quality in Minnesota's child care centers: A report of the Minnesota Child Care Policy Research Partnership An observational study of quality and need for resources at child care centers in Minnesota |
Reports & Papers |
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Early Learning Coalition of Duval report: 2006-07 An account of participant experiences in the Guiding Start of Duval initiative, a three-phase initiative to improve the quality of early childhood education and care programs in Duval County, Florida, during the 2006-2007 year, including information on children's school readiness, the development of a quality rating and improvement system (QRIS), and community organizational support |
Reports & Papers |
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Child care quality and children's cortisol in Basque Country and the Netherlands Cross-national comparisons of the relationship between children's cortisol levels in child care and at home as well as the relationship between quality of care and children's cortisol levels, in samples of 60 toddlers in child care centers in Spanish Basque Country and 25 children in care centers in the Netherlands |
Reports & Papers |
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Quality of Australian childcare and children's social skills A study of the relationships and interactions between child care quality and 138 children's social skills in based on data collected in 35 urban Sydney child care centers |
Reports & Papers |
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Early childhood education: The sustainability of the benefits of preschool participation in Abbott districts A comparison of both the math and language arts test scores of populations of third graders who attended prekindergarten through third grade at the same school, who changed schools within the district after their prekindergarten year, or who did not attend prekindergarten, based on data collected from all third grade children in a single New Jersey Abbot district during the 2007-2008 school year |
Reports & Papers |
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Head Start Impact Study: First year findings Preliminary first year findings from the Head Start Impact Study, a congressionally-mandated longitudinal controlled analysis of Head Start programs' impact on the development, learning skills, and school readiness of low income 3- and 4-year-old children, conducted across 23 states and 84 randomly selected Head Start agencies, using a sample of 5,000 children and based on data collected from parent interviews, child assessments, teacher surveys, interviews with center directors and other care providers, direct observations of the quality of care settings, and care provider ratings of children |
Reports & Papers |
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Cuyahoga County child care quality study An assessment of the quality of early childhood education and care programs available to three- to five-year-old children, Ohio, based on a sample of 177 classrooms in child care centers, preschool programs, and Head Start centers in Cuyahoga County |
Reports & Papers |
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Second year report of the evaluation of the four-year-old child development programs funded through the South Carolina Education Improvement Act The second of two reports commissioned by the South Carolina Education Oversight Committee (EOC) to evaluate state-funded four-year-old child development programs over a two-year period |
Reports & Papers |
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Two years in early care and education: A community portrait of quality and workforce stability: Alameda County, California A report profiling child care quality and the center-based, licensed family, and license-exempt child care workforce in Alameda County, California, from 2001 to 2003 |
Reports & Papers |
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ACF-OPRE report: A year in Head Start: Children, families and programs A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
Reports & Papers |
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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations? A study of the prevalence of teacher and child movement between classrooms, of the link between head and assistant teachers' qualifications and quality of care, and of the relationship between head and assistant teacher qualifications and children's literacy, receptive language, and mathematics skills that includes an examination of the mediating influence of child and teacher movement on that relationship, based on data from community-based child care centers serving 790 primarily low-income children in Colorado |
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Quality in early childhood care and education settings: A compendium of measures Profiles of instruments designed to measure the quality of early care and education settings, including information on instrument program target age and setting, purpose, administration, key constructs and scoring, and reliability and validity |
Methods |
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Preschool competency in context: An investigation of the unique contribution of child competencies in early academic success A Head Start study investigating various dimensions of children's preschool classroom competencies to determine which might be the most reliable predictors of their future academic performance |
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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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The Classroom Assessment Scoring System: Findings from the prekindergarten year An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements |
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Policies and characteristics of the preschool environment and physical activity of young children An exploration of the association between the amount of time children spend in nonsedentary activities per day and both preschool administrative policies towards children’s activities and available playtime equipment, based on data from a subsample of 3 to 5 year old children from 20 preschools that participated in the Children’s Activity and Movement in Preschool Study |
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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 |
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Parent perceptions of child care choice and quality in four states A study of parents’ child care perceptions, decision-making factors, and processes in Iowa, Kansas, Missouri, and Nebraska |
Reports & Papers |
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Chemung County school readiness project: Prekindergarten assessment community report: 2008-2009 ECERS-R results An assessment of the classroom quality of prekindergarten programs in Chemung County, New York |
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I CAN's Early Talk programme: Independent evaluation of the impact of Early Talk on addressing speech, communication & language needs in Sure Start Children's Centre settings An implementation evaluation of Early Talk, a program to improve the knowledge and skills of early years practitioners to promote children's speech, language, and communication outcomes, in Sure Start Children's Centers in England |
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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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Working together to improve the quality of care and education in early childhood programs An examination of the impact of a university-child care center partnership on the quality of program care and education in two different child care centers in Indiana |
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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms |
Reports & Papers |
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Lycoming County early childhood quality research project A study of the quality of care in Pennsylvania's Lycoming County's child care programs, comparing the county results to results from a statewide study of early child care program quality |
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Educational effects of the Tools of the Mind curriculum: A randomized trial An evaluation of the impact of the Tools of the Mind curriculum on the cognitive, self-regulation, and language skills of preschoolers at a public preschool in a low-income neighborhood |
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State-funded prekindergarten: What the evidence shows A report discussing the likelihood that states can provide high quality, comprehensive early childhood education and whether states would be dedicated to this effort |
Other |
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The quality of early learning, play and childcare services in Sure Start local programmes Studies on the quality of child care, learning and play services in Sure Start Local Progammes (SSLP), comprehensive early intervention services for children birth to 3 years |
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Evaluation of an early childhood preschool program in Bangladesh An evaluation of the impact of preschool programs on the cognitive and social outcomes of 4.5 to 6.5 year olds in rural Bangladesh |
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Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise An inquiry into the influence of a professional development intervention using e-mailed feedback on teachers' use of descriptive feedback, based on observations of 4 childhood teachers conducting classroom activities |
Reports & Papers |
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Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success An investigation of various dimensions of Head Start children's preschool classroom competencies to determine which might be the most reliable predictors of their future academic performance |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2002-2003 annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development A study of the relationships among levels of children's language development, quality and positivity of classroom and language environments, adult-child relationships, and child engagement, in a sample of 102 children and 92 child care providers, and a study of the relationship between child care worker educational level and the quality of their classroom language environments, the types of language stimulation used in their classrooms, and the levels of language development of their students, based on data collected from 24 center-based child care providers |
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A contextual approach to the prediction of readiness in an at-risk preschool population A study of the factors that influence school readiness for at risk preschool children |
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LA 4 longitudinal report A longitudinal evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children launched in 2002, based annual assessments of children who participated in the program |
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Evaluation of the Starting Points Preschool Program: A follow-up study (children of program years 1997-98 through 1999-2000) A follow-up study evaluating the effects of Louisiana's Starting Points Preschool Program on children who were enrolled during the 1997-98, 1998-99, and 1999-2000 program years |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 5 A study of the social and behavioral development of children in year 5 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
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The Early Childhood Cluster Initiative of Palm Beach County, Florida: Early implementation study and evaluability assessment: Final report An implementation evaluation and recommendations for ongoing evaluation efforts of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on interviews with key stakeholders, teacher surveys, program observations, and a review of documents |
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Individual experiences of children with and without disabilities in early childhood settings A study of the correlation between the quality of individual children’s experiences in inclusive child care settings and the global quality of their care environments, based on a sample of 30 matched pairs of children with and without disabilities |
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Researching effective pedagogy in the early years An inquiry into the use of teaching practices to promote children’s developmental progress, based on case studies of a subsample of 12 Effective Provision of Pre-school Education (EPPE) project classrooms, and 2 reception classrooms in England |
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The Seeds to Success Modified Field Test: Findings from the impact and implementation studies An implementation and impact evaluation of Seeds to Success, a quality rating and improvement system developed as part of the Early Learning Initiative in White Center and East Yakima, Washington, based on pre- and post-treatment program observations and staff surveys and interviews in 14 randomly assigned child care centers and 52 randomly assigned family child care providers |
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First 5 special study of high-quality preschools: Case study reports A compendium of case study assessments of the quality of 12 child care and preschool programs in California |
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Comparison of Head Start and child care facilities in Pennsylvania An examination of data from two previous descriptive studies of quality in Pennsylvania Head Start classrooms and child care centers to study individual factors that might contribute to the higher level of quality found in the Head Start classrooms as compared with the child care centers |
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Children's wellbeing and cortisol levels in home-based and center-based childcare A comparison of levels of children's cortisol and well being in either home- or center-based care, and at home, and associated care indices and child characteristics, based on data and video observations from 71 children from child care homes and 45 children from child care centers, ages 20 through 40 months |
Reports & Papers |
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Improving quality in the early years: A comparison of perspectives and measures A study in England of stakeholder perceptions of early years education and care quality and the alignment of these perceptions with definitions of quality embedded in three approaches to quality measurement, as well as an examination of the associations among quality ratings produced by these three approaches, based on focus groups with parents, providers, and local authorities, and analyses of regulatory inspection reports, environment rating scales data, and quality assurance scheme participation data |
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Studying the culture of quality early education and care: A cumulative approach to measuring characteristics of the workforce and relations to quality in four Midwestern states A study of the relation between child care provider characteristics, summed up in an Asset Index for Child Care Providers, and child care quality in four Midwestern states |
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National evaluation of Early Reading First: Final report An evaluation of the Early Reading First component of the No Child Left Behind Act, a grant program providing funding to preschools serving children from low-income families to improve language and literacy development, comparing child outcomes and teacher practices in funded programs versus programs that had applied for but not received funding, based on child assessments, classroom observations, and teacher surveys |
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Child care quality and children's engagement An examination of the relationship between child care quality and children’s engagement behavior in 40 classrooms dispersed in 17 child care centers in North Carolina |
Reports & Papers |
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Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report An evaluation of Parent Aware, Minnesota's quality rating and improvement system (QRIS), that examines programs' experiences and patterns of enrollment, ratings, and improvement, risk status of children served, parent and child ratings, and the relationship of program ratings to observed quality and children's developmental gains, based on program surveys and observations, direct and indirect child assessments, parent interviews, administrative data, and data on program supports |
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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs |
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You bet I care!: Caring and learning environments: Quality in child care centres across Canada A report documenting the findings from a Canadian study that explores the relationships between child care center quality and (1) center characteristics; (2) teacher wages and working conditions; and (3) teacher characteristics and attitudes |
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Giant steps for the littlest children: Progress in the sixth year of the Abbott preschool program: Year three initial update, 2004-2005 An annual report evaluating the quality of Abbott School District preschool classrooms in New Jersey and measuring Abbott preschoolers' academic performance |
Other |
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The Early ON School Readiness Project: A preliminary report A study of center quality and child development in matched pairs of experimental- and control-group child care centers as an evaluation of the effects of an emergent program intended to improve school readiness of young Mexican-American children at child care facilities in San Antonio |
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Opportunities for young children to make choices in a model interdisciplinary and inclusive preschool program An inquiry into the number of verbal opportunities for children to make a choice provided by early childhood workers, based on observations of 42 children from 4 preschool classrooms in a child care center |
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Iowa child care characteristics and quality A study of the quality and characteristics of child care providers in Iowa and of provider characteristics, including subsidy receipt, related to higher child care quality, based on an initial survey of providers and then follow-up observations with a subset of providers |
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July 2003 progress report: Toronto First Duty A progress report from the evaluation of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, based on site progress reports, child assessments, and site observations and case studies |
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Child care quality improvement using proximal learning and mentoring An exploration of the influence of a provider training program on the improvement of child care program quality, based on a sample of 62 caregivers from 10 child care centers in central Pennsylvania; and an investigation of the effect of participation in a proximal learning/mentoring intervention program on early childhood teachers’ improvement of the overall quality of their programs, based on a sample of 19 directors and lead teachers from licensed child care centers |
Reports & Papers |
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Home and preschool learning environments and their relations to the development of early numeracy skills A study of the relationship between the development of early numeracy skills and child and family background factors, quality of home and preschool learning environments, and time in preschool, based on data from 532 children in 97 preschools in Germany |
Reports & Papers |
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Partnerships for Inclusion-Nova Scotia: An evaluation based on the first cohort of child care centres The impact evaluation of an initiative combining assessment, on-site consultation, and support to directors and teachers to improve program quality and promote the inclusion of children with special needs in child care centers in Nova Scotia |
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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report Findings from the twelfth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
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Two-way and monolingual English immersion in preschool education: An experimental comparison A comparison of the effects of dual language versus monolingual English immersion preschool education programs on children's learning, comparing data from 20 classrooms taught in both English and Spanish, and 16 classrooms taught only in English |
Reports & Papers |
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LA 4 & Starting Points prekindergarten program evaluation: 2003-2004 An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2003-2004 school year, based on pretest and posttest assessments of 4,767 children who attended the program |
Reports & Papers |
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Early education policy alternatives: Comparing quality and outcomes of Head Start and state prekindergarten A study comparing the impact of state prekindergarten and Head Start programs on young children's developmental outcomes by assessing their academic, social and emotional skills as well as program quality |
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Effects of a preschool intervention on cognitive development among East-African preschool children: A flexibly time-coded growth model A longtitudinal examination of the influence of the Madrasa Resource Center (MRC) preschool intervention program on children's cognitive development, based on information on 321 children assessed at three different periods in preschool |
Reports & Papers |
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English literacy levels of the early care and education workforce: A profile and associations with quality of care A report examining the literacy levels of early childhood educators in Alameda County, California |
Reports & Papers |
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Building a community-wide early learning system: East Yakima at baseline Baseline findings from a multi-year implementation evaluation, 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 examined the East Yakima community, the availability and quality of child care services there, the East Yakima Early Learning Initiative planning process, and the community's goals and expectations for East Yakima Early Learning Initiative implementation |
Reports & Papers |
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Chase Early Education Emergent Leaders Program evaluation report An evaluation of the Chase Early Education Emergent Leaders Program, a training and mentoring program for early childhood program directors and administrators in Arizona, that examined participants' program experiences and outcomes |
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Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers A study of the association between classroom quality and the length of time teachers stay in one position, and a study of the association between program quality and the educational backgrounds of directors, based on data collected from several hundred teachers and directors employed at licensed care facilities for three years or longer |
Reports & Papers |
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Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills Measures of both educator outreach to families and family involvement in both Head Start and their children's early education, and a study of these measures' relationships to reading, cognitive, and social outcomes of children, based on data from 3,100 children and families enrolled in the Head Start, 286 of their classroom teachers, and 222 center directors |
Reports & Papers |
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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 |
Reports & Papers |
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The efficacy of HeadsUp! Reading in Missouri on teachers' knowledge of emergent literacy: A satellite-based literacy development training course An examination of changes on teachers' knowledge of emergent literacy, teaching practices related to emergent literacy and overall classroom quality while enrolled in a satellite-based literacy development training course among a population of 525 year one and 342 year two early childhood professionals across 52 sites in Missouri |
Reports & Papers |
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Georgia study of early care and education: Child care center findings An investigation of process quality and program characteristics of preschool programs, based on data from a random sample of 112 child care centers in Georgia in 2008-2009 |
Reports & Papers |
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Toward a toolkit approach to describing classroom quality A discussion of the adequacy of widely used measures of child care and early education quality in view of the recent emphasis on school readiness, with an analysis of alternative tools to measure classroom quality |
Other |
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Ensuring Literacy for All research study An investigation of the influence of the Ensuring Literacy for All Initiative, an intervention to enhance the reading sills of children in prekindergarten through fourth grade, on children's early literacy skills, based on observations of children from 12 schools in 10 districts in Louisiana during the 2008-2009 school year |
Reports & Papers |
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QUALITYstarsNY: Field test evaluation report An evaluation of the field test of QUALITYstarsNY, New York State's quality rating and improvement system (QRIS), that examined: program recruitment, support, and participation; the use of QRIS standards to measure quality; and the implications for state-wide implementation, based on program observations, surveys, interviews, and documents, and lead agency interviews |
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Effects of an early literacy professional development intervention on Head Start teachers and children A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state |
Reports & Papers |
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Identifying high-quality centre-based childcare using quantitative data-sets: What the numbers do and don't tell us A study of the consistency and correspondence over time of three center based quality measures: the Early Childhood Environment Rating Scale-Revised, the Infant-Toddler Environment Rating Scale, and Australia’s nationally administered Quality Improvement and Accreditation System, based on two sources of quantitative data collected over five years at 74 full-day child care centers in Australia |
Reports & Papers |
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Alaska Pilot Pre-Kindergarten Project (AP3): Year two report An evaluation of the second year of the Alaska Pilot Pre-Kindergarten Project, which provides state funding to school districts for preschool programs, that examines child developmental and program quality outcomes |
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The cost of quality full-day, year-round early care and education in Maine: Preschool classrooms A study funded by the Maine Office of Child Care and Head Start of early child care and education for preschool-aged children in full-day, year-round community child care centers, with principal focus on the range of child care quality and the quality of center-based early care and education in Maine |
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Early childhood care and education in the Caribbean (CARICOM states) A presentation of a research project on the status of early childhood care and education (ECCE) in various countries of the Caribbean region, with descriptions of the history and development of and current data on ECCE in the region |
Reports & Papers |
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Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood Project A longitudinal analysis of the academic achievement, compensation, employment, knowledge, skills, and attitudes related to early childhood education practice and classroom quality from three cohorts of participants in Pennsylvania’s Teacher Education and Compensation Helps (T.E.A.C.H.) entering the program in fiscal years 1998/1999, 1999/2000, and 2000/2001 |
Reports & Papers |
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Neighborhood characteristics and child care type and quality A study of the association between the social and demographic characteristics of neighborhoods and neighborhood-level child care choice and quality, based on a sample of 80 Chicago neighborhoods |
Reports & Papers |
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Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs |
Reports & Papers |
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Who care's for Nevada's children?: A profile of the demographic, economic, and quality aspects of child care in Nevada: Key findings from the Nevada Child Care Workforce Study A study in Nevada of child care quality and child outcomes, parent attitudes towards child care, and the child care workforce, including education, qualifications, wages, benefits, and turnover, based on classroom observations, child assessments, and surveys of parents and family child care providers, informal child care providers, and child care center directors |
Reports & Papers |
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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 |
Reports & Papers |
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Child care work environments: The relationship with learning environments A study of the relationship between classroom global quality and the quality of the workplace environment for teachers, based on data collected from 225 teachers at 26 preschools |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2003-04 seventh annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Inch by inch, row by row, gonna make this garden grow: Classroom quality and language skills in the Abbott preschool program: Year one report, 2002-2003 A study of the Abbott preschool program to prepare children to enter kindergarten with the skills and abilities necessary to succeed in school |
Reports & Papers |
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The Philadelphia Child Care Quality Study: An examination of quality in selected early education and care studies A study of the typical level of quality of selected center and home based care settings encountered by preschool-aged children in Philadelphia |
Reports & Papers |
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Classroom age composition and developmental change in 70 urban preschool classrooms An examination of age composition in 70 urban preschool classrooms in relation to child development as measured by the Child Observation Record’s cognitive, motor, and social subscales |
Reports & Papers |
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Language competence, narrative ability, and school readiness in low-income preschool children An investigation of the associations among low income preschool children's narrative ability, school readiness, and language competence |
Reports & Papers |
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A descriptive-comparative study of professional development and observed quality in early care and education programs A qualitative comparison of content, quantity, intensity, and duration of teachers' professional development experiences between 10 early care and education classrooms rated as good and 10 classrooms rated as poor that serve children ages 2½- through 5-years old, from a secondary analysis of data collected from a large-scale evaluation of Colorado’s Qualistar Quality Rating System between 2000-2003 |
Reports & Papers |
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Getting ready for school: Palm Beach County's Early Childhood Cluster Initiative Findings from the second year of an implementation evaluation and recommendations for ongoing evaluation efforts of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on parent focus groups, surveys of teachers and principals, program observations, child assessments, school administrative records, and a review of program documents |
Reports & Papers |
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Unionization and quality in early childhood programs A study of the impact of unionization on wages/benefits and working conditions of workers among non-profit child care centers in Canada |
Reports & Papers |
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The Early Development Instrument as an evaluation and improvement tool for school-based integrated services for young children and parents: The Toronto First Duty Project A description of the use of the Early Development Instrument (EDI) to influence program improvements and to measure community-level school readiness among children enrolled in a program for preschoolers, kindergarteners, and parents across a school district in Toronto, and a comparison of EDI scores at the Toronto First Duty (TFD) integrated services project sites and matched non-TFD community school sites |
Reports & Papers |
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Ready to learn?: Children’s pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
Reports & Papers |
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Child care for children with and without disabilities: The provider, observer, and parent perspectives A study combining survey of providers and parents and program observations to explore the characteristics of providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care, and families' perceptions of quality and satisfaction with child care services in four Midwestern states |
Reports & Papers |
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LA 4 & Starting Points preschool program evaluation: 2005-2006 full report An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2005-2006 school year, based on pretest and posttest assessments of 7,898 children and quality observation of randomly selected classrooms |
Reports & Papers |
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Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students |
Reports & Papers |
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Fragile lives, shattered dreams: A report of implementation of preschool education in New Jersey's Abbott districts A critical account of the implementation of the Abbott preschool program in New Jersey, based on compliance and achievement data from the state’s 30 Abbott districts |
Reports & Papers |
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Early Learning Coalition of Duval report: 2007-08 final report An account of participant experiences in the Guiding Start of Duval initiative, a three-phase initiative to improve the quality of early childhood education and care programs in Duval County, Florida, during the 2007-2008 year, including information on children's school readiness, the development of a quality rating and improvement system (QRIS), and community organizational support |
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The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys An examination of the relationship between the gender composition of preschool classrooms and rates of development in boys and girls, based on a study of 806 children from 70 urban preschool classrooms |
Reports & Papers |
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The impact of HeadsUp! Reading on early educators' literacy practices and preschool children's literacy skills An evaluation of HeadsUp! Reading, a professional development literacy workshop series, and its effects on preschool children's emergent literacy skills, examining the impact on both native English-speaking and native Spanish-speaking children |
Reports & Papers |
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Child care experiences in low-income communities: Developmental quality and maternal views A study of child care quality in low-income urban communities, including types of child care used and degree to which settings met children’s and mothers’ needs, based on data from a longitudinal welfare study: Welfare, Children, and Families: A Three-City Study |
Reports & Papers |
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Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children's early literacy learning An overview of the mechanics of conventional and piecewise growth models, an examination of predictors of children's early literacy learning during the transition from preschool through first grade using these techniques, and a comparison of model findings, based on data from a longitudinal study of 945 Head Start children followed through first grade |
Reports & Papers |
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Massachusetts early care and education health report A study of health and safety practices in family child care homes and center-based infant and toddler and preschool classrooms in Massachusetts, based on data from studies of Massachusetts child care quality |
Reports & Papers |
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Mentoring in early childhood professional development: Evaluation of the Rhode Island Child Development Specialist Apprenticeship program An evaluation of the Rhode Island Child Development Specialist Apprenticeship program (RICDSAP), a Quality Child Care Initiative, based on a sample of select members of the program's first cohort |
Reports & Papers |
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Capturing quality in early childhood through environmental rating scales A study of the relation between process quality and developmental outcomes among 3 to 5 year olds in a nationally representative sample of English pre-schools |
Reports & Papers |
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Inclusion: The next generation in child care in Canada Two studies from Canada, the first on the influence of child care center directors on staff attitudes toward the inclusion of children with special needs, based on questionnaires from center directors and their staff, and the second on the relationship between overall child care center quality and inclusion quality and on factors that contribute to high inclusion quality, based on observations of child care centers |
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Cumberland County and Great Carlisle Area United Way: Success by Six: ECERS-R training An evaluation of a workshop designed to teach child care center directors and staff how to use the revised version of the Early Childhood Environment Rating Scale to assess their own centers and knowledge of environmental quality |
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects |
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Assessment of preschool classroom practices: Application of Q-sort methodology An evaluation of the Preschool Classroom Practices Q-Sort, a measure designed to assess the relation between preschool educator's beliefs and practices and the effectiveness of their classroom practices |
Reports & Papers |
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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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Promoting diversity in early child care and education An inquiry into the extent in which child care centers promote diversity thorough their practices and curriculum instruction, based on observations of 2 classrooms in each of 64 child care centers in Toronto, Canada |
Reports & Papers |
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The role of Early Head Start programs in addressing the child care needs of low-income families with infants and toddlers: Influences on child care use and quality A discussion of the patterns of child care use by Early Head Start families and the impacts that program participation had on families' child care use and the quality of care used |
Reports & Papers |
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Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California |
Reports & Papers |
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Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth An examination of the relationship between children's gains in expressive language and daily preschool attendance rates, classroom process quality, and socioeconomic background, with an emphasis on the interaction among variables, based on two independent samples of 129 children in 14 classrooms and 160 children in 46 classrooms |
Reports & Papers |
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
Reports & Papers |
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From research to policy: In search of an affordable statewide system for rating child care quality An analysis of rationales for promoting statewide child care quality rating systems identifying quality measures used in states’ rating systems, and a description of a research-based plan for a quality rating system in Wisconsin |
Reports & Papers |
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The nonprofit advantage: Producing quality in thick and thin child care markets An inquiry into relationship between child care centers’ nonprofit status, market demand, and the quality of services provided, based on a sample of 325 classrooms from 234 for-profit and non-profit child care centers in Canada |
Reports & Papers |
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LA 4 & Starting Points preschool program evaluation: 2008-2009 full report An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the 2008-2009 school year, based on pretest and posttest assessments of 12,629 children and quality observation of 111 randomly selected classrooms |
Reports & Papers |
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Early Learning Coalition of Duval report: 2008-09 An account of participant experiences in the Guiding Start of Duval initiative, a three-phase initiative to improve the quality of early childhood education and care programs in Duval County, Florida, during the 2008-2009 year, including information on children's school readiness, the development of a quality rating and improvement system (QRIS), and community organizational support |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2007-08 eleventh annual report Findings from the eleventh year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
Reports & Papers |
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Child care and low-income children's development: Direct and moderated effects A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study |
Reports & Papers |
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The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives A study of the relationship between teacher turnover and classroom quality, based on a survey of 34 teachers, directors, parents, and children from 9 centers in North Carolina |
Reports & Papers |
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Quality early learning: Key to school success: A first-phase 3-year program evaluation research report for Pittsburgh's Early Childhood Initiative (ECI) A longitudinal evaluation of the first phase of the Early Childhood Initiative (ECI), a large-scale early care and education program serving high-risk neighborhoods in Pittsburgh and other communities in Allengheny County, Pennsylvania, measuring it against a series of child, parent, program, community, and early school success benchmarks |
Reports & Papers |
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Dosage effects on school readiness: Evidence from a randomized classroom-based intervention A study of dosage effects of a targeted intervention on low-income child behavior problems, emotional and behavioral self-regulation skills, and cognitive development, as well as a study of variation of dosage effects across school readiness measures and the individual components of the Chicago School Readiness Project (CSRP), based on data from 602 children and 90 teachers in 35 Head Start-funded classrooms |
Reports & Papers |
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How measurement characteristics can affect ECERS-R and program funding A study of the relationship between alternative scoring methods for the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and program quality funding considerations, from a secondary analysis of data of over 250 classrooms from preschool observations in three separate studies |
Reports & Papers |
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LA 4 prekindergarten program evaluation: Pilot year January - June 2002 An evaluation of LA 4, a publicly funded Louisiana prekindergarten program for at-risk 4-year-old children, during the pilot year in 2002 school year, based on pretest and posttest assessments of 1,709 children in 94 classrooms |
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Georgia study of early care and education: Findings from Georgia’s pre-k program An investigation of process quality and program characteristics prekindergarten programs, based on data from a random sample of 61 programs based in public schools in Georgia in 2008-2009 |
Reports & Papers |
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Growing Up in Poverty Project A longitudinal study of the effects of mothers moving from welfare-to-work on their economic well-being, home environment, child care quality and use, and their young children's early development |
Major Research Projects |
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A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations A comparison of preschool quality, as measured by localized versions of the Early Childhood Environment Rating Scale (ECERS), in geographic cluster samples of preschools in Seoul, South Korea and Sweden |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (age 7-11) A study of the cognitive, social, and behavioral development of children in primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
Reports & Papers |
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Professional enrichment for early childhood educators: Year one evaluation findings A first year evaluation report of the impact of the Professional Enrichment for Early Childhood Educators (PEECE) project, designed to provide targeted and tiered professional development to early childhood educators |
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The Mentoring Pairs for Child Care project: Final outcome report An evaluation of Mentoring Pairs for Child Care (MPCC), a project in Ontario to increase child care center quality through professional development and mentoring for child care supervisors, that examined changes in participants' attitudes and professionalism and child care center quality from pre- to post-MPCC participation |
Reports & Papers |
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Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development A study of relationships among preschool teachers' behavior management, children's task orientation, and both children's emergent literacy and language development, as well as the extent task orientation moderates the relationship between teachers' behavior management and children's emergent literacy and language development, based on data from 398 children from low-income backgrounds and 67 preschool teachers |
Reports & Papers |
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Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality A study of differences in teachers' perceptions of prekindergarten children's behavior problems by ethnic group and gender, and a second study of the relationship between both classroom and teacher quality and children's behavior problems, based on a secondary analysis of two multi-state prekindergarten studies |
Reports & Papers |
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Asymmetric information and the child care market A study using data from the Child Care Programs of Excellence (CCPOE) project to examine which types of providers are more likely to participate in a voluntary quality rating system, and the significance of quality in parents' decisions about child care arrangements |
Reports & Papers |
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Subsidizing child care: How child care subsidies affect the child care used by low-income African American families An examination of the type and quality of child care arrangements made by parents in low income families receiving child care subsidies, based on a sample of 111 African-American families in Philadelphia |
Reports & Papers |
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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 |
Reports & Papers |
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Child care quality and workforce characteristics in four Midwestern states A study of observed child care quality and its relation to hypothesized and potential indicators of quality, using a representative randomly selected sample of the provider population in four Midwestern states |
Reports & Papers |
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Every Child Counts First 5 Alameda County Partners in Collaboration evaluation report A case study evaluating the impacts of a program teaming three dyads each of a mentor teacher and a mental health professional to provide classroom observation and consultation to early childhood educators in center environments in Alameda County, California |
Reports & Papers |
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Teacher education, motivation, compensation, workplace support, and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession An investigation of the career choices and pathways of early childhood professionals, based on surveys, interviews, and assessments of 2022 child care providers |
Reports & Papers |
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Clyde-Savannah Central School District: Prekindergarten and kindergarten classroom assessment: 2010-2011 ECERS-R results An assessment of classroom quality in prekindergarten and kindergarten programs in Clyde-Savannah Central School District, New York, based on observations of 3 classrooms |
Reports & Papers |
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Quality in inclusive preschool classrooms A comparison of the quality of preschool classrooms inclusive and non-inclusive of children with disabilities, based on a sample of 1,313 classrooms, and a study of the factors related to quality in 44 inclusive and segregated classrooms |
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The QUINCE-PFI study: An evaluation of a promising model for child care provider training: Final report An examination of the efficacy of an individualized, assessment-based, on-site consultation model of professional development for the quality improvement of early childhood programs, based on 108 child care classrooms and 263 family child care homes from twenty-four agencies in five states assigned to a group to receive a professional development intervention or to a control group |
Reports & Papers |
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Quality in early childhood care and education settings: A compendium of measures A compendium, review, and comparison of over 20 instruments designed to measure the quality of early care and education settings |
Other |
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Measuring child-staff ratios in child care centers: Balancing effort and representativeness An examination of the effectiveness of methods used to measure child-staff ratios in child care center classrooms, comparing ratio data from a single classroom over a short period of time with ratio data from multiple classrooms over longer periods of time |
Reports & Papers |
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The impact of early learning partnerships: Indicators of progress for Pre-K Counts in Pennsylvania: A descriptive study of child and program outcomes: 2005-2007 Findings from an outcome evaluation of Pre K Counts, a Pennsylvania initiative to improve early education and care quality by increasing prekindergarten partnerships among community-based child care providers and school districts, based on measures of children's development and program quality |
Reports & Papers |
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The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 A study of the child, family, home, and preschool factors that predict special educational needs status at age 10 in England, based on data from the nationally representative longitudinal Effective Pre-School and Primary Education (EPPE) project, which followed children's development from age 3 through age 11 |
Reports & Papers |
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Structural characteristics that predict quality in preschool-age classrooms in child care centers An examination of characteristics of quality in child care centers (e.g., teacher education, group size) that are able to be regulated through policy |
Reports & Papers |
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Toronto First Duty phase 1 final report: Evidence-based understanding of integrated foundations for early childhood Findings on the program outcomes for children, families, and communities of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, based on a mixed-methods, longitudinal case study analysis |
Reports & Papers |
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The quality gap: A study of nonprofit and commercial child care centres in Canada A study on the differences between nonprofit and commercial center-based child care on overall classroom quality in Canada |
Reports & Papers |
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Understanding quality in context: Child care centers, communities, markets, and public policy A study of child care center directors' definitions of child care quality, the quality of care in the directors' centers, and the relationship between director and center characteristics and center quality, based on in-depth interviews with directors in 38 centers across 4 county sites and observations of quality in the 38 centers |
Reports & Papers |
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Effects of quality improvement system for child care centers An account of changes in classroom quality following implementations of a comprehensive quality improvement system (QIS), based on data from a random selection of classrooms from dozens of child care centers in Palm Beach County, Florida |
Reports & Papers |
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Boston Quality Inventory 2010: Community early care and education programs A study of the quality of child care centers and family child care homes in Boston, based on surveys and observations of 68 child care centers and 51 family child care homes |
Reports & Papers |
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At the heart of child care: Predictors of teacher sensitivity in center-based child care An examination of the correlation between characteristics of early childhood teachers and settings and teacher sensitivity in 43 child care centers in Northern California |
Reports & Papers |
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Once attained, can quality child care be maintained? An investigation of whether 24 early care and education programs serving high numbers of children from low-income families maintained the quality levels of child care services they provided after public funding for these centers was significantly reduced |
Other |
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Early Childhood Consultation Partnership: Results of a random-controlled evaluation: Final report and executive summary An evaluation of the effects of the Early Childhood Consultation Partnership (ECCP), a statewide system of early childhood mental health consultation (ECMHC) in Connecticut, on classroom quality and teacher-child interactions, teacher instructional beliefs and practices, teacher job stress and satisfaction, and child classroom behavior |
Reports & Papers |
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Rhode Island's 2009 child care center & preschool quality study A study of classroom- and program-level quality in Rhode Island child care centers and preschool programs, based on documents, surveys, and observations from 69 programs and observations of 50 preschool and 50 infant/toddler classrooms within those programs |
Reports & Papers |
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Is more better?: The effects of full-day vs. half-day preschool on early school achievement A longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment |
Reports & Papers |
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The effects of HB1519 funding on early childhood programs An account of findings from a three-year study on Missouri’s Early Childhood Care and Education Fund’s (HB1519) impact on the development and care of children participating in HB1519 funded programs across the state compared with children participating in unfunded child care programs |
Fact Sheets & Briefs |
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26 and counting: Examining the Early Launch to Learning Initiative (ELLI), New Jersey's effort towards creating a universal preschool system An exploration the program quality of a stratified random sample of 13 Early Launch to Learning Initiative (ELLI) preschool classrooms, among the 26 districts that received ELLI funding during the 2006-2007 school year and an examination of 8 teacher and 8 administrator perceptions of their capacity to implement a high-quality preschool program |
Reports & Papers |
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Early care and education for children in immigrant families An analysis of the extent to which children in immigrant families participate in early care and education settings, the quality of those experiences, the potential benefits from program participation, and barriers to participation, based on a review of the literature and analyses of national data |
Reports & Papers |
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Quality disparities in child care for at-risk children: Comparing Head Start and non-Head Start settings A description of child care type and quality experienced by developmentally at-risk children, an examination of quality differences between Head Start and non-Head Start settings, and an identification of factors associated with receiving higher-quality child care, based on data from a prospective study of a nationally representative sample of 7,500 children born in 2001, assessed at 48 months of age |
Reports & Papers |
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Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics An examination of the relationship between teacher and/or classroom characteristics and the frequency of parental involvement in Head Start classrooms |
Reports & Papers |
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Effective Pre-school Provision Northern Ireland (EPPNI): Pre-school and Key Stage 2 performance in English and mathematics A longitudinal study of the relationship of children's abilities at the start of primary school, their family and home environment, and their preschool experiences to their educational attainment in English and mathematics at age 11 in Northern Ireland |
Reports & Papers |
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Whole-group instruction practices and children's attention: A preliminary report An identification of recommended teacher practices related to whole-group instruction in preschool classrooms and examination of the relationship between teachers' use of the practices and children's attentiveness, based on data from 40 classrooms in 15 public and 16 private schools observed during regularly scheduled whole-group instruction sessions |
Reports & Papers |
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Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade An investigation of the extent to which child, family, and Head Start classroom factors are related to children's literacy and mathematics skills from kindergarten entrance through first grade, based on a secondary analysis of data on 945 children and families from the Family and Child Experiences Survey |
Reports & Papers |
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Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
Reports & Papers |
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Building a community-wide early learning system: White Center at baseline Baseline findings from a multi-year implementation evaluation, 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 examined the White Center community, the availability and quality of child care services there, the WCELI planning process, and the community's goals and expectations for WCELI implementation |
Reports & Papers |
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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 |
Reports & Papers |
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Using the ACEI Global Guidelines Asessment to evaluate the quality of early child care in Greek settings A study of global quality using Association for Childhood Education International guidelines in 18 child care centers with 10 infant and toddler classrooms and 17 preschool classrooms in Ioannina, Greece |
Reports & Papers |
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Child care quality in different state policy contexts An examination of the influence of differing state regulations and subsidies on child care quality in the for-profit, nonprofit, family, and family, friend, and neighbor child care markets in 14 U.S. cities |
Reports & Papers |
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Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data A study of the quality of child care experienced by participants in the Effective Pre-school Provision in Northern Ireland, a longitudinal study of children's development, preschool experiences, and the relationship between the two, based on observations of preschool settings |
Reports & Papers |
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Key findings from year 1 of full-day early learning kindergarten in Peel A study of a full-day early learning kindergarten program that examines parent and program outcomes and early impacts on child development, based on data collected in a municipality in Ontario, Canada, from 184 children and their parents in 7 treatment sites and 183 children and their parents in 5 control half-day kindergarten sites |
Reports & Papers |
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Third national Even Start evaluation: Program impacts and implications for improvement Findings from the third national evaluation of the federal Even Start family literacy program, including a description of the program and its participants, and a discussion of program impacts based on data from an experimental study of Even Start's effectiveness in 18 projects |
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Quality New York: Assessment of its contributions to program improvement in early care and education programs in New York City An examination of the impact of Quality New York (QNY), a professional development intervention with both group and individual components for early childhood program directors, on the management and administration early childhood programs, based on data for 11 programs that participated in the (QNY) initiative for at least 18 months |
Reports & Papers |
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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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The School Readiness Initiative in South-Central Connecticut: Classroom quality, teacher training, and service provision: Meriden, Middletown, New Haven, Waterbury: Final report of findings for fiscal year 1999 An evaluation of preschool classroom quality, teacher training, and service provision from a study of four major cites in south-central Connecticut |
Reports & Papers |
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Two-way and monolingual immersion in preschool education: An experimental comparison An experimental study comparing the numeracy, language and literacy proficiency impacts of dual language and monolingual English immersion preschool programs on children |
Reports & Papers |
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Who's minding the children in rural Pennsylvania?: A profile of regulated child care and the families using it A comparison of child care quality, providers, and subsidy use in rural and urban Pennsylvania communities, based on analyses of administrative and secondary data |
Reports & Papers |
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Ecological influences on emergent literacy development: The role of home and preschool experiences in the transition from language to literacy An examination of the relationships between measures of children's home and preschool settings and their performance on tests of emergent literacy, as well as an examination of pre-reading abilities and the factors that contribute to their growth, from longitudinal data collected by the Preschool Curriculum Evaluation Research (PCER) |
Reports & Papers |
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A study of Classroom Literacy Interventions and Outcomes in Even Start An evaluation of the impacts of research-based, literacy-focused early childhood education and parenting education curricula in Even Start programs on child language, literacy, and social competence, parenting skills, parent literacy, and instructional practices in Even Start, including: a comparison of the impacts of preschool, parenting, and parent-child curricula with the impacts of existing Even Start services; and an examination of the value added by parenting and parent-child curricula to preschool curricula |
Reports & Papers |
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Community resilience, quality childcare, and preschoolers' mental health: A three-city comparison A study of the association between child care center quality and rates of mental health problems in the populations of children at 24 child care centers in Kamloops, Vernon, and Merritt, British Columbia, Canada |
Reports & Papers |
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North Carolina Rated License Assessment Project: An executive summary 1999-2002 A summary of an assessment of the quality of child care facilities voluntarily seeking the highest ratings in the North Carolina Rated License program |
Executive Summary |
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The nonprofit advantage: Producing quality in thick and thin child care markets An estimation of the influence of nonprofit status on child care quality in center-based child care facilities in markets with either a high or low demand for care in the United States and Canada |
Reports & Papers |
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Power of Preschool: Program evaluation report An evaluation of the Power of Preschool (PoP) program, a voluntary prekindergarten program to improve the school readiness of 3 and 4 year olds, based on data from program participants in Los Angeles, Merced, San Diego, San Francisco, San Joaquin, San Mateo, Santa Clara, Ventura, and Yolo Counties in California |
Reports & Papers |
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Evaluation of a state initiative to improve child care quality A quasi-experimental study compared the quality of child care in 28 centers participating in the Wisconsin Early Childhood Excellence Initiative to child care in Comparison centers |
Reports & Papers |
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Child care and the development of behavior problems among economically disadvantaged children in middle childhood A study of the relationship between low-income children's development of behavior problems during middle childhood and child care quality, extent and type of care, as well as an examination of child characteristics, gender, and race-ethnicity, as moderators of the development of behavior problems, based on data from 349 7- through 11-year-old participants in the Three-City Study |
Reports & Papers |
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Observed engagement as an indicator of child care program quality An examination of observed engagement as a quality measuring instrument for child care programs, with engagement defined as the amount of time children spend interacting with the environment in a developmentally and contextually appropriate manner |
Reports & Papers |
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For whom and under what conditions are preschool child care services leading to better cognitive development? A study of the relationship of child care quality experienced from ages 2 through 4 to child cognitive development at age 4, based on longitudinal data collected from 346 4-year-old children and their families who participated in the EMIGARDE project in Quebec, Canada |
Reports & Papers |
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Prepared to learn: The nature and quality of early care and education for preschool-age children in California The third component of a multicomponent study of preschool education in California, which focuses on the features of child care and early education arrangements of preschool-age children in California, based on a representative survey of parents in California, and on the features of and quality of care in child care centers in California, based on interviews with and observations of center-based providers |
Reports & Papers |
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The impact of preprimary school on primary school achievement in Bangladesh A study of changes in the quality of preprimary centers and a second longitudinal study of differences in both the language and mathematics achievement of grade school children who did and did not attend preschool, based on data collected from 30 rural preprimary schools in Bangladesh |
Reports & Papers |
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The role of reflection: Preschool teachers' use of reflective thinking to translate higher education learning into teaching practice A study of the relationships between self-reported reflection on teaching practices and self-assessment of teacher quality, observations of classroom and teacher quality, institutional and social factors, teacher preparation program type, and demographic variables, based on data collected from 40 preschool teachers in 11 centers that serve 348 children in North Carolina |
Reports & Papers |
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The relationship between preschoolers' academic self-esteem and the quality of their child care center A study examining the relationship between the academic self-esteem of 110 preschool children, ages 3-5, and their child care environment |
Reports & Papers |
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The Abbott Preschool Program Longitudinal Effects Study (APPLES): Interim report The interim results through kindergarten of a longitudinal study of the impact of participation in the New Jersey Abbott Preschool Program, a publicly-funded, high-quality preschool program for children in high-poverty school districts, based on classroom observations and direct child assessments |
Reports & Papers |
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Education reform and the quality of kindergartens in Jordan A comparison of the quality of public and private kindergartens five years after the creation of public kindergartens in Jordan, based on ratings of stratified random samples of 84 newly-created public kindergartens and 23 extablished mainstream private kindergartens |
Reports & Papers |
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Child care work environments: The relationship with learning environments A study of the correlations between global quality and organizational climate among staff, based on a survey of child care directors and teachers at 30 child care centers across the state |
Reports & Papers |
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Wraparound care: A model of integrated provision A study of the implementation and impact of five pilot projects in the United Kingdom that provided a core early education program to preschool children with extended hours care to help parents' employment |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 6 A study of the social and behavioral development of children in year 6 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
Reports & Papers |
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Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial A random assignment experimental evaluation of the effects of Tools of the Mind, a Vygotskian-based curriculum, on the cognitive, linguistic, and socioemotional development of preschool children based on direct assessment and classroom observation |
Reports & Papers |
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The relation between the ratio of children per activity area and off-task behavior and type of play in day care centers An examination of the relationship between ratio of children per activity area and the play behavior of preschool aged children |
Reports & Papers |
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Building futures: The Head Start impact study: Research design plan A report describing the sampling, data collection, and analytical techniques to be used in the Head Start impact evaluation. |
Other |
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Ensuring Literacy for All: What observational data reveal in the first-year sample of representative schools An overview of an investigation of the influence of the Ensuring Literacy for All Initiative, an intervention to enhance the reading sills of children in prekindergarten through fourth grade, on children's early literacy skills, based on observations of children from 12 schools in 10 districts in Louisiana during the 2008-2009 school year |
Reports & Papers |
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Formal education, credential, or both: Early childhood program classroom practices A study of the relationship between classroom quality and the credentials and educational levels of teachers in a sample of 231 early education classrooms |
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Longitudinal effects of the Arkansas Better Chance program: Findings from kindergarten and first grade A study of the relation of participation in Arkansas Better Chance (ABC), a state-funded child care and early education program for preschool-age children from low-income families, to the literacy, language, and math development of children at the beginning and end of kindergarten and at the end of first grade, and a study of classroom quality in the ABC program |
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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) A statewide evaluation of the 2007-2008 program 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 examined program characteristics, classroom quality, and participant outcomes, based on monthly program reports, classroom observations and child assessments |
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Chemung County school readiness project: Prekindergarten assessment community report: 2007-2008 ECERS-R results An assessment of the classroom quality of prekindergarten programs in Chemung County, New York |
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Teacher ethnicity and variation in context: The implications for classroom quality A comparison of the quality of classrooms taught by African American and European American teachers, with a study of structural and contextual variables related to quality, such as teacher work experience and education levels, in a sample of 1,687 classrooms in North Carolina |
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The Effective Provision of Pre-school Education (EPPE) project: Final report: A longitudinal study funded by the DfES 1997-2004 An analysis of the effects of early education and care experiences on later learning, social, and behavioral outcomes of preschool children in England |
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Effects of a preschool music and movement curriculum on children’s language skills An examination of the influence of children’s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York |
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Early care and education in Massachusetts public school preschool classrooms An investigation into the costs, characteristics, and program quality of school-based preschool programs, using information from 95 preschool classrooms who participated in the Massachusetts Cost and Quality Study |
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NAEYC accreditation and high quality preschool curriculum An analysis of the National Association for the Education of Young Children (NAEYC) accreditation guidelines with regards to academic curriculum, as well as quality evaluations of 116 NAEYC-accredited preschool classrooms, based on the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R) data |
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Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report: Statistical supplement Statistical data supplementing an annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
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The cost and quality of full day, year-round early care and education in Massachusetts: Preschool classrooms A report that examines the state of preschool-age, community-based child care in Massachusetts, with findings on quality of care, cost of care, and the relationship between quality and cost. |
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Quality counts!: Assessing the quality of daycare services based on the Quebec Longitudinal Study of Child Development An account of child care policy and practice in Quebec, beginning with an overview of the family policy adopted by the Canadian province in 1997, an evaluation of child care quality in the province, and ending with several recommendations for the improvement in quality of the child care network |
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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 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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Child care by default or design?: An exploration of differences between non-profit and for-profit Canadian child care centres using the You Bet I Care! data sets An analysis of the differences in child care quality in commercial versus publicly operated child care centers in Canada |
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Measurement of quality in preschool child care classrooms A study measuring process quality in 1313 preschool classrooms in child care programs across North Carolina |
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Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children An investigation testing the hypothesis that early childhood centers experience diminishing returns from quality improvements as the quality of the classroom rises with regards to concurrent socio-emotional outcomes |
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