Administration for Children and Families. (2012). History of Head Start. Retrieved September 3, 2015, from: http://transition.acf.hhs.gov/programs/ohs/about/history-of-head-startGoogle Scholar

Advisory Committee on Head Start Research and Evaluation (1999). Evaluating Head Start: A Recommended Framework for Studying the Impact of the Head Start Program. Washington, DC: US Department of Health and Human Services.Google Scholar

Ansari, A. & Winsler, A. (2013). Stability and sequence of center-based and family childcare: links with low-income children’s school readiness. Children and Youth Services Review, 35, 358–366. DOI: 10.1016/j.childyouth.2012.11.017Google Scholar

Ball, E. W. & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 25, 49–66.Google Scholar

Barnett, W. S., Carolan, M. E., Squires, J. H., Clark Brown, K. & Horowitz, M. (2015). The State of Preschool 2014. The National Institute for Early Education Research.Google Scholar

Bassok, D., Latham, S. & Rorem, A. (2015). Is kindergarten the new first grade? EdPolicyWorks Working Paper Series, No. 20. Retrieved from: http://curry.virginia.edu/uploads/resourceLibrary/20_Bassok_Is_Kindergarten_The_New_First_Grade.pdf.Google Scholar

Bogard, K. & Takanishi, R. (2005). PK–3: An aligned and coordinated approach to education for children 3 to 8 years old. SRCD Social Policy Reports, 19(3), 1–23.Google Scholar

Bronfenbrenner, U. & Morris, P. A. (2006). The Bioecological Model of Human Development, in Handbook of Child Psychology (6th edn.): Vol 1, Theoretical Models of Human Development. (pp. 793–828). Hoboken, NJ: John Wiley & Sons Inc.Google Scholar

Claessens, A., Engel, M. & Curran, C., (2014). Academic content, student learning, and the persistence of preschool effects. American Educational Research Journal, 51(2), 403–434.Google Scholar

Curby, T. W., Brock, L. L. & Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24(3), 292–309. http://doi.org/10.1080/10409289.2012.665760Google Scholar

Dewey, J. (1938). Experience and Education. New York, NY: Collier Books.Google Scholar

Duncan, G. (2015). Boosting school readiness with preschool curricula. Paper presentation at the 2015 Human Capital Research Collaborative National Invitational Conference. Minneapolis, MN.Google Scholar

Dunn, L. M., Dunn, L. L. & Dunn, D.M. (1997). Peabody Picture and Vocabulary Test (PPVT) (3rd edn.). Circle Pines, MN: American Guidance Service.Google Scholar

Durston, S. & Casey, B. J. (2006). What have we learned about cognitive development from neuroimaging? Neuropsychologia, 44(11), 2149–2157.Google Scholar

Hamre, B., Pianta, R., Downer, J. et al. (2013). Teaching through interactions: testing a developmental framework of teacher effectiveness in over 4,000 classrooms. Elementary School Journal, 113(4), 461–487.CrossRefGoogle Scholar

Kagan, S. L., Karnati, R., Friedlander, J. & Tarrant, K., (2010). A Compendium of Transition Initiatives in the Early Years: A Resource Guide to Alignment and Continuity Efforts in the United States and Other Countries. New York, NY: National Center for Children and Families.Google Scholar

Kagan, S. L. & Neuman, M. J. (1998). Three decades of transition research: what does it tell us? Elementary School Journal, 98(4), 365–380.CrossRefGoogle Scholar

Lutz, M. N., Fantuzzo, J. F. & McDermott, P. (2002). Contextually relevant assessment of the emotional and behavioral adjustment of low-income preschool children. Early Childhood Research Quarterly, 17, 338–355.Google Scholar

Mashburn, A. J. & Pianta, R. (2010). Opportunity in early education: Improving teacher-child interactions and child outcomes, in Reynolds, A., Rolnick, A., Englund, M. & Temple, J. (Eds.), Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration. New York, NY: Cambridge University Press, pp. 243–265.Google Scholar

Mashburn, A. J., Pianta, R. C., Hamre, B. K. et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.Google Scholar

Puma, M., Bell, S. H., Cook, R. & Heid, C. (2010). Head Start Impact Study: Technical Report. Washington, DC: US Department of Health and Human Services, Administration for Children and Families.Google Scholar

Puma, M., Bell, S., Shapiro, G. et al. (2001). Building futures: The Head Start Impact Study Research Design Plan. Retrieved October 18, 2015. www.acf.hhs.gov/programs/opre/resource/building-futures-the-head-start-impact-study-research-design-plan-updated.Google Scholar

Puma, M., Bell, S., Cook, R. et al. (2012). Third Grade Follow-Up to the Head Start Impact Study Final Report. OPRE Report no. 2012–45b. Washington, DC: US Department of Health and Human Services, Office of Planning, Research and Evaluation, Administration for Children and Families.Google Scholar

R Core Team. (2015). R: A Language and Environment for Statistical Computing. Vienna: R Foundation for Statistical Computing, www.R-project.org.Google Scholar

Ramey, S. L., Ramey, C. T., Phillips, M. M. et al. (2000). Head Start Children’s Entry into Public School: A Report on the National Head Start/Public School Early Childhood Transition Demonstration Study. Birmingham, Al: Civitan International Research, University of Alabama at Birmingham.Google Scholar

Stipek, D. (2015). Quality and continuity in young children’s educational experiences. Paper presentation at the 2015 Human Capital Research Collaborative National Invitational Conference. Minneapolis, MN.Google Scholar

Styfco, S. & Zigler, E. (2003). Early childhood programs for a new century. Reynolds, A., & Wang, M. (Eds.), The Federal Commitment to Preschool Education: Lessons From and For Head Start (pp. 3–33). Washington, DC: Child Welfare League of America, Inc.Google Scholar

US Department of Health and Human Services, Administration for Children and Families (January 2010). Head Start Impact Study. Final Report. Washington, DC.Google Scholar

Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar

Woodcock, R. W. & Johnson, M. B. (1990). Woodcock–Johnson Psychoeducational Battery – Revised. Allen, TX: DLM Teaching Resources.Google Scholar

August, D. & Shanahan, T. (2006). Developing Literacy in Second-Language Learners. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Bailey, D. H., Siegler, R. S. & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775–785. https://doi.org/10.1111/desc.12155Google Scholar

Barnett, S., Jung, K., Yarosz, D. et al. (2008). Educational effects of the tools of the mind curriculum: a randomized trial. Early Childhood Research Quarterly, 23, 299–313.CrossRefGoogle Scholar

Barnett, S. W. (2011). Effectiveness of early education interventions. Science, 333, 975–978.Google Scholar

Bierman, K. & Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs, in Griffin, J. A., Freund, L.S. & McCardle, P. (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. Washington, DC: American Psychological Association.Google Scholar

Bogard, K. & Takanishi, R. (2005). PK–3: An aligned and coordinated approach to education for children 3 to 8 years old. SRCD Social Policy Report.CrossRefGoogle Scholar

Cai, J., Ding, M. & Wang, T. (2013). How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? Educational Studies in Mathematics, 85(2), 265–280.Google Scholar

Caspe, M. (2005). A catalog of family process measures. The evaluation exchange: evaluating family involvement programs. Harvard Family Research Project, 10(4), 8–9.Google Scholar

Chambers, B., Cheung, A. & Slavin, T. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: a systematic review. Educational Research Review, 18, 88–111.Google Scholar

Clements, D. H. & Sarama, J. (2014). Learning and Teaching Early Math: The Learning Trajectories Approach (2nd edn.). New York, NY: Routledge.Google Scholar

Currie, J. & Thomas, D. (2000). School quality and the longer-term effects of Head Start. Journal of Human Resources, 35(4), 755–774.Google Scholar

DiPerna, J. C., Lei, P. W. & Reid, E. E. (2007). Kindergarten predictors of mathematical growth in the primary grades: an investigation using the early childhood longitudinal study, kindergarten cohort. Journal of Educational Psychology, 99(2), 369–379.Google Scholar

Duncan, G. J., Dowsett, C. J., Claessens, A. et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6),1428–1446.Google Scholar

Duncan, G. & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems, in Duncan, G. & Murnane, R. (Eds.), Whither Opportunity: Rising Inequality, Schools, and Children’s Life Chances (pp. 47–69). New York, NY: Russell Sage.Google Scholar

Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R. & Schellinger, K. (2011). The Impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.CrossRefGoogle ScholarPubMed

Emmer, E. T. & Strough, L. (2001). Classroom management: a critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112.Google Scholar

Engel, M., Claessens, A. & Finch, M. (2013). Teaching students what they already know? The (Mis) Alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157–178.CrossRefGoogle Scholar

Espinosa, L. (2008). Challenging Common Myths about Young English Language Learners. Policy Brief No. 8: Advancing PK–3. Foundation for Child Development. Retrieved from http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdfGoogle Scholar

Farran, D., Lipsey, M. & Wilson, S. (2011). Experimental evaluation of the Tools of the Mind Pre-K curriculum. Working paper available online. Retrieved from http://peabody.vanderbilt.edu/Documents/pdf/PRI/Tools_Evaluation_Report.pdfGoogle Scholar

Ferrini-Mundy, J., Burrill, G. & Schmidt, W. H. (2007). Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks. Journal of Mathematics Teacher Education, 10(4–6), 311–324.Google Scholar

Frye, D., Baroody, A. J., Burchinal, M. et al. (2013). Teaching Math to Young Children: A Practice Guide. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences (IES), US Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg_111313.pdfGoogle Scholar

Fuller, B., Bein, E., Bridges, M., Kim, Y. & Rabe-Hesketh, S. (2017). Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning. Journal of Applied Developmental Psychology 52, 1–11Google Scholar

Galindo, C. & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579–592.Google Scholar

Goldenberg, C., Hicks, J. & Lit, I. (2013). Teaching young English learners, in Reutzel, R. (Ed.), Handbook of Research-Based Practice in Early Childhood Education (pp. 140–160). New York, NY: Guilford Press.Google Scholar

Good, T. & Grouws, D. (1977). Teaching effects: a process-product study of fourth grade mathematics classrooms. Journal of Teacher Education, 28, 49–54.Google Scholar

Graves, B. (2006). PK–3: What is it and how do we know it works? Foundation for Child Development Working Paper 4: Advancing PK–3.Google Scholar

Hamre, B. (2014). Teachers’ daily interactions with children: an essential ingredient in effective early childhood programs. Child Development Perspectives, 4, 223–230.Google Scholar

Hamre, B. K. & Pianta, R. C. (2005), Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967.CrossRefGoogle ScholarPubMed

Hanushek, E. (2002). Teacher quality, in Izumi, L. T. and Evers, W. M. (Ed.), Teacher Quality. Stanford, CA: Hoover Institution Press, pp. 1–12.Google Scholar

Henderson, A. & Mapp, K. (2002). A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement. Austin, TX: Southwest Educational Development Laboratory. www.sedl.org/connectionsGoogle Scholar

Hirsh-Pasek, K., Golinkoff, R., Berk, L. & Singer, D. (2009). A Mandate for Playful Learning in Preschool: Presenting the Evidence. New York, NY: Oxford University Press.Google Scholar

Hyson, M., Whittaker, J., Zaslow, M. et al. (2011). Measuring the quality of environmental supports for young children’s social and emotional competence, in Zaslow, M., Martinez-Beck, I., Tout, K. & Halle, T. (Eds.), Quality Measurement in Early Childhood Settings (pp. 105–134). Baltimore, MD: Paul Brookes Publishing Co.Google Scholar

Jordan, N. C., Kaplan, D., Ramineni, C. & Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. https://doi.org/10.1037/a0014939Google Scholar

Kauerz, K. (2006). Ladders of learning: Fighting fade-out by advancing PK–3 alignment. New America Foundation Early Education Initiative, Issue Brief No. 3.Google Scholar

Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann.Google Scholar

Luciana, M. & Nelson, C. (1998). The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children. Neuropsychologia, 36, 273–293.Google Scholar

National Association for the Education of Young Children, & National Council of Teachers of Mathematics. (2010). Early childhood mathematics: Promoting good beginnings (Joint position statement). Washington, DC. Retrieved from www.naeyc.org/files/naeyc/file/positions/psmath.pdfGoogle Scholar

National Reading Panel (US) & National Institute of Child Health and Human Development (US). (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.Google Scholar

National Research Council (US). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press.Google Scholar

National Research Council (US). (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press.Google Scholar

National Research Council (US). (2008). Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press.Google Scholar

National Research Council (US). (2009). Mathematics learning in early childhood: paths toward excellence and equity, in Cross, C., Woods, T. & Schweingruber, H. (Eds.), Committee on Early Childhood Mathematics. Washington, DC: The National Academies Press.Google Scholar

National Research Council (U.S.). (2010). Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary. Washington, DC: The National Academies Press.Google Scholar

National Science Foundation. (2010). Science and Engineering Indicators. Retrieved from www.nsf.gov/statistics/seind10/figures.htm.Google Scholar

Nesbitt, K., Farran, D. & Fuhs, M. (2015). Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors. Developmental Psychology, 51(7), 865–878.Google Scholar

Nguyen, T., Watts, T. W., Duncan, G. J. et al. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550–560.Google Scholar

Obradovic, J., Portilla, X. A. & Boyce, W. T. (2012). Executive functioning and developmental neuroscience, in Pianta, R. (Ed.), Handbook of Early Childhood Education (pp. 324–351). New York, NY: Guilford Press.Google Scholar

Pagani, C., Archambault, I. & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46, 984–994.Google Scholar

Payton, J., Weissberg, R., Durlak, J. et al. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.Google Scholar

Peske, H. G. & Haycock, K. (2006). Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality. Washington, DC: The Education Trust.Google Scholar

Pianta, R. (1999). Enhancing Relationships Between Children and Teachers. Washington, DC: American Psychological Association.Google Scholar

Pomerantz, E. M., Moorman, E. A. & Cheung, C. S. (2012). Parents’ involvement in children’s learning, in Harris, K. R., Graham, S., Urdan, T. C. et al. (Eds.), APA Educational Psychology Handbook (pp. 417–440). Washington, DC: American Psychological Association.Google Scholar

Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative. Washington, DC: Institute for Education Sciences.Google Scholar

Pressley, M. (2002). Before reading instruction begins, in Pressley, M. (Ed.), Reading Instruction That Works: The Case for Balanced Teaching (2nd edn., pp. 90–133). New York, NY: Guilford.Google Scholar

Ramey, D. & Gambrell, L. (2013). Motivating and engaging children in early childhood settings, in Reutzel, R. (Ed.). Handbook of Research-Based Practice in Early Childhood Education (pp. 193–204). New York, NY: Guilford Press.Google Scholar

Raver, C. C., Jones, S. M., Li-Grining, C. P. et al. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362–378.Google Scholar

Reynolds, A., Magnuson, K. & Ou, S. (2006). PK–3 education: programs and practices that work in children’s first decade. Foundation for Child Development Working Paper 6: Advancing PK–3.Google Scholar

Romano, E., Kohen, D., Babchishin, L. & Pagani, L. S. (2010). School readiness and later achievement: replication and extension study using a nation-wide Canadian survey. Developmental Psychology, 46, 995–1007.Google Scholar

Rudasill, K., Gallagher, K. & White, J. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48, 113–134.Google Scholar

Sabol, T. & Pianta, R. (2012). Recent trends in research on teacher–child relationships. Attachment and Human Development, 14(3), 213–231.Google Scholar

Schweinhart, L., Barnes, H. & Weikart, D. (1993). Significant benefits: The High/Scope Perry preschool study through age 27 [Monograph]. High/Scope Educational Research Foundation, No. 10.Google Scholar

Stipek, D. (2002). Motivation to Learn: Integrating Theory and Practice (4th edn.). Needham Heights, MA: Allyn & Bacon.Google Scholar

Stipek, D. (2011). Classroom practices and children’s motivation to learn, in Zigler, E., Gilliam, W. S. & Barnett, W. S. (Eds.), The Pre-K Debates: Current Controversies & Issues (pp. 98–103). Baltimore, MA: Paul H. Brookes Publishing.Google Scholar

Stipek, D. & Johnson, N. (in press). Developmentally appropriate practice in early childhood education redefined: the case of math, in Graue, B., Levin, F. & Ryan, S. (Eds.), Advancing Knowledge and Building Capacity for Early Childhood Research: Creating Synergies Among Segregated Scholarly Communities. Washington, DC: American Education Research Association.Google Scholar

Stipek, D., Clements, D., Coburn, C., Franke, M. & Farran, D. (2017). PK–3: What does it mean for instruction? SRCD Social Policy Report, 30(2), 1–23.Google Scholar

Takanishi, R. (2016). First Things First! Creating the New American Primary School. New York, NY: Teachers College Press.Google Scholar

Tominey, S. & McClelland, M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool, Early Education & Development, 22, 489–519.Google Scholar

Valentino, R. & Stipek, D. (2016). PreK–3 Alignment in California’s Education System: Obstacles and Opportunities. Stanford University: Policy Analysis for California Education.Google Scholar

Watts, T., Duncan, G., Siegler, R. & Davis-Kean, P. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360.Google Scholar

Wigfield, A. & Wentzel, K. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(2), 191–196.Google Scholar

Barton, P. E., Coley, R. J. (2009). Parsing the Achievement Gap II. Policy Information Report. Princeton, NJ: ETS.Google Scholar

Belfield, C. R. & Levin, H. M., (Eds.) (2007). The Price We Pay: Economic and Social Consequences of Inadequate Education. Washington, DC: Brookings Institution.Google Scholar

Bogard, K. & Takanishi, R. (2005). PK–3: An Aligned and Coordinated Approach to Education for Children 3 to 8 years old. Social Policy Report, XIX, No. III. Washington, DC: Society for Research in Child Developmena.Google Scholar

Boyd, W. L., & Crowson, R. L. (1993). Coordinated services for children: designing arks for storms and seas unknown. American Journal of Education, 101, 140–179.Google Scholar

Braveman, P. & Gottlieb, L. (2014). The social determinants of health: it’s time to consider the causes of the causes. Public Health Reports, 129 (Suppl. 2), 19–31.Google Scholar

Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.Google Scholar

Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S. & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.Google Scholar

Camilli, G., Vargas, S., Ryan, S. & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579–620.Google Scholar

Conrad, K. J. & Eash, M. J. (1983). Measuring implementation and multiple outcomes in a Child–Parent Center compensatory education program. American Educational Research Journal, 20, 221–236.Google Scholar

Currie, J., & Thomas, D. (2000). School quality and the longer-term effects of Head Start. The Journal of Human Resources, 35(4), 755–774.Google Scholar

Englund, M. M., White, B., Reynolds, A. J., Schweinhart, L. J. and Campbell, F. A. (2014). Health outcomes of early childhood interventions: A 3-study analysis, in Reynolds, A. J. et al. (Eds.), Health and Education in Early Childhood: Predictors, Interventions, and Policies. New York, NY: Cambridge.Google Scholar

Frank, L., Basch, E. & Selby, J. V. (2014). The PCORI perspective on patient-centered outcomes research. Journal of the American Medical Association, 312(15), 1513–1514.Google Scholar

Government Accountability Office. (2015). Pay for Success: Collaboration among Federal Agencies Would Be Helpful as Governments Explore New Financing Mechanisms (GAO-15–646). Washington, DC.Google Scholar

Hayakawa, M., Englund, M. M., Warner-Richter, M. N. & Reynolds, A. J. (2013). The longitudinal process of early parent involvement on student achievement: a path analysis. National Head Start Association Dialog, 16, 103–126.Google Scholar

Human Capital Research Collaborative. (2012). Program Requirement and Guidelines, Midwest Expansion of the Child–Parent Center Program, Preschool to Third Grade. Minneapolis, MI: Human Capital Research Collaborative. http://humancapitalrc.org/midwestcpc.Google Scholar

Human Capital Research Collaborative. (2014). Chicago’s Social Impact Bonds for Child–Parent Centers Expands a Proven School Reform Model. Minneapolis, MI: University of Minnesota. https://humancapitalrc.org/~/media/files/news/sib_chicago_summary.pdf?la=en.Google Scholar

Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 41(1), 82–110.Google Scholar

Lambert, R., Kim, D. & Burts, D. (2013). Technical Manual for the Teaching Strategies Gold Assessment System (2nd edn.). CEME Technical Report. Center for Educational Measurement & Evaluation, Charlotte: University of North Carolina.Google Scholar

Manning, M., Garvis, S., Fleming, C. & Wong, G. T. W. (2017, January). The relationship between teacher qualification and the quality of the early education and care environment. Campbell Systematic Reviews. DOI: 10.4073/csr.2017.1 (http://campbellcollaboration.org/library).CrossRefGoogle Scholar

National Assessment of Educational Progress. (2016). The Nation’s Report Card: 2015. Washington, DC: US Department of Education, National Center for Education Statistics.Google Scholar

O’Connell, M. E, Boat, T. & Warner, K. E. (Eds.). (2009). Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilities. National Research Council. Washington, DC: National Academy Press.Google Scholar

Ou, S. & Reynolds, A. J. (2006). School-age services: Programs that extend the benefits of early care and education services, in Groark, C. J. et al. (Eds.), Evidence-Based Programs, Practices, and Policies for Early Childhood Care and Education (pp. 114–134). Thousand Oaks, CA: Corwin Press.Google Scholar

Reynolds, A. J. (1994). Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology, 30, 787–804.Google Scholar

Reynolds, A. J. (2012). Success in Early Intervention: The Chicago Child–Parent Centers. Lincoln, NE: University of Nebraska Press (Reprinted from 2000).Google Scholar

Reynolds, A. J., Hayakawa, M, Candee, A. J. & Englund, M. M. (2016). CPC-P–3 Program Manual: Child–Parent Center Preschool–3rd Grade Program. Minneapolis, MI: University of Minnesota.Google Scholar

Reynolds, A. J., Hayakawa, M., Ou, S. et al. (2017). Scaling and sustaining effective early childhood programs through school-family-community collaboration. Child Development, 88(5), 1453–1465.Google Scholar

Reynolds, A. J., Magnuson, K. & Ou, S. (2010). PK-3 programs and practices: A review of research. Children and Youth Services Review, 32, 1121–1131.Google Scholar

Reynolds, A. J., Richardson, B. A., Hayakawa, M., et al. (2014). Association of a full-day versus part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20): 2126–2134.Google Scholar

Reynolds, A. J., Richardson, B. A., Hayakawa, M., et al. (2016). Multi-site expansion of an early childhood intervention and school readiness. Pediatrics, 137(7). doi: 10.1542/peds.2015-4587Google Scholar

Reynolds, A. J. & Temple, J. A. (2008). Cost-effective early childhood development programs from preschool through third grade, Annual Review of Clinical Psychology, 4, 109–139.Google Scholar

Reynolds, A. J. & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development, 69, 231–246.Google Scholar

Reynolds, A. J., Temple, J. A., Ou, S. Arteaga, I. A. & White, B. A. B. (2011a). School-based early childhood education and age-28 well-being: effects by timing, dosage, and subgroups. Science, 333(6040), 360–364.Google Scholar

Reynolds, A. J., Temple, J. A., Robertson, D. L. & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: a 15-year follow-up of low-income children in public schools. Journal of the American Medical Association, 285, 2339–2346.Google Scholar

Reynolds, A. J., Temple, J. A., Robertson, D. L. & Mann, E.A. (2002). Age 21 cost–benefit analysis of the Title I Chicago Child–Parent Centers. Education Evaluation and Policy Analysis, 24, 267–303.Google Scholar

Reynolds, A. J., Temple, J. A., White, B. A., Ou, S. & Robertson, D. L. (2011b). Age-26 cost–benefit analysis of the Child–Parent Center education program. Child Development, 82, 782–804.Google Scholar

Rury, J. L. (2016). Education and Social Change: Contours in the History of American Schooling (5th edn.). New York, NY: Routledge.Google Scholar

Rutter, M. & Rutter, M. (1993). Developing Minds: Challenge and Continuity across the Life Span. New York, NY: Basic Books.Google Scholar

See, B. H. & Gorard, S. (2015). The role of parents in young people’s education – a critical review of the causal evidence. Oxford Review of Education, 41(3): 346–366.Google Scholar

Spoth, R., Rohrbach, L. A., et al. (2013). Addressing core challenges for the next generation of Type 2 translation research and systems: The translation science in population impact (TSci Impact) framework. Prevention Science, 14, 319–351.Google Scholar

Sweet, M. A. & Appelbaum, M. I. (2004). Is home visiting an effective strategy: a meta-analytic review of home visiting programs for families with young children. Child Development, 75, 1435–1456.Google Scholar

Takanishi, R. (2016). First Things First! Creating the New American Primary School. New York, NY: Teachers College Press.Google Scholar

Takanishi, R. & Kauerz, K. (2008). PK inclusion: getting serious about a P–16 education system. Phi Delta Kappan, 89(7), 480–487.CrossRefGoogle Scholar

Temple, J. A. & Reynolds, A. J. (2015). Using benefit–cost analysis to scale up early childhood programs through Pay for Success financing. Journal of Benefit–Cost Analysis, 6(3), 628–653.Google Scholar

US Senate. (1967). Elementary and Secondary Education Act of 1965 (Report No. 146, pp. 1146–1461). Washington, DC: Author.Google Scholar

Zigler, E., Gilliam, W. S. & Jones, S. M. (2006). A Vision for Universal Preschool Education. New York, NY: Cambridge University Press.Google Scholar

Zigler, E. & Styfco, S. J. (1993). Head Start and Beyond: A National Plan for Extended Childhood Intervention. New Haven, CT: Yale University Press.Google Scholar

Zigler, E. & Trickett, P. K. (1978). IQ, social competence, and the evaluation of early childhood intervention programs. American Psychologist, 33, 789–798.Google Scholar

Allen, L. R. & Kelly, B. B. (Eds.). (2015). Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation. Washington, DC: The National Academies Press.Google Scholar

Baker, B. D., Sciarra, D. G. & Farrie, D. (2015 ). Is School Funding Fair? A National Report Card. (4th edn.) Newark, NJ: Education Law Center.Google Scholar

Barnett, W. S., Carolan, M. E., Squires, J. H., Clarke Brown, K. & Horowitz, M. (2015). The State of Preschool 2014: State Preschool Yearbook. New Brunswick, NJ: National Institute for Early Education Research.Google Scholar

Barnett, W. S., Jung, K., Youn, M., & Frede, E. C. (2013). Abbott Preschool program longitudinal effects study: Fifth grade follow-up. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.Google Scholar

Belway, S., Durán, M. & Spielberg, L. (2013). State Laws on Family Engagement in Education. Alexandria, VA: National PTA.Google Scholar

Bornfreund, L. (2011). Getting in Sync: Revamping Licensing and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades. Washington, DC: New America.Google Scholar

Bornfreund, L., McCann, C., Williams, C. & Guernsey, L. (2014). Beyond Subprime Learning: Accelerating Progress in Early Education. Washington, DC: New America.Google Scholar

Bornfreund, L., Cook, S., Lieberman, A. & Williams, C. (2015, November). Scan of Birth-through-Third Grade Policies with a Focus on Literacy (title). Washington, DC: New America.Google Scholar

Campbell, F. A., Ramey, C. T., Pungello, E. Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42–57.Google Scholar

Cannon, J., Jacknowitz, A. & Painter, G. (2011). The effect of attending full-day kindergarten on English learner students. Journal of Policy Analysis and Management, 30(2), 297–309.Google Scholar

Chetty, R., Friedman, J. N. & Rockoff, J. E. (2013). Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge, MA: National Bureau of Economic Research.Google Scholar

Children’s Defense Fund. (2014, June). The facts about full-day kindergarten. Retrieved from www.childrensdefense.org/library/data/the-facts-about-full-day.pdf.Google Scholar

Children’s Defense Fund. (2013). Full-Day Kindergarten in the States. Retrieved from www.childrensdefense.org/library/data/state-data-repository/full-day-k/full-day-kindergarten-states-2012.html?referrer=https://www.google.com.Google Scholar

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2014). Identifying K–12 standards for SEL in all 50 states.Google Scholar

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.Google Scholar

Early Childhood Data Collaborative. (2014, February). 2013 State of States’ Early Childhood Data Systems. Washington, DC: ECDC.Google Scholar

Education Commission of the States. (2014). 50-State Comparison: English Language Learners. Retrieved from www.ecs.org/english-language-learners/.Google Scholar

Fernald, A., Marchman, V. A. & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248.Google Scholar

Graves, B. (2006). PK–3: What Is It and How Do We Know It Works? New York, NY: Foundation for Child Development.Google Scholar

Guernsey, L., Bornfreund, L., McCann, C. & Williams, C. (2014). Subprime Learning: Early Education in America Since the Great Recession. Washington, DC: New America.Google Scholar

Hart, B. & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: P. H. Brookes.Google Scholar

Hirsch Jr., E. D., Apple, M. W. & Rochester, J. M. (2005). Education Reform and Content: The Long View. Brookings Papers on Education Policy, No. 8 (pp. 175–207). Washington, DC: Brookings Institution Press.Google Scholar

Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30(3), 420–437.Google Scholar

Kagan, S. L. & Neuman, M. J. (1998, March). Lessons from three decades of transition research The Elementary School Journal, 98(4), 365–379.Google Scholar

Kauerz, K. & Coffman, J. (2013, March). Framework for Planning, Implementing, and Evaluating Pre-K–3rd Grade Approaches. Seattle, WA: College of Education, Univ. of Washington.Google Scholar

Lesaux, N. K. (2010). Turning the Page: Refocusing Massachusetts for Reading Success: Strategies for Improving Children’s Language and Literacy Development, Birth to Age 9. Boston, MA: Strategies for Children.Google Scholar

Lesaux, N. K. (2013). PreK–3rd: Getting Literacy Instruction Right. New York, NY: Foundation for Child Development.Google Scholar

Manship, K., Farber, J., Smith, C., & Drummond, K. (2016). Case studies of schools implementing early elementary strategies: Preschool through third grade alignment and differentiated instruction. Washington, DC: U. S. Department of Education, Office of Planning, Evaluation and Policy Development (Prepared by the American Institutes for Research, Washington, DC).Google Scholar

Mead, S. (2011). PreK–3rd: Principals as Crucial Instructional Leaders. New York, NY: Foundation for Child Development. Retrieved from http://fcd-us.org/sites/default/files/FCD%20PrincipalsBrief7.pdfGoogle Scholar

Meyer, L. A., Gersten, R. M. & Gutkin, J. (1983, November). Direct instruction: a project follow through success story in an inner-city school. The Elementary School Journal, 84(2), 241–252.Google Scholar

Millard, M. (2015). State Funding Mechanisms for English Language Learners. Denver, CO: Education Commission of the States.Google Scholar

Murnane, R. J. & Steele, J. L. (2007). What is the problem? The challenge of providing effective teachers for all children. The Future of Children, 17(1), 15–43.Google Scholar

NACCRRA (Now Child Care Aware). (2013). We Can Do Better: State Child Care Center Licensing, 2013 Update. Arlington, VA.Google Scholar

National Association for the Education of Young Children. (2014). State Profiles: Early Childhood Teacher Certification.Google Scholar

National Association of Elementary School Principals. (2014). Leading PreK–3 learning Communities: Competencies for Effective Principal Practice. Alexandria, VA.Google Scholar

National Center for Educational Statistics. (2013). A First Look: 2013 Mathematics and Reading: National Assessment of Educational Progress at Grades 4 and 8. Washington, DC: US Department of Education.Google Scholar

National Conference of State Legislatures. (2015, April 24). Funding Pre-K through the school funding formula.Google Scholar

National Council on Teacher Quality. (2014, January). 2013 State Teacher Policy Yearbook: National Summary. Washington, DC: NCTQ.Google Scholar

National Governors Association. (2013). Leading for Early Success: Building School Principals’ Capacity to Lead High-Quality Early Education. Washington, DC: NGA.Google Scholar

Nyhan, P. (2013). i3 grant tests potential reach one country’s oldest PreK–3rd programs. EdCentral blog, New America. www.newamerica.org/education-policy/edcentral.Google Scholar

Omwake, E. B. (1969, March). From the president. Young Children, 24(4), 194–195.Google Scholar

PreK–12 financing overview. (updated 2015, June 29). New America Atlas website. Retrieved from http://atlas.newamerica.org/school-financeGoogle Scholar

US Department of Health and Human Services, Administration for Children and Families. (2010, January). Head Start Impact Study. Final Report. Washington, DC.Google Scholar

Reynolds, A. J. (2000). Success in early intervention: The Chicago Child-Parent Centers and youth through age 15. Lincoln: University of Nebraska Press (Reprinted 2012).Google Scholar

Reynolds, A. J., Richardson, B. A., Hayakawa, M., Englund, M. M., & Ou, S. (2016a). Multi-site expansion of an early childhood intervention and school readiness. Pediatrics, 138(1). doi: e20154587.Google Scholar

Reynolds, A. J., Temple, J. A., White, B. A., Ou, S., & Robertson, D. L. (2011). Age-26 cost-benefit analysis of the Child-Parent Center education program. Child Development, 82, 782–804.Google Scholar

Reynolds, A. J., Hayakawa, M, Candee, A. J., Englund, M. M. (2016b). CPC P-3 Program Manual: Child-Parent Center Preschool-3^rd Grade Program. Minneapolis: Human Capital Research Collaborative, University of Minnesota.Google Scholar

Snow, C. E. & Van Hemel, S. B. (Eds.) (2008). Early Childhood Assessment: Why, What, and How. Washington, DC: National Academies Press.Google Scholar

Sullivan, L. M. (1971). Let us not underestimate the children. Glenview, IL: Scott, Foreman.Google Scholar

Thomas, W. P. & Collier, V. P. (2002). A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence.Google Scholar

Weisberg, D. (2009). The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Brooklyn, NY: The New Teacher Project.Google Scholar

Workman, E. (2013, March). Inequalities at the Starting Line: State Kindergarten Policies. Denver, CO: Education Commission of the States.Google Scholar

Workman, E. (2014, December). Third-Grade Reading Policies. Denver, CO: Education Commission of the States.Google Scholar

Yoshikawa, H., Weiland, C., Brooks-Gunn, J. et al. (2013, October). Investing in Our Future: The Evidence Base on Preschool Education. New York, NY: Foundation for Child Development.Google Scholar