Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
Hostname: page-component-55597f9d44-fnprw Total loading time: 1.088 Render date: 2022-08-10T18:21:14.935Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true
Sustaining Early Childhood Learning Gains Sustaining Early Childhood Learning Gains
Program, School, and Family Influences
Buy print or eBook[Opens in a new window]

Book contents

Part I - Program Dosage and Quality

Published online by Cambridge University Press:  21 December 2018

Edited by
Arthur J. Reynolds  and
Judy A. Temple
Arthur J. Reynolds
Affiliation:
University of Minnesota
Judy A. Temple
Affiliation:
University of Minnesota
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Sustaining Early Childhood Learning Gains
Program, School, and Family Influences
 , pp. 29 - 132
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Purchase

Buy Book

Buy print or eBook[Opens in a new window]

References

Aikens, N., Hulsey, L. K., Moiduddin, E. et al. (2011). Data Tables for FACES 2009 Head Start Children, Families, and Programs. OPRE Report 2011–33b. Washington, DC: OPRE, ACF, U.S. DHHS.Google Scholar
Arteaga, I., Humpage, S., Reynolds, A. J. & Temple, J. A. (2014). One year of preschool or two: is it important for adult outcomes? Economics of Education Review, 40, 221–237.CrossRefGoogle Scholar
Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978.CrossRefGoogle ScholarPubMed
Bloom, H. S. & Weiland, C. (2015). Quantifying Variation in Head Start Effects on Young Children’s Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. New York, NY: MDRC.CrossRefGoogle Scholar
Burchinal, M., Lee, M. & Ramey, C. (1989). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60, 128–137.CrossRefGoogle Scholar
Clements, D. H. & Sarama, J. (2007). Effects of a preschool mathematics curriculum: summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136–163.Google Scholar
Dickinson, D. K. & Porche, M. (2011). Relationship between language experiences in preschool classrooms and children’s kindergarten and fourth grade language and reading abilities. Child Development, 82(3), 870–886.CrossRefGoogle Scholar
Dubay, L. & Holla, N. (2015). Absenteeism in DC Public Schools Early Education Program. Washington, DC: The Urban Institute.Google Scholar
Duncan, G. J. & Murnane, R. J. (2011). Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances, New York, NY: Russell Sage Foundation.Google Scholar
Durlak, J. A. & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.CrossRefGoogle Scholar
Ehrlich, S., Gwynne, J., Pareja, A. & Allensworth, E. (2013). Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences. Chicago, IL: The University of Chicago Consortium on Chicago School Research.Google Scholar
Fixsen, D., Naoom, S., Blase, K., Friedman, R. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: Florida Mental Health Institute, National Implementation Research Network. (FMHI Publication No. 231).Google Scholar
Frede, E. C. & Barnett, W. S. (2011). New Jersey’s Abbott pre-K program: A model for the nation, in Zigler, E., Gilliam, W. & Barnett, W. S. (Eds.), The Pre-K Debates: Current Controversies and Issues (pp. 191–196). Baltimore, MD: Brookes Publishing.Google Scholar
Frede, E. C., Barnett, W. S., Jung, K., Lamy, C. E. & Figueras, A. (2010). Abbott Preschool Program Longitudinal Effects Study (APPLES): Year one findings, in Reynolds, A. J., Rolnick, A. J., Englund, M. M. & Temple, J. A. (Eds.), Childhood Programs and Practices in the First Decade of Life (pp. 214–231). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Frede, E., Jung, K., Barnett, W. S., Lamy, C. E. & Figueras, A. (2007). The Abbott preschool program longitudinal effects study (APPLES). New Brunswick, NJ: National Institute for Early Education Research.Google Scholar
Gibbs, C. (2014). Experimental evidence on early intervention: the impact of full-day kindergarten. Frank Batten School of Leadership and Public Policy Working Paper (2014–04).
Ginsburg, H. P., Boyd, J. & Sun Lee, J. (2008). Mathematics education for young children: what it is and how to promote it. Social Policy Report, 22(1), 1–23.CrossRefGoogle Scholar
Gormley, W. T., Phillips, D. & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320(5884), 1723–1724.CrossRefGoogle Scholar
Halle, T., Metz, A. & Martinez-Beck, I. (Eds.), (2013). Applying Implementation Science in Early Childhood Programs and Systems. Paul H. Brookes Publishing Company.Google Scholar
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.CrossRefGoogle ScholarPubMed
Jenkins, J., Farkas, G., Duncan, G. J., Burchinal, M. & Vandell, D. L. (2015). Head Start at ages 3 and 4 versus Head Start followed by state pre-K: Which is more effective? Educational Evaluation and Policy Analysis, 38(1), 88–112.CrossRefGoogle ScholarPubMed
Karoly, L. A. (2012). Toward standardization of benefit–cost analysis of early childhood interventions. Journal of Benefit–Cost Analysis, 3(01), 1–45.CrossRefGoogle Scholar
Keys, T. D., Farkas, G., Burchinal, M. R., et al. (2013). Preschool center quality and school readiness: quality effects and variation by demographic and child characteristics. Child Development, 84(4), 1171–1190.CrossRefGoogle ScholarPubMed
LeFevre, J.-A., Fast, L., Skwarchuk, S.-L. et al. (2010). Pathways to mathematics: longitudinal predictors of performance. Child Development, 81(6), 1753–1767.CrossRefGoogle Scholar
Lerner, S. (2014). The Abbott District’s Fortunate Few. The American Prospect, Jan. 16.
Lipsey, M. W., Hofer, K. G., Dong, N., Farran, D. C., & Bilbrey, C. (2013). Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design (Research Report). Nashville, TN: Vanderbilt University, Peabody Research Institute.Google Scholar
Loeb, S., Bridges, M., Bassok, D., Fuller, B. & Rumberger, R. (2007). How much is too much? The influence of preschool centers on children’s cognitive and social development. Economics of Education Review, 26, 52–66.CrossRefGoogle Scholar
Magnuson, K., Meyers, M., Rhum, C. & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115–157.CrossRefGoogle Scholar
Martin, S. L., Ramey, C. T. & Ramey, S. (1990). The prevention of intellectual impairment in children of impoverished families: findings of a randomized trial of educational day care. American Journal of Public Health, 80(7), 844–847.CrossRefGoogle ScholarPubMed
McGinty, A. S., Breit-Smith, A., Fan, X., Justice, L. M. & Kaderavek, J. N. (2011). Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly, 26(3), 255–267.CrossRefGoogle Scholar
Menting, B., Van Lier, P. A. C. & Koot, H. M. (2011). Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade. Journal of Child Psychology and Psychiatry, 52(1), 72–79.CrossRefGoogle Scholar
National Research Council (NRC). (2009). Mathematics Learning in Early Childhood: Paths toward Excellence and Equity. Washington, DC: National Academies Press.
Neuman, S. B. & Dwyer, J. (2009). Missing in action: vocabulary instruction in pre-K. The Reading Teacher, 62(5), 384–392.CrossRefGoogle Scholar
Nores, M. & Barnett, W. S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271–282.CrossRefGoogle Scholar
Preschool Curriculum Evaluation Research Consortium. (2008). Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative (NCER 2008–2009). Washington, DC: US Department of Education, Institute of Education Sciences.
Puma, M., Bell, S., Cook, R. et al. (2012). Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012–45. Administration for Children & Families.Google Scholar
Ramey, C. T. & Campbell, F. A. (1984). Preventive education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project. American Journal of Mental Deficiency, 88(5): 515–523.Google Scholar
Reynolds, A. J., Richardson, B. A., Hayakawa, M. et al. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20), 2126–2134.CrossRefGoogle ScholarPubMed
Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A. & White, B. A. B. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333, 360–364.CrossRefGoogle ScholarPubMed
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. JAMA, 285(18), 2339–2346.CrossRefGoogle Scholar
Robin, K., Frede, E. & Barnett, W. S. (2006). Is More Better? The Effects of Full-Day vs. Half-Day Preschool on Early School Achievement. New Brunswick, NJ: Rutgers University, National Institute for Early Education Research.Google Scholar
Schickedanz, J., Dickinson, D. & Schools, C. M. (2005). Opening the World of Learning. Iowa City, IA: Pearson.Google Scholar
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool Study through Age 40. Ypsilanti, MI. Available at: http://works.bepress.com/william_barnett/3/.Google Scholar
Schweinhart, L. J. & Weikart, D. P. (1997a). Lasting Differences: The High/Scope Pre-School Curriculum Comparison Study through Age 23. Ypsilanti, MI: High/Scope Press.Google Scholar
Schweinhart, L. J. & Weikart, D. P. (1997b). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117–143.CrossRefGoogle Scholar
Skibbe, L. E., Connor, C. M., Morrison, F. J. & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26(1), 42–49.CrossRefGoogle Scholar
Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L. & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3), 737–756.CrossRefGoogle ScholarPubMed
Walters, C. R. (2015). Inputs in the production of early childhood human capital: evidence from Head Start. American Economic Journal: Applied Economics, 7(4), 76–102.Google Scholar
Wasik, B. A., Mattera, S. K., Lloyd, C. M. & Boller, K. (2013). Intervention Dosage in Early Childhood Care and Education: It’s Complicated (OPRE Research Brief OPRE 2013–15). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services.Google Scholar
Wasik, B. A., Hindman, A. H. & Snell, E. K. (2016). Book reading and vocabulary development: a systematic review. Early Childhood Research Quarterly, 37, 39–57.CrossRefGoogle Scholar
Weiland, C. & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112–2130.CrossRefGoogle Scholar
Wen, X., Leow, C., Hahs-Vaughn, D. L., Korfmacher, J. & Marcus, S. M. (2012). Are two years better than one year? A propensity score analysis of the impact of Head Start program duration on children’s school performance in kindergarten. Early Childhood Research Quarterly, 27, 684–694.CrossRefGoogle Scholar
Yoshikawa, H., Weiland, C., Brooks-Gunn, J. et al. (2013). Investing in Our Future: The Evidence Base on Preschool Education. New York, NY: Foundation for Child Development.Google Scholar
Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y. & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. Quarterly Journal of Economics, 131, 1415–1453.CrossRefGoogle Scholar
Bacher-Hicks, A., Kane, T. J. & Staiger, D.O. (2014). Validating Teacher Effect Estimates Using Changes in Teacher Assignments in Los Angeles. (NBER Working Paper No. 20657). Cambridge, MA: National Bureau of Economic Research.CrossRefGoogle Scholar
Barnett, W. S. (2017). Challenges to scaling up effective pre-kindergarten programs, in Phillips, D., Lipsey, M., Dodge, K. et al. (Eds.), The Current State of Scientific Knowledge on Pre-Kindergarten Effects (pp. 67–74). Washington, DC: Brookings Institution.Google Scholar
Barnett, W. S. (2012, February 10). The pre-K debates: what the research says about teacher quality. Preschool Matters (NIEER blog).Google Scholar
Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. EPRU Policy Brief. Boulder and Tempe: Education and the Public Interest Center & Education and Policy Research Unit.Google Scholar
Burchinal, M., Howes, C., Pianta, R. et al. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12, 140–153.CrossRefGoogle Scholar
Burchinal, M., Vandergrift, N., Pianta, R. & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166–176.CrossRefGoogle 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), Article 15440.Google Scholar
Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2013). Can better teachers compensate for early deficits? Evidence from a randomized experiment in Ecuador. Downloaded 10–15–2018 from http://www.cedlas-er.org/sites/default/files/cer_ien_activity_files/schady.pdf
Chetty, R., Friedman, J., Hilger, N., Saez, E., Schanzenbach, D. & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. Quarterly Journal of Economics, 126, 1593–1660.CrossRefGoogle Scholar
Chetty, R., Friedman, J. N. & Rockoff, J. E. (2014). Response to Rothstein (2014), “Revisiting the Impacts of Teachers.” Downloaded on July 25, 2017 from http://obs.rc.fas.harvard.edu/chetty/Rothstein_response.pdf.
Cronbach, L. J. & Shapiro, K. (1982). Designing Evaluations of Educational and Social Programs (1st edn, A Joint publication in the Jossey-Bass series in social and behavioral science & in higher education). San Francisco, CA: Jossey-Bass.Google Scholar
Duflo, E., Hanna, R. & Ryan, S. P. 2012. Incentives work: getting teachers to come to school. American Economic Review, 102(4), 1241–1278.CrossRef
Duncan, G. J. & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27, 109–132.CrossRefGoogle ScholarPubMed
Early, D. M., Maxwell, K. L., Burchinal, M. et al. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580.CrossRefGoogle Scholar
Farran, D. C. (2017). Characteristics of pre-kindergarten programs that drive positive outcomes, in Phillips, D., Lipsey, M., Dodge, K. et al. (Eds.), The Current State of Scientific Knowledge on Pre-Kindergarten Effects (pp. 45–50). Washington, DC: Brookings Institution.Google Scholar
Fuhs, M. W., Farran, D. C. & Nesbitt, K. T. (2013). Preschool classroom processes as predictors of children’s cognitive self-regulation skills development. School Psychology Quarterly, 28, 347–359.CrossRefGoogle ScholarPubMed
Glewwe, P., Hanushek, E., Humpage, S. & Ravina, R. (2011). School resources and educational outcomes in developing countries: a review of the literature from 1990 to 2010. NBER Working Paper No. 17554.CrossRef
Gong, Xin (2015). Does Having a Preschool Teacher with a Bachelor’s Degree Matter for Children’s Development Outcomes? Unpublished Doctoral Thesis, Columbia University.
Hanushek, E. & Rivkin, S. (2012). The distribution of teacher quality and implications for policy. Annual Review of Economics, 4, 131–57.CrossRefGoogle Scholar
Hanushek, E. & Rivkin, S. (2006). Teacher quality, in Hanushek, E. & Welch, F. (Eds.), Handbook of the Economics of Education, Vol. 2 (pp. 1051–1078). Amsterdam: North Holland.Google Scholar
Howes, C., Burchinal, M., Pianta, R. et al. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50.CrossRefGoogle Scholar
Jenkins, J. M. & Duncan, G. J. (2017). Characteristics of pre-kindergarten that drive positive outcomes, in Phillips, D., Lipsey, M., Dodge, K. et al. (Eds.), The Current State of Scientific Knowledge on Pre-Kindergarten Effects (pp. 45–50). Washington, DC: Brookings Institution.Google Scholar
Jennings, J. L. & DiPrete, T. A. (2010). Teacher effects on social and behavioral skills in early elementary school. Sociology of Education, 83, 135–139.CrossRefGoogle Scholar
Kane, T. J. & Staiger, D. O. (2002). The promise and pitfalls of using imprecise school accountability measures. Journal of Economic Perspectives, 16, 91–114.CrossRefGoogle Scholar
Kelley, P. & Camilli, G. (2007). The impact of teacher education on outcomes in center-based education programs: A meta-analysis. NIEER Working Paper.
Konstantopoulos, S. & Chung, V. (2011). Teacher effects in early grades: evidence from a randomized study. Teachers College Record, 113, 1541–1565.Google Scholar
Konstantopoulos, S. & Chung, V. (2011). The persistence of teacher effects in elementary grades. American Educational Research Journal, 48(2), 361–386.CrossRefGoogle Scholar
Kremer, M., Brannen, C. & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340, 297–300.CrossRefGoogle Scholar
Kremer, M. & Holla, A. (2009). Improving education in the developing world: what have we learned from randomized evaluations? Annual Review of Economics, 1, 513–42.CrossRefGoogle Scholar
Lavy, V., Paserman, M. D. & Schlosser, A. (2011). Inside the black box of ability peer effects: evidence from variation in the proportion of low achievers in the classroom. The Economic Journal, 122, 208–237.CrossRefGoogle Scholar
Lipsey, M. W., Farran, D. C. & Hofer, K. G. (2015). A Randomized Control Trial of the Effects of a Statewide Voluntary Prekindergarten Program on Children’s Skills and Behaviors through Third Grade (Research Report). Nashville, TN: Vanderbilt University, Peabody Research Institute.Google Scholar
Lykken, D. T. (1968). Statistical significance in psychological research. Psychological Bulletin, 70, 151–159.CrossRefGoogle Scholar
Mashburn, A., Pianta, R., Hamre, B. et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–49.CrossRefGoogle ScholarPubMed
Mathematica Policy Research. (2015). Head Start. Washington, DC: Institute of Educational Sciences, What Works Clearinghouse.
Maxwell, J. A. (2004). Using qualitative methods for causal explanation. Field Methods, 16, 243–264.CrossRefGoogle Scholar
Mendive, S., Weiland, C., Yoshikawa, H. & Snow, C. E. (2016). Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile. Journal of Educational Psychology, 108, 135–145.CrossRefGoogle Scholar
Muñoz, M. A., Scoskie, J. R. & French, D. L. (2013). Investigating the “black box” of effective teaching: the relationship between teachers’ perception and student achievement in a large urban district. Educational Assessment. Evaluation and Accountability, 25, 205–230.CrossRefGoogle Scholar
Murnane, R. J. & Willet, J. B. (2010). Methods Matter: Improving Causal Inference in Educational and Social Science Research. New York, NY: Oxford University Press.Google Scholar
National Institute of Child Health and Human Development Early Child Care Research Network & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74, 1454–1475.Google Scholar
Phillips, D., Lipsey, M., Dodge, K. et al. (2017). The Current State of Scientific Knowledge on Pre-Kindergarten Effects. Washington, DC: Brookings Institution.Google Scholar
Pianta, R. C., La Paro, K. & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes.Google Scholar
Rao, N., Sun, J., Wong, J. M. S. et al. (2014). Early childhood development and cognitive development in developing countries. Report available from http://r4d.dfid.gov.uk/ or http://eppi.ioe.ac.uk/.
Rothstein, J. (2017). Supplement to “Revisiting the impacts of teachers.” Available July 24, 2017 from https://eml.berkeley.edu/~jrothst/CFR/.
Rothstein, J. (2015). Teacher quality when supply matters. American Economic Review, 105, 100–130.CrossRefGoogle Scholar
Rothstein, J. (2014). Revisiting the impacts of teachers. Available July 24, 2017 from https://eml.berkeley.edu/~jrothst/CFR/.
Scriven, M. (1981). Product evaluation, in Smith, N. L. (Ed.), New Techniques for Evaluation (pp. 121–166). Beverly Hills, CA: Sage.Google Scholar
Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L. & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81, 737–756.CrossRefGoogle Scholar
Wasik, B. A., Mattera, S. K., Lloyd, C. M. & Boller, K. (2013). Intervention Dosage in Early Childhood Care and Education: It’s Complicated (OPRE Research Brief OPRE 2013–15). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services.Google Scholar
Weiland, C., Ulvestad, K., Sachs, J. & Yoshikawa, H. (2013). Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly, 28, 199–209.CrossRefGoogle Scholar
Weiland, C. & Yoshikawa, H. (2013). Impacts of a pre-kindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84, 2112–2130.CrossRefGoogle Scholar
Yoshikawa, H., Leyva, D., Snow, C. E. et al. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51, 309–322.CrossRefGoogle Scholar
Barnett, W. S. (2011). Effectiveness of educational intervention. Science, 333(6045), 975–978. DOI: 1.1126/science.1204534CrossRefGoogle Scholar
Barnett, W. S., Jung, K., Yarosz, D. J. et al. (2008). Educational effects of the Tools of the Mind curriculum: a randomized trial. Early Childhood Research Quarterly, 23(3), 299–313.CrossRefGoogle Scholar
Belfield, C. R., Nores, M., Barnett, W. S. & Schweinhart, L. J. (2006). The High/Scope Perry Preschool Program. Journal of Human Resources, XLI (1), 162–19.Google Scholar
Bierman, K. L., Domitrovich, C. E., Nix, R. L. et al. (2008). Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program. Child Development, 79(6), 1802–1817. DOI: 1.1111/j.1467–8624.2008.01227.xCrossRefGoogle Scholar
Bierman, K. L., Nix, R. L., Heinrichs, B. S. et al. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140–159. DOI: 1.1111/cdev.12117CrossRefGoogle ScholarPubMed
Borman, G. D., Slavin, R. E., Cheung, A. C., Chamberlain, A. A., Madden, N. A. & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.CrossRefGoogle Scholar
Bowman, B. T., Donovan, M. S. & Burns, M. S. (Eds.) (2001). Eager to Learn: Educating Our Preschoolers. Washington, DC: National Academy Press.Google Scholar
Caswell, L. & He, Y. (2008). Promoting Children’s Early Language and Literacy Development in Contexts of Early Educational Intervention and Care: A Review of the Impact of Federally Funded Research Initiatives on Young Children’s School Readiness. Washington, DC: US Department of Health and Human Services.Google Scholar
Chambers, B., Cheung, A. C. & Slavin, R. E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: a systematic review. Educational Research Review, 18, 88–111.CrossRefGoogle Scholar
Clements, D. H. (2007). Curriculum research: toward a framework for “research-based curricula.” Journal for Research in Mathematics Education, 38(1), 35–70.Google Scholar
Clements, D. H. & Sarama, J. (2007). Effects of a preschool mathematics curriculum: summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136–163.Google Scholar
Clements, D. & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443–494. DOI: 1.3102/0002831207312908CrossRefGoogle Scholar
Clements, D. H., Sarama, J. H. & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: the research‐based early maths assessment. Educational Psychology, 28(4), 457–482.CrossRefGoogle Scholar
Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A. & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: a large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166.CrossRefGoogle Scholar
Clements, D. H., Sarama, J., Wolfe, C. B. & Spitler, M. E. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies persistence of effects in the third year. American Educational Research Journal, 50(4), 812–850.CrossRefGoogle Scholar
Clifford, R. M., Barbarin, O. A., Chang, F. et al. (2005). What is pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Developmental Science, 9(3), 126–143.CrossRefGoogle Scholar
Clifford, R. M. & Crawford, G. M. (Eds.). (2009). Beginning School: US Policies in International Perspective. New York, NY: Teachers College Press.Google Scholar
Copple, C. & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Service Children from Birth through Age 8 (3rd edn). Washington, DC: National Association for the Education of Young Children.Google Scholar
Dahlin, M. & Squires, J. H. (2016). State Pre-K Approved Curricula. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.Google Scholar
DeVries, R. & Kohlberg, L. (1987). Programs of Early Education: The Constructivist View: White Plains, NY: Longman.Google Scholar
Diamond, A., Barnett, W. S., Thomas, J. & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388. DOI: 1.1126/science.1151148CrossRefGoogle Scholar
Dickinson, D. K. & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22(2), 243–260.CrossRefGoogle Scholar
Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A. & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46(2), 567–597.CrossRefGoogle Scholar
Domitrovich, C. E. & Greenberg, M. T. (2000). The study of implementation: current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11(2), 193–221.CrossRefGoogle Scholar
Duncan, G. J. & Magnuson, K. (2013). Investing in Preschool Programs. The Journal of Economic Perspectives, 27(2), 109–132. DOI: 1.1257/jep.27.2.109CrossRefGoogle Scholar
Duncan, G. J. & Murnane, R. J. (Eds.), (2011). Whither Opportunity? Rising Inequality Schools, and Children’s Life Chances, Russell Sage Foundation.Google Scholar
Dusenbury, L., Brannigan, R., Hansen, W. B., Walsh, J. & Falco, M. (2005). Quality of implementation: developing measures crucial to understanding the diffusion of preventive interventions. Health Education Research, 20(3), 308–313.CrossRefGoogle Scholar
Elkind, D. (1986). Formal education and early childhood education: an essential difference. Phi Delta Kappan, 67(9), 631–636.Google Scholar
Fuligni, A. S., Howes, C., Huang, Y., Hong, S. S. & Lara-Cinisomo, S. (2012). Activity settings and daily routines in preschool classrooms: diverse experiences in early learning settings for low-income children. Early Childhood Research Quarterly, 27(2), 198–209.CrossRefGoogle ScholarPubMed
Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A. & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: theory, research, and practice. Promotion of Mental Health and Prevention of Mental and Behavioral Disorders (Volume 3). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (DHHS).Google Scholar
Goffin, S. G. & Williams, C. (1994). Curriculum Models and Early Childhood Education: Appraising the Relationship. New York, NY: Merrill.Google Scholar
Hamre, B. K. (2014). Teachers’ daily interactions with children: an essential ingredient in effective early childhood programs. Child Development Perspectives, 8(4), 223–230.CrossRefGoogle Scholar
Hamre, B. K., Downer, J. T., Kilday, C. R. & McGuire, P. (2008). Effective teaching practices for early childhood mathematics. White paper prepared for the National Research Council.
Jenkins, J. M., Auger, A., Nguyen, T. & Wu, Y. (2017). Distinctions without a difference? Preschool curricula and children’s development. Working paper. Irvine Network for Interventions in Development, Irvine, CA: University of California.
Jenkins, J. M. & Duncan, G. J. (2017). Do pre-kindergarten curricula matter? in Philips, D. A., Lipsey, M. W., Dodge, K. A. et al. (Eds.), Puzzling It Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects. Washington, DC: The Brookings Institution.Google Scholar
Jenkins, J. M., Duncan, G. J., Auger, A., Bitler, M., Domina, T. & Burchinal, M. (2018). Boosting School Readiness: Should Preschool Teachers Target Skills or the Whole Child? Economics of Education Review, 65, 107–125.CrossRefGoogle Scholar
Justice, L. M., Mashburn, A. J., Hamre, B. K. & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51–68.CrossRefGoogle Scholar
Justice, L. M., McGinty, A. S., Cabell, S. Q., Kilday, C. R., Knighton, K. & Huffman, G.(2010). Language and literacy curriculum supplement for preschoolers who are academically at risk: a feasibility study. Language, Speech & Hearing Services in Schools, 41(2), 161–178.CrossRefGoogle Scholar
Karoly, L. A., Kilburn, M. R. & Cannon, J. S. (2005). Early Childhood Interventions: Proven Results, Future Promise. Santa Monica, CA: RAND Corporation.CrossRefGoogle Scholar
Kinzie, M. B., Whittaker, J. V., Williford, A. P. et al. (2014). MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: associations with children’s mathematics and science learning. Early Childhood Research Quarterly, 29(4), 586–599.CrossRefGoogle Scholar
Klein, L. & Knitzer, J. (2006). Effective Preschool Curricula and Teaching Strategies. National Center for Children in Poverty. Retrieved from www.nccp.org/publications/pdf/text_668.pdf.
Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A. & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306–324.CrossRefGoogle Scholar
Lieber, J., Butera, G., Hanson, M. et al. (2009). Factors that influence the implementation of a new preschool curriculum: implications for professional development. Early Education and Development, 20(3), 456–481.CrossRefGoogle Scholar
Lonigan, C. J., Clancy-Menchetti, J., Phillips, B. M., McDowell, K. & Farver, J. M. (2005). Literacy Express: A Preschool Curriculum. Tallahassee, FL: Literacy Express.Google Scholar
Lonigan, C. J., Farver, J. M., Phillips, B. M. & Clancy-Menchetti, J. (2011). Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337.CrossRefGoogle Scholar
Magnuson, K. A., Ruhm, C. & Waldfogel, J. (2007). Does prekindergarten improve schoolpreparation and performance? Economics of Education Review, 26(1), 33–51.CrossRefGoogle Scholar
Mishara, B. L. & Ystgaard, M. (2006). Effectiveness of a mental health promotion program to improve coping skills in young children: Zippy’s Friends. Early Childhood Research Quarterly, 21(1), 110–123.CrossRefGoogle Scholar
Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K. & Raver, C. (2014). Impact Findings from the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence. Executive Summary. OPRE Report 2014–44. MDRC.
Morris, P. A., Mattera, S. K. & Maier, M. F. (2016). Making Pre-K Count: Improving Math Instruction in New York City. MDRC.
National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved from www.naeyc.org/about/positions/pdf/CAPEexpand.pdf.
Neuman, S. B. & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566.CrossRefGoogle Scholar
Nguyen, T. (2017). Impacts of Targeted and Global Preschool Curricula on Children’s School Readiness: A Meta-Analytic Review. Working paper. Irvine Network for Interventions in Development, Irvine, CA: University of California.
NSECE Project Team (National Opinion Research Center). National Survey of Early Care and Education (NSECE). (2012). ICPSR35519-v9. Ann Arbor, MI: Inter-University Consortium for Political and Social Research [distributor], September 27, 2017. https://doi.org/10.3886/ICPSR35519.v9
Pence, K. L., Justice, L. M. & Wiggins, A. K. (2008). Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, and Hearing Services in Schools, 39(3), 329–341.CrossRefGoogle Scholar
Pianta, R. C., Barnett, W. S., Burchinal, M. & Thornburg, K. R. (2009). The effects of preschool education what we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49–88.CrossRefGoogle Scholar
Powell, D. R., Diamond, K. E., Burchinal, M. R. & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102(2), 299.CrossRefGoogle Scholar
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33–84.CrossRefGoogle Scholar
Office of Head Start. (2010). Head Start Program Fact Sheet Fiscal Year 2010. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/data/factsheets/fHeadStartProgr.htm
Pankratz, M. M., Jackson-Newsom, J., Giles, S. M., Ringwalt, C. L., Bliss, K. & Bell, M. L. (2006). Implementation fidelity in a teacher-led alcohol use prevention curriculum. Journal of Drug Education, 36(4), 317–333.CrossRefGoogle Scholar
Preschool Curriculum Evaluation Research Consortium. (2008). Effects of Preschool Curriculum Programs on School Readiness. (NCER 2008–2009.) Washington, DC: National Center for Education Research, Institute for Education Sciences, US Department of Education.
Piaget, J. (1976). Piaget’s Theory. New York, NY: Springer.CrossRefGoogle Scholar
Ramey, C. T. & Ramey, S. L. (2006). Early learning and school readiness: can early intervention make a difference? in Watt, N. F., Ayoub, C., Bradley, R. H., Puma, J. E. & LeBoeuf, A. (Eds.), The Crisis in Youth Mental Health (pp. 291–318). Westport, CT: Praeger.Google Scholar
Ritchie, S. & Willer, B. (2008) Curriculum: A Guide to the NAEYC Early Childhood Program Standard and Related Accreditation Criteria. Washington, DC: National Association for the Education of Young Children.Google Scholar
Sarama, J., DiBiase, A. M., Clements, D. H. & Spitler, M. E. (2004). The professional development challenge in preschool mathematics. Engaging young children in mathematics, Standards for Early Childhood Mathematics Education, 415–446.Google Scholar
Schweinhart, L. J. (2005). Lifetime Effects: The High/Scope Perry Preschool Study through Age 40. Ypsilanti, MI: High/Scope Educational Research Foundation.Google Scholar
Schweinhart, L. J. (2006). The High/Scope approach: evidence that participatory learning in early childhood contributes to human development, in Watt, N. F., Ayoub, C., Bradley, R. H., Puma, J. E. & LeBoeuf, W. A. (Eds.), The Crisis in Youth Mental Health (pp. 207–227). Westport, CT: Praeger.Google Scholar
Stipek, D., Feiler, R., Daniels, D. & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209–223.CrossRefGoogle Scholar
US Department of Education. (2013). Early childhood education intervention report: The Creative Curriculum for Preschool, Fourth Edition. Institute of Education Sciences, What Works Clearinghouse.
Wang, A. H., Firmender, J. M., Power, J. R. & Byrnes, J. P. (2016). Understanding the program effectiveness of early mathematics interventions for prekindergarten and kindergarten environments: a meta-analytic review. Early Education and Development, 27(5), 692–713.CrossRefGoogle Scholar
Wasik, B. A. & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455–469.CrossRefGoogle Scholar
Weikart, D. P. & Schweinhart, L. (1987). The High/Scope cognitively oriented curriculum in early education, in Roopnarine, J. L. & Johnson, J. E. (Eds.), Approaches to Early Childhood Education (pp. 253–268). New York, NY: Merill/Macmillan.Google Scholar
Weiland, C. & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112–2130.CrossRefGoogle ScholarPubMed
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B. & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).Google Scholar
Yoshikawa, H., Weiland, C., Brooks-Gunn, J. et al. (2013). Investing in our future: The evidence base on preschool education. New York, NY: Foundation for Child Development, Society for Research in Child DevelopmentGoogle Scholar
Zvoch, K., Letourneau, L. E. & Parker, R. P. (2007). A multilevel multisite outcomes-by-implementation evaluation of an early childhood literacy model. American Journal of Evaluation, 28(2), 132–15.CrossRefGoogle Scholar
Aikens, N. & Akers, L. (2011). Background Review of Existing Literature on Coaching. Washington, DC: Mathematica Policy Research.Google Scholar
Bania, N., Kay, N., Aos, S. & Pennucci, A. (2014). Outcome Evaluation of Washington State’s Early Childhood Education and Assistance Program. Olympia, WA: Washington State Institute for Public Policy.Google Scholar
Barnett, W. S. (2010). Universal and targeted approaches to preschool education in the United States. International Journal of Child Care and Education Policy, 4(1), 1–12.CrossRefGoogle Scholar
Barnett, W. S., Friedman-Krauss, A. H., Weisenfeld, G. G., Horowitz, M., Kasmin, R. & Squires, J. H. (2016). The State of Preschool Yearbook 2016. New Brunswick, NJ: National Institute for Early Education Research.Google Scholar
Barnett, W. S., Jung, K., Youn, M. & Frede, E. (2013). Abbott Preschool Program Longitudinal Effects Sudy: Fifth Grade Follow-Up. Rutgers, NJ: National Institute for Early Education Research.Google Scholar
Barnett, W. S., Schulman, K. & Shore, R. (2004). Class Size: What’s the Best Fit? New Brunswick, NJ: National Institute for Early Education.Google Scholar
Bassok, D., Dee, T. & Latham, S. (2017). The effects of accountability incentives in early childhood education. NBER Working Paper No. 23859. Cambridge, MA: National Bureau of Economic Research.CrossRefGoogle Scholar
Bierman, K. L. & Morris, R. M. (2017). Parent Engagement Practices Improve Outcomes in Preschool Children. State College, PA: Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.Google Scholar
Boller, K, Del Grosso, P., Blair, R. et al. (2010). Seeds to Success Modified Field Test: Findings from the Outcomes and Implementation Studies. Princeton, NJ: Mathematica Policy Research.Google Scholar
Bueno, M., Darling-Hammond, L. & Gonzales, D. (2008). Preparing Teachers for Pre-K: What Policymakers Should Know and Be Able to Do. Washington, DC: Pre-K Now.Google Scholar
Caspe, M. & Lopez, M. E. (2006). Lessons from Family-Strengthening Interventions: Learning from Evidenced-Based Practice. Cambridge, MA: Harvard Family Research Project.Google Scholar
Christenson, S. L. (2000). Families and schools: rights, responsibilities, resources, and relationships, in Pianta, R. C. & Cox, M. J. (Eds.), The Transition to Kindergarten (pp. 143–177). Baltimore, MD: Paul H. Brookes Publishing Co.Google Scholar
Duncan, G. J. & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109–132.CrossRefGoogle Scholar
Frank Porter Graham Child Development Institute, Smart Start Evaluation Team. (2003). Smart Start and preschool child care quality in NC: Change over time and relation to children’s readiness. DOI: http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/FPG_SmartStart_SS-and-Preschool-Child-Care-Quality-in-NC-March2003.pdf
Frede, E. (2016). New Jersey’s Abbot Preschool Program: Building a High-Quality Personnel System. Unpublished manuscript.
Great Start to Quality. (2016). Great Start to Quality Program Quality Indicators. Retrieved from Great Start to Quality: http://greatstarttoquality.org/sites/default/files/Great%20Start%20to%20Quality%20Program%20Quality%20Indicators.pdf
Great Start to Quality. (2017, September 29). Great Start to Quality User Guide: Start to finish. Retrieved from Great Start to Quality: http://greatstarttoquality.org/sites/default/files/GSQ%20User%20Guide.pdf
Halgunseth, L. C., Peterson, A., Stark, D. R. & Moodie, S. (2009). Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature. Washington, DC: National Association for the Education of Young Children.Google Scholar
Harvard University Center on the Developing Child. (n.d.). Brain Architecture. Retrieved from Center on the Developing Child Harvard University: https://developingchild.harvard.edu/science/key-concepts/brain-architecture
Hayakawa, M. & Reynolds, A. (2016). Strategies for scaling up: promoting parent involvement through family-school-community partnerships. Voices of Urban Education, 44, 45–52.Google Scholar
Henderson, A. T. & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, TX: National Center for Family & Community Connections with Schools Southwest Educational Development Laboratory.Google Scholar
Hill, C. J., Gormley, W. T. & Adelstein, S. (2015). Do the short-term effects of a high-quality preschool program persist? Early Childhood Research Quarterly, 32, 60–79.CrossRefGoogle Scholar
Human Capital Research Collaborative. (2016). CPC-P–3 Executive Summary. Retrieved September 25, 2017, from CPC-P–3: http://cpcp3.org/uploads/4/1/9/1/4191814/executivesummaryforweb.pdf
Human Capital Research Collaborative. (n.d.). Parent Involvement Liaison Responsibilities. Retrieved September 25, 2017, from CPC-P–3: http://cpcp3.org/parent-involvement-liaison.html
Johnson, R. C. & Jackson, C. K. (2017). Reducing inequality through dynamic complementarity: Evidence from Head Start and public school spending. NBER Working Paper No. 23489. Cambridge, MA: National Bureau of Economic Research.CrossRefGoogle Scholar
Johnson-Staub, C. (2011, September 14). The Relationship between Licensing and QRIS: Challenges and Opportunities. Retrieved from CLASP: www.clasp.org/sites/default/files/public/resources-and-publications/files/QRISandlicensing-NARA-091411-final.pdf
Karoly, L. A. & Auger, A. (2016). Informing Investments in Preschool Quality and Access in Cincinnati. Santa Monica, CA: RAND.Google Scholar
Kirp, D. (2007). The Sandbox Investment: The Preschool Movement and Kids-First Politics. Cambridge, MA: Harvard University Press.Google Scholar
Landry, S. H., Anthony, J. L., Swank, P. R. & Montesque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101(2), 448.CrossRefGoogle Scholar
Mantzicopoulos, P. (2003). Flunking kindergarten after Head Start: an inquiry into the contribution of the contextual and individual variables. Journal of Educational Psychology, 95(2), 268–278.CrossRefGoogle Scholar
Mashburn, A. J., Pianta, R. C., Barbarin, O. A. 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.CrossRefGoogle Scholar
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377.CrossRefGoogle Scholar
Michigan Department of Education. (n.d.). Great Start Readiness Program Implementation Manual: Curriculum. Retrieved from Michigan Department of Education: http://www.michigan.gov/mde/0,4615,7–140-63533_50451–217313–,00.html.
Michigan State Board of Education. (2005). Early Childhood Standards of Quality for Prekindergarten. Revised March 12, 2013. Retrieved from State of Michigan: https://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
Muschkin, C. G., Ladd, H. F. & Dodge, K. A. (2015). Impact of North Carolina’s early childhood initiatives on special education placements in third educational evaluation and policy analysis. Educational Evaluation and Policy Analysis, 37(4), 478–500.CrossRefGoogle Scholar
NAEYC. (2017). Early Learning Standards and Accreditation Criteria & Guidance for Assessment. Retrieved from NAEYC: www.naeyc.org/academy/standardsandcriteria
New Jersey Department of Education. (2015). Early Childhood Education and Family Engagement. New Jersey Department of Education. Retrieved from: www.nj.gov/education/ece/guide/impguidelines.pdf
North Carolina Department of Health and Human Services, Division of Child Care and Early Education. (2016, January 1). Subsidized Child Care Market Rates for Child Care Centers. North Carolina Division of Child Development and Early Education. Retrieved from: http://ncchildcare.nc.gov/pdf_forms/center_market_rate_table_effective_01012016.pdf
North Carolina Department of Public Instruction, Office of Early Learning. (2011). Evaluation of More at Four State Pre-Kindergarten: The First Ten Years.
Oklahoma State Department of Education. (n.d.). Teacher Certification. Oklahoma State Department of Education. Retrieved from: http://sde.ok.gov/sde/teacher-certification
Phillips, D. A., Lipsey, M. W., Dodge, K. A. et al. (2017). Puzzling It Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects, A Consensus Statement. Washington, DC: The Brookings Institution.Google Scholar
Reynolds, A. J., Hayakawa, M., Candee, A. J. & Englund, M. M. (2016). CPC-P–3 Program Manual. Minneapolis, MN: Human Capital Research Collaborative.Google Scholar
Reynolds, A. (2016). Child–Parent Centers: an iconic pre-K to 3 model goes to scale. Unpublished manuscript.
Reynolds, A. J., Temple, J. A., Ou, S., Arteaga, I. A. & White, B. A. B. (2011). School-based early childhood education and age-28 well-being: effects by timing, dosage, and subgroups. Science, 333, July 15, 360–364.CrossRefGoogle Scholar
Reynolds, A. J., Temple, J. A., Robertson, D. J. & 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(18), 2339–2346.CrossRefGoogle ScholarPubMed
Schweinhart, L. J., Xiang, Z., Daniel-Echols, M., Browning, K. & Wakabayashi, T. (2012). Michigan Great Start Readiness Program Evaluation 2012: High School Graduation and Grade Retention Findings. Ypsilanti, MI: HighScope Educational Research Foundation.Google Scholar
Shonkoff, J., Phillips, D. & Educational Resources Information Center. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.Google Scholar
Snow, C., Van Hemel, S. & The Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early Childhood Assessment: Why, What and How. Washington, DC: The National Academies Press.Google Scholar
T.E.A.C.H. Early Childhood® North Carolina Scholarship Program. (n.d.). Retrieved from Child Care Services Association (CCSA): www.childcareservices.org/ps/teach-nc
The Build Initiative & Child Trends. (2016). A Catalog and Comparison of Quality Rating and Improvement Systems (QRIS). Retrieved from QRIS Compendium: http://qriscompendium.org/
US Department of Health and Human Services. (n.d.). QRIS Resource Guide. US Department of Health and Human Services. Retrieved from: https://qrisguide.acf.hhs.gov/index.cfm?do=qrisabout
US Bureau of Labor Statistics. (2016). May 2016 State Occupational Employment and Wage Estimates, Oklahoma. Retrieved from www.bls.gov/oes/current/oesok.htm.
Wasik, B. & Snell, E. (2015). Synthesis of Preschool Dosage: Unpacking How Quantity, Quality and Content Impacts Child Outcomes. Philadelphia, PA: Temple University.Google Scholar
Wechsler, M., Kirp, D., Ali, T. T. et al. (2016). The Road to High-Quality Early Learning: Lessons from the States. Palo Alto, CA: Learning Policy Institute.Google Scholar
Wechsler, M., Melnick, H., Maier, A. & Bishop, J. (2016). The Building Blocks of High-Quality Early Education Programs. Palo Alto, CA: Learning Policy Institute.Google Scholar
Whitebook, M., McLean, C. & Austin, L. J. (2016). Early Childhood Workforce Index, 2016. Berkeley, CA: Center for the Study of Child Care Employment, University of California.Google Scholar
Yoshikawa, H., Weiland, C. & Brooks-Gunn, J. (2016). When does preschool matter? The Future of Children, 26(2), 21–35. DOI: 10.1353/foc.2016.0010CrossRefGoogle Scholar
Yoshikawa, H., Weiland, C., Brooks-Gunn, L., et al. (2013). Investing in our future: The evidence base on preschool education. Foundation for Child Development. Retrieved from http://fcd-us.org/resources/evidence-base-preschool.