Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Pre-literacy skills in Hispanic Head Start children: A comparison within and between languages
Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year
Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007)
Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The First 5 LA Universal Preschool Child Outcomes Study spring 2007 pilot study
Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
Los Angeles Universal Preschool programs, children served, and children's progress in the preschool year: Final report of the First 5 LA Universal Preschool Child Outcomes Study: Final report
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
Beyond an "either-or" approach to home- and center-based child care: Comparing children and families who combine care types with those who use just one
Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills
Screening approaches for determining the language of assessment for dual language learners: Evidence from Head Start and a universal preschool initiative
Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey
Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
Is skill type the key to the PreK fadeout puzzle?: Differential associations between enrollment in PreK and constrained and unconstrained skills across kindergarten
Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home-based activities as mediators
Informing the performance-based contract between First 5 LA and LAUP -- Volume 2: Background and supporting analyses for the 2012-2013 study of child progress: Final report
Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
Foundations of Science Literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers' pedagogical content knowledge, and children's observations and predictions
Independent contributions of mothers' and fathers' language and literacy practices: Associations with children's kindergarten skills across linguistically diverse households
Can center-based care reduce summer slowdown prior to kindergarten?: Exploring variation by family income, race/ethnicity, and dual language learner status
The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low‐income backgrounds
Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?