Resource Type:
Instruments
Publisher(s):
Pre-LAS 2000
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Pre-literacy skills in Hispanic Head Start children: A comparison within and between languages
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 3 report: July 1, 2003-June 30, 2004
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year
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Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten
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Spanish-speaking children's social and language development in pre-kindergarten classrooms
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Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
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Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS)
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Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007)
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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)
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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
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The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
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Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
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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
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The effect of extending the pre-kindergarten school day on literacy and language development for English language learners
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ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three
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Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
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Informing the performance-based contract between First 5 LA and LAUP: Assessing child progress: Spring report
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Spanish vocabulary-bridging technology-enhanced instruction for young English language learners' word learning
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High achieving African American boys: Factors that contribute to their excellence in the early years
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New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort
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Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report
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Improving Latino children's early language and literacy development: Key features of early childhood education within family literacy programmes
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Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES
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The role of parent education and parenting knowledge in children's language and literacy skills among White, Black, and Latino families
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Comparing public, private, and informal preschool programs in a national sample of low-income children
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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development
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A behavior-genetic study of the legacy of early caregiving experiences: Academic skills, social competence, and externalizing behavior in kindergarten
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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
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Early academic skills and childhood experiences across the urban-rural continuum
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Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort
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Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study
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Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
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Report to Congress on dual language learners in Head Start and Early Head Start programs
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Getting ready for kindergarten: Children's progress during Head Start: FACES 2009 report
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School readiness of children from immigrant families: Contributions of region of origin, home, and childcare
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Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2011-2012 program year: Final report
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Center-based child care and cognitive skills development: Importance of timing and household resources
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Informing the performance-based contract between First 5 LA and LAUP: Child progress in the 2010-2011 program year: Final report
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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
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Relationship between peer social competence and academic readiness for Head Start children: A multi-method, multi-source measurement approach
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Informing the performance-based contract between First 5 LA and LAUP -- Volume 1: Child progress in the 2012-2013 program year: Final report
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Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
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Hispanic immigrant children's English language acquisition: The role of socioeconomic status and early care arrangement
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Academic development of Head Start children: Role of dual language learning status
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Assessing classroom quality for Latino dual language learners in Head Start: DLL-specific and general teacher-child interaction perspectives
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Children's kindergarten outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2013-2014 statewide evaluation
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Validity of the first two subtests of the Preschool Language Assessment Scale as a language screener for Spanish-speaking preschool children
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Improving school readiness: A multi-systemic examination of early childhood education
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Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
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Spanish and English early literacy profiles of preschool Latino English language learner children
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Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
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Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills
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Preschool attendance and school readiness for children of immigrant mothers in the United States
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Screening approaches for determining the language of assessment for dual language learners: Evidence from Head Start and a universal preschool initiative
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Examining an executive functioning and bilingual advantage among Latino DLL children in Head Start: A strength-based approach
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Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness
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Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey
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Living with a grandparent and parent in early childhood: Associations with school readiness and differences by demographic characteristics
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Child and family outcomes during the Head Start year: FACES 2014-2015 data tables and study design
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Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
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Do standard measures of preschool quality used in statewide policy predict school readiness?
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Profiles of classroom engagement in Head Start children: Associations with academic readiness
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Effects of child care subsidy on school readiness of young children with or at-risk for special needs
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Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children
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Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
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Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality
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Center-based preschool and school readiness skills of children from immigrant families
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A cross-lagged analysis of teacher-child language interactions and receptive vocabulary of non-ELL and ELL children
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Preparing the future workforce: Early care and education participation among children of immigrants
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Is skill type the key to the PreK fadeout puzzle?: Differential associations between enrollment in PreK and constrained and unconstrained skills across kindergarten
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Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation
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Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
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Effects of Georgia's Pre-K Program on children's school readiness skills: Findings from the 2012-2013 evaluation study
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Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home-based activities as mediators
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A year in Head Start: Findings from FACES 2014 on children's progress toward school readiness during the 2014-2015 program year
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Exploring factors that support the kindergarten transition patterns of Latino boys
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Predictors and outcomes of early versus later English language proficiency among English language learners
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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
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Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013-2014 evaluation study
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School readiness among children of Hispanic immigrants and their peers: The role of parental cognitive stimulation and early care and education
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Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
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The relations between American children's Head Start experience and pre-academic skills: A comparison with children from a community group
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Effect of classroom language diversity on Head Start ELL and non-ELL children’s social-emotional development
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Preschool and academic school readiness among young children of Asian and Hispanic immigrant mothers
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Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
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Early bilingualism through the looking glass: Latino preschool children's language and self-regulation skills
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Descriptive data on Head Start children and families from FACES 2014: Fall 2014 data tables and study design
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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
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Independent contributions of mothers' and fathers' language and literacy practices: Associations with children's kindergarten skills across linguistically diverse households
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Descriptive data on Region XI Head Start children and families: AI/AN FACES Fall 2015-Spring 2016 data tables and study design
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The effects of a comprehensive early literacy project on preschoolers' language and literacy skills
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Nonparental caregivers, parents, and early academic achievement among children from Latino/a immigrant households
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Children's pre-k experiences and outcomes in the North Carolina pre-kindergarten program: 2014-2015 statewide evaluation
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Can center-based care reduce summer slowdown prior to kindergarten?: Exploring variation by family income, race/ethnicity, and dual language learner status
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Time well spent: Home learning activities and gains in children's academic skills in the prekindergarten year
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More than words: The relations between teacher-child interactions, classroom context, and Latino DLLs' school readiness
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Family routines and practices that support the school readiness of young children living in poverty
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Emotional support moderates associations between preschool approaches to learning and academic skills
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Executive control in dual language learning preschoolers: The association between hot and cool executive control and science achievement
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Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool?
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Influences of parent engagement in early childhood education centers and the home on kindergarten school readiness
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Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
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Habla conmigo: Teachers’ Spanish talk and Latine dual language learners’ school readiness skills
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The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low‐income backgrounds
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Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
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Associations between social skills, inattention, and English vocabulary skills of preschool Latinx dual language learners
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Habla conmigo: Teachers’ Spanish talk and Latine dual language learners’ school readiness skills
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Longitudinal study of Georgia's Pre-K Program: Final report: Pre-K through 4th grade
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Examining child, family, classroom, and school factors associated with Latinx children’s early science achievement
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The Head-Toes-Knees-Shoulders Revised: Links to academic outcomes and measures of EF in young children
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Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children in the U.S.
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The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills
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Different settings, different patterns of impacts: Effects of a Pre-K math intervention in a mixed-delivery system
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Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
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- Related Studies
Head Start Family and Child Experiences Survey (FACES): 2003 Cohort [United States]
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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