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Classroom Assessment Scoring System: K-3
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.
Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
Longitudinal Study of Georgia’s Pre-K Program: Third grade report
Infant and toddler child-care quality and stability in relation to proximal and distal academic and social outcomes
Cognition and classroom quality as predictors of math achievement in the kindergarten year
Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
Fast-response research to answer practice and policy questions
Implementation evaluation of the STREAMin3 curriculum model
Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
Influences of teacher–child relationships and classroom social management on child-perceived peer social experiences during early school years
Links between teacher professional development and teacher-child interactions: Evidence from Louisiana
Classrooms are complex host environments: An integrative theoretical measurement model of the pre-k to grade 3 classroom ecology
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade
Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in early childhood classrooms
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Paying for preschool: Who blends funding in early childhood education?
Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study
Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition
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