Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 27 results
Lewis Brandon, King Melissa Steel, Schiess Jennifer O'Neal, October 2020
Other

The report begins with an overview of the importance of early math learning, followed by an overview of math achievement among DLLs nationally and in California. Next, we examine existing evidence about effective and promising practices for…

McMahon Kelly, Whyte Kristin Lyn, March, 2020
Reports & Papers
Peer Reviewed
Increasingly school districts are attempting to align curricula, assessments and standards, in an effort to eliminate inequities. Some approaches like Prek-3 initiatives call for coordination of instruction between preschool and later elementary…
Kitchens Karin E., Gormley, Jr. William T., Anderson Sara, January/February 2020
Reports & Papers
Peer Reviewed
As scholars investigate factors to prolong early childhood education (ECE) effects on student achievement, a neglected hypothesis is that subsequent school quality promotes this goal. We test this, using data from 1844 students who attended…
Clements Douglas H., Dumas Denis, Dong Yixiao, Banse Holland W., Sarama Julie, Day-Hess Crystal, January, 2020
Reports & Papers
Peer Reviewed
Strategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning…
Fyfe Emily R. (Emily Ruth), Rittle-Johnson Bethany, Farran Dale Clark, April, 2019
Reports & Papers
Peer Reviewed
State-mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-…
Gormley, Jr. William T., Phillips Deborah A., Anderson Sara, Winter 2018
Reports & Papers
Peer Reviewed
As states have upgraded their commitment to pre-K education over the past two decades, questions have arisen. Critics argue that program effects are likely to fade out or disappear over time, while supporters contend that program effects are likely…
Jacob Robin T., Erickson Anna, Mattera Shira K., March, 2018
Reports & Papers
Given these positive findings, this report describes the High 5s program in detail, noting what was needed to implement the program with fidelity. Because the High 5s program was new and developed specifically for this project, and because it set…
Jacob Robin T., Erickson Anna, Mattera Shira K., March, 2018
Executive Summary
With these positive findings as a backdrop, this report describes the High 5s program in detail, noting what was needed to implement the program with fidelity to the model. The program set out to achieve a number of goals -- it was designed to build…
Mattera Shira K., Jacob Robin T., Morris Pamela A., March, 2018
Reports & Papers
The current report is designed to explore the impact of these two programs (Making Pre-K Count and High 5s) on children's math skills, language skills, executive function, and attitudes toward math at the end of kindergarten (see Chapter 3 for more…
Mattera Shira K., Jacob Robin T., Morris Pamela A., March, 2018
Executive Summary
This report is designed to explore the impact of Making Pre-K Count and High 5s on children's math skills, language skills, executive function, and attitudes toward math at the end of kindergarten. (author abstract)
Casey Beth M., Lombardi Caitlin McPherran, Thomson Dana, Nguyen Hoa Nha, Paz Melissa, Theriault Cote A., Dearing Eric, January/February 2018
Reports & Papers
Peer Reviewed
The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4 1/2 and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of…
Gormley, Jr. William T., Phillips Deborah A., Anderson Sara, December, 2017
Fact Sheets & Briefs
Building on our previous work, we explore the longer-term effectiveness of a high-quality, large-scale, public-school based pre-K program. We find that 7th grade students who participated in the Tulsa Public Schools pre-K program years ago score…
Lombardi Caitlin McPherran, Casey Beth M., Thomson Dana, Nguyen Hoa Nha, Dearing Eric, Q4 2017
Reports & Papers
Peer Reviewed
The goal of this study was to examine maternal support of spatial concept learning and planning at 36 months as predictors of children's math achievement at 4 1/2 years and first grade. Observational measures of videotaped mother-child interactions…
Rittle-Johnson Bethany, Fyfe Emily R. (Emily Ruth), Hofer Kerry G., Farran Dale Clark, September/October 2017
Reports & Papers
Peer Reviewed
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal…
Lawrimore Trellace, Gormley, Jr. William T., July, 2017
Fact Sheets & Briefs
So we compared students who took Algebra I in middle school to students who took Algebra I in 9th grade or later. Using multiply imputed data and propensity score weights to compare the pre-K group to a comparable non-pre-K group, we estimated the…