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 - 13 out of 13 results
Hanno Emily C., Gonzalez Kathryn E., Gardner Madelyn, Jones Stephanie M., Lesaux Nonie K., Hofer Kerry G., Checkoway Amy, Goodson Barbara D., August, 2020
Reports & Papers
This report describes the experiences of early educators and caregivers of 3- and 4-year-old children in family child care, community-based center, Head Start, and public school prekindergarten programs during the first few months of the Coronavirus…
Hanno Emily C., Gonzalez Kathryn E., Gardner Madelyn, Jones Stephanie M., Lesaux Nonie K., Hofer Kerry G., Checkoway Amy, Goodson Barbara D., August, 2020
Executive Summary
This report describes the experiences of early educators and caregivers of 3- and 4-year-old children in family child care, community-based center, Head Start, and public school prekindergarten programs during the first few months of the Coronavirus…
Jones Stephanie M., Lesaux Nonie K., Hanno Emily C., Gonzalez Kathryn E., Guzman Rosa, Goodson Barbara D., Checkoway Amy, Nichols Austin, Freeman Brian, Ballinger Sarah, November, 2018
Reports & Papers
Led by Professors Stephanie Jones and Nonie Lesaux, the Early Learning Study at Harvard (ELS@H), a cornerstone of the Zaentz Early Education Initiative (https://zaentz.gse.harvard.edu/), is a first-of-its-kind, statewide study designed to examine…
Jones Stephanie M., Lesaux Nonie K., Hanno Emily C., Gonzalez Kathryn E., Guzman Rosa, Goodson Barbara D., Checkoway Amy, Nichols Austin, Freeman Brian, Ballinger Sarah, November, 2018
Fact Sheets & Briefs
This brief provides the background for and study design of the Early Learning Study at Harvard.
Jones Stephanie M., Lesaux Nonie K., Hanno Emily C., Gonzalez Kathryn E., Guzman Rosa, Goodson Barbara D., Checkoway Amy, Nichols Austin, Freeman Brian, Ballinger Sarah, November, 2018
Fact Sheets & Briefs
While the study includes other types of information about children (e.g., descriptions of their language development and social-emotional competencies) and their families (e.g., descriptions of their daily lives and parenting practices), as well as…
Hofer Kerry G., Checkoway Amy, Goodson Barbara D., Nichols Austin, 26 July, 2018
Reports & Papers
This report describes the results of the evaluation's impact study which compares the effects of PEG on the cohort of children who entered PEG in the fall of 2016 (Year 2) versus those who entered PEG in the fall of 2017 (Year 3). All children were…
Hofer Kerry G., Checkoway Amy, Goodson Barbara D., Nichols Austin, 26 July, 2018
Executive Summary
The study compared the early academic and executive function skills for students who attended PEG classrooms in the 2016-17 school year versus the skills of students who had missed PEG's age cutoff and had not spent the year in PEG (and were just…
Goodson Barbara D., Checkoway Amy, Yudron Monica, Acevedo Maria, 16 January, 2018
Reports & Papers
After introducing the PEG program (Chapter 1), this report describes the second year of supports and outcomes for teachers (Chapters 2 and 3), classroom quality (Chapter 4), supports for families (Chapter 5), and concludes with a discussion of…
Goodson Barbara D., Checkoway Amy, Yudron Monica, Acevedo Maria, 16 January, 2018
Executive Summary
The Year 2 PEG implementation study focuses on the second year of supports and outcomes for teachers, classroom quality, and supports for families. Overall, compared to its first year of implementation, the PEG programs in Year 2 (which was the 2016…
Norton Jill, Goodson Barbara D., Checkoway Amy, Velez Melissa, 30 June, 2017
Reports & Papers
In April 2017, Abt Associates was hired by the Massachusetts Department of Early Education and Care (EEC) to support the Department in the design of a system for the delivery of coaching-based technical assistance to early education and out-of-…
Checkoway Amy, Goodson Barbara D., Grindal Todd, Hofer Kerry G., Lamoreau Renee, Sarna Maureen, Watt Rian, Yudron Monica, Douglass Anne L., 05 December, 2016
Reports & Papers
This report describes the first year of implementation of the PEG program in Massachusetts and provides an initial assessment of the extent to which PEG programs are meeting the objective of providing high-quality preschool to underserved children…
Checkoway Amy, Goodson Barbara D., Grindal Todd, Hofer Kerry G., Lamoreau Renee, Sarna Maureen, Watt Rian, Yudron Monica, Douglass Anne L., 05 December, 2016
Executive Summary
As part of the PEG program, EEC has invested in a rigorous external evaluation. The PEG evaluation is being conducted by Abt Associates Inc. in partnership with University of Massachusetts Boston. The multi-year evaluation has four components: an…
Collins Ann, Goodson Barbara D., Luallen Jeremy, Fountain Alyssa Rulf, Checkoway Amy, June, 2010
Reports & Papers
An implementation and impact evaluation of LearningGames, an intervention to promote children's development through language-rich interactions between caregivers and children, in family child care homes in Massachusetts, based on pre- and post-test…