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Direct linkSabol, Terri J.; McCoy, Dana Charles; Gonzalez, Kathryn; Hanno, Emily; Busby, Andrea; Wei, Wendy; Downer, Jason – Journal of Research on Educational Effectiveness, 2023
The current study examined the contexts in which a preschool teacher professional development intervention was more versus less effective in improving student outcomes. We used a fixed intercept, random coefficient (FIRC) modeling approach to explore the contextual characteristics inside and outside school walls that predicted differential…
Descriptors: Preschool Teachers, Faculty Development, Program Effectiveness, Preschool Education
Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. – American Educational Research Journal, 2023
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic…
Descriptors: Preschool Children, Kindergarten, Grade 1, Public Schools
Download full textSoliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Peisner-Feinberg, E. – FPG Child Development Institute, 2023
Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…
Descriptors: Longitudinal Studies, Preschool Education, Kindergarten, Grade 4
Peisner-Feinberg, Ellen; Zadrozny, Sabrina; Kuhn, Laura; Van Manen, Karen – FPG Child Development Institute, 2019
The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. The major issue addressed by this type of study is around the benefits of offering children access to enrollment in NC Pre-K. An RCT is considered the…
Descriptors: Preschool Education, State Programs, Preschool Children, Program Effectiveness
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
American Institutes for Research, 2016
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This fifth short report in a series highlighting findings from the Study of…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
