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Download full textMichelle M. Cumming; Daniel V. Poling; Irina Patwardhan; Isabella C. Ozenbaugh – Grantee Submission, 2022
The present study used data from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2011 (N = 15,827; 51.1% male; 48.4% White, 13.5% Black/African-American, 24.3% Hispanic/Latino, 7.5% Asian, and 6.3% other ethnicity) to examine the unique contribution of specific executive function processes (working memory and cognitive flexibility)…
Descriptors: Kindergarten, Young Children, Executive Function, Child Behavior
Little, Michael H. – AERA Open, 2016
Despite growing interest in the importance of nonacademic skills for student success, very few studies have examined the extent to which schools and teachers are associated with gains in these outcomes. This descriptive study adds to the nascent literature by examining the amount of school- and teacher-associated variation in kindergarten…
Descriptors: Kindergarten, Executive Function, Academic Achievement, Public Schools
West, Jerry; Malone, Lizabeth; Hulsey, Lara; Aikens, Nikki; Tarullo, Louisa – Administration for Children & Families, 2010
The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. This report is the fourth in a series that uses data from the FACES 2006 cohort to describe…
Descriptors: Class Size, School Readiness, Disadvantaged Youth, Kindergarten
