Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Black, Alison Rebeck | 1 |
| Doolittle, Fred | 1 |
| Ezra Karger | 1 |
| Grossman, Jean Baldwin | 1 |
| Modarresi, Shahpar | 1 |
| Sarah Komisarow | 1 |
| Somers, Marie-Andree | 1 |
| Unterman, Rebecca | 1 |
| Zhao, Huafang | 1 |
Publication Type
| Numerical/Quantitative Data | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Grade 2 | 3 |
| Early Childhood Education | 2 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
Audience
Location
| Maryland | 1 |
| North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Download full textEzra Karger; Sarah Komisarow – Annenberg Institute for School Reform at Brown University, 2024
We investigate the beginning of the school discipline pipeline using a reform in Charlotte-Mecklenburg Schools that limited the use of out-of-school suspension for students in grades K-2. We find that the reform reduced the likelihood of out-of-school suspension by 1.4 percentage points (56%) and had precise null effects on test scores and…
Descriptors: Discipline, Suspension, Kindergarten, Grade 1
Zhao, Huafang; Modarresi, Shahpar – Montgomery County Public Schools, 2013
This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…
Descriptors: Preschool Education, School Schedules, Models, Academic Achievement
Peer reviewedBlack, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin – National Center for Education Evaluation and Regional Assistance, 2009
The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…
Descriptors: Academic Achievement, Elementary School Students, Program Effectiveness, Program Evaluation
