Chronic absenteeism is a critical issue that has been linked to many adverse student outcomes. The current study focuses on improving a key system already in place in many school districts--early warning systems (EWSs)--in order to decrease chronic absenteeism in students' earliest schooling years. Using a demographically diverse population of…

Background: The Student Assistance Program (SAP) is mandated kindergarten to 12th grade in Pennsylvania schools to address barriers to student academic success. Following student referral, SAP teams use a systematic process to inform recommendations for school or community-based services. To evaluate program outcomes, a review of student SAP…

This study examined one school district's attempt to accelerate the academic learning of a population of incoming kindergarten students through the students' participation in a pilot summer incoming-kindergarten intervention program known as Summer Learning Academies (SLA). The analyses examined the end-of-year (EOY) reading and mathematics…

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…

Arthur Reynolds describes the significance, development, and effects of preschool to 3rd grade approaches. This school reform strategy integrates services and supports transitions, thereby increasing achievement, sustaining gains, and realistically reducing achievement gaps. Evidence from the Child-Parent Center (CPC) program is reviewed to…

This paper is the first to examine the longitudinal results of six years of implementation of Literacy Squared, a biliteracy model for Spanish/English speaking emerging bilingual students. This model includes paired literacy instruction with grade-specific time allocations for Spanish literacy and literacy-based ELD. Furthermore, cross-language…

The purpose of this longitudinal study is to investigate whether an early childhood intervention using an explicit and transparent number naming system will have a lasting benefit to English and Spanish speaking children in their mathematics achievement related to number sense by accelerating their acquisition of concepts of numeracy and place…

Background: Afterschool programs (ASPs) in the United States have been implemented in low income neighborhoods to enable at-risk youth to access educational support services to increase academic skills. However, mixed findings about the ASPs positively affecting academic performance suggests a need for additional evaluative studies. Objective: The…

Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a "doubly vulnerable" population characterized by academic and social-emotional achievement gaps at kindergarten entry. Yet, no research has documented…

Relatively few rigorous studies of the effectiveness of contemporary public prekindergarten programs have been conducted despite the growing number of programs and large monetary investments that accompany them. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of…

Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs rely on a counterfactual model that, in simple form, calls for a comparison between a treatment group and a control group. Developers of educational practices often assume that the population…

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…

When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study…

The idea that it is important for teachers to have knowledge of the unique skills that individual children bring to the classroom is almost universally accepted. This notion is so widespread that school districts across the country continue to make substantial investments in programs designed to enhance teachers' knowledge of individual students'…