There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups. There is less consistent evidence on the extent to which the pandemic…

Background/rationale: There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups (Irwin et al., 2022). There is less consistent evidence…

This paper uses meta-analytic techniques to estimate the separate effects of the starting age, program duration, and persistence of impacts of early childhood education programs on children's cognitive and achievement outcomes. It concentrates on studies published before the wide scale penetration of state-pre-K programs. Specifically, data are…

Abstract Preschoolers' cognitive abilities were assessed each year as part of the Head Start Program requirements. The Head Start PK-4 Center evaluated preschoolers' cognition by administering the Learning Accomplishment Profile-Diagnostic (LAP-D), as a pretest and posttest measure. The LAP-D study used archival data collected from the 2009-2010…

This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning…

Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students' behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and…

The National Survey of Student Engagement (NSSE) and its companion projects serve colleges and universities committed to monitoring and improving the quality of the undergraduate experience. While participating institutions receive detailed customized reports, the "Annual Results" series presents noteworthy aggregate findings from the…

Using three waves of data from the National Survey of Child and Adolescent Well-Being, this study examines differences in cognitive, academic, and affective well-being of youth first placed in nonkinship foster care (N=259) and youth first placed in group care (N=89). To compare nonrandomized groups, propensity score matching was used. Results…

In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where…

The present research identifies an anomaly in sociocognitive development, whereby younger children (8 and 9 years) outperform their older counterparts (10 and 11 years) in a basic categorization task in which the acknowledgment of racial difference facilitates performance. Though older children exhibit superior performance on a race-neutral…

Using a sample of resident fathers in the Early Childhood Longitudinal Study-Birth Cohort (9-month Father Study), this study examined how father involvement is associated with infant cognitive outcomes in two domains (babbling and exploring objects with a purpose). Results from a series of logistic regression models indicate that varied aspects of…

Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies "role exploration," characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads…

This study examines development along Perry's intellectual and ethical scale among three successive graduating classes of students identified as gifted and talented in mathematics and science. Perry posits that intellectual development proceeds from a basic dualism through nine stages ("positions") and culminates with a sense of personal identify…

Blacks and whites did not differ significantly on any of the cognitive scales between two and five and a half; between six and eight and a half, whites scored about one-half SD higher. Blacks scored significantly higher on Motor Scales at ages four-five, but there were no differences at other ages. (Author)

Using multilevel models of data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 20,356), the authors find that parental involvement in education partially mediates the association between family poverty and children's math and reading achievement in kindergarten, but differences exist across race. In Asian families, poor and…