Below are highlights from our most recent acquisitions of research reports and journal articles. Research Connections scans its newest acquisitions, focusing on those from key organizations and journals, to identify articles of high policy relevance to feature here.
Quality and characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 statewide evaluation
Peisner-Feinberg, Ellen S., 03/01/2013
Chapel Hill, NC: FPG Child Development Institute. Retrieved April 1, 2013, from http://www.fpg.unc.edu/sites/default/files/resources/reports-and-policy-briefs/NCPreKEval2011-2012Report.pdf
North Carolina's More at Four Pre-Kindergarten Program, begun in the 2001-2002 school year by the state's Department of Public Instruction (DPI), in 2011-2012 became the North Carolina Pre-Kindergarten Program (NC Pre-K) under the auspices of the Division of Child Development and Early Education in the state Department of Health and Human Services. This evaluation of NC Pre-K's first year--based on statewide program information, as well as observations and teacher surveys from a random sample of 100 classrooms--found strong similarities with More at Four in recent years. Local programs' similarities included class size, curriculum, variety of settings, and characteristics of children served, though NC Pre-K served a somewhat higher proportion of children who had never before been in a program. Observed classroom quality on most global and teacher-child interaction measures were in similar medium-to-high ranges. On one dimension, instructional support as measured by the Classroom Assessment Scoring System (CLASS), NC Pre-K's classrooms scored somewhat lower than its predecessors' classrooms --though ratings for both were substantially lower on this than other aspects of teacher-child interaction.
This study used the NICHD Study of Early Child Care data at 15, 24, and 36 months to examine the characteristics of early childhood teachers' commitment to the field and the assessed quality of teacher-child interactions in the classroom. Results indicate that overall teacher characteristics of commitment to the field predicted the quality of teachers' emotional and cognitive support provided to children. However, while variables such as years of experience, job satisfaction, and membership in a professional organization were related to teachers' interactions in terms of cognitive support they were not related to teachers' interaction in terms of emotional support. Implications and future research directions are discussed.
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills
Weiland, Christina, 01/01/2013
This present study examined a new Pre-Kindergarten program, one that featured a coaching system and and a curricula with a focus on literacy, language, and mathematics, and its impact on young children's development and school readiness. The sample size consisted of over 2,000 four and five year old children in Pre-K across 69 schools in the Boston Public School (BPS) system. For children in the treatment group, teachers received coaching in various curricula with a strong focus on language, literacy, and math. The data showed that the program had positive moderate-to-large impacts on these children's language, literacy, and math skills, as well as a smaller impact on executive functioning and emotion recognition. Certain subgroups benefited more and experienced a more statistically significant impact, such as young children who qualified for the free lunch program.
Prek-3rd's lasting architecture: Successfully serving linguistically and culturally diverse students in Union City, New Jersey: FCD case study
Marietta, Geoff, 03/01/2013
New York: Foundation for Child Development. Retrieved April 1, 2013, from http://fcd-us.org/sites/default/files/FCDCaseStdyUnionCity%20%282%29.pdf
This case study examined the prekindergarten through third grade education model in Union City, NJ , which serves linguistically and culturally diverse students. The study was based on 10 key informant interviews, observations of 12 classrooms, field notes, and a document review. The report highlights four key lessons to achieving success, including: promoting continuity between school, home, and community; developing the whole child through rigorous, locally developed curricula; promoting teacher leadership; and creating a blueprint for success (i.e. indicators across five domains of effective educational leadership).
To see a complete list of new research, please view Archived New Research.
Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.