The Effect of Tennessee's Prekindergarten Programs on Young Children's School Readiness Skills: a Regression Discontinuity Design PDF Download
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Author: Jamie Lynn Coburn
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 160
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Book Description
Author: Jamie Lynn Coburn
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 160
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Book Description
Author: Mark W. Lipsey
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
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 they require. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Prekindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. Research studies have reported the rapid neurological, cognitive, and social-emotional growth that takes place during the first five years of life and the positive effects of high-quality early childhood educational programs. In recent years, however, TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a longitudinal randomized control trial (RCT) and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results for two cohorts of RCT participants.
Author: Craig Fox
Publisher: Brookings Institution Press
ISBN: 0815729642
Category : Education
Languages : en
Pages : 110
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Book Description
The success of nearly all public- and private- sector policies hinges on the behavior of individuals, groups, and organizations. Today, such behaviors are better understood than ever, thanks to a growing body of practical behavioral science research. However, policymakers often are unaware of behavioral science findings that may help them craft and execute more effective and efficient policies. The pages of this new journal will become a meeting ground: a place where scientists and non-scientists can encounter clearly described behavioral research that can be put into action. By design, the scope of BSP is broad, with topics spanning health care, financial decisionmaking, energy and the environment, education and culture, justice and ethics, and work place practices. Contributions will be made by researchers with expertise in psychology, sociology, law, behavioral economics, organization science, decision science, and marketing. The journal is a key offering of the Behavioral Science & Policy Association in partnership with the Brookings Institution. The mission of BSPA is to foster dialog between social scientists, policymakers, and other practitioners in order to promote the application of rigorous empirical behavioral science in ways that serve the public interest. BSPA does not advance a particular agenda or political perspective. The first issue’s contents follow. Behavioral Science & Policy, vol. 2, no. 1 Table of Contents: Editors' Note Spotlight—Pre-Kindergarten Interventions: American Policy on Early Childhood Education & Development: Many Programs, Great Hopes, Modest Prospects, Ron Haskins Evidence for the Benefits of State Prekindergarten Programs: Myth & Misrepresentation, Dale C. Farran & Mark W. Lipsey Reforming Head Start for the 21st Century: A Policy Prescription, Sara Mead & Ashley LiBetti Mitchel Home Visiting Programs: Four Evidence-Based Lessons for Policymakers, Cynthia Osborne Launching Preschool 2.0: A Road Map to High-Quality Public Programs at Scale, Christina Weiland A 10-Year Strategy of Increased Coordination & Comprehensive Investments in Early Child Development, Ajay Chaudry & Jane Waldfogel Reimagining Accountability in K-12 Education, Brian P. Gill, Jennifer S. Lerner, & Paul Meosky Featured Topic: Healthy Through Habit: Interventions for Initiating & Maintaining Health Behavioral Change, Wendy Wood & David Neal Making the Truth Stick & the Myths Fade: Lessons from Cognitive Psychology, Norbert Schwarz, Eryn Newman, & William Leach Editorial Policy
Author:
Publisher: Elsevier
ISBN: 0443192839
Category : Psychology
Languages : en
Pages : 272
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Book Description
Advances in Child Development and Behavior, Volume 65, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this new volume presenting interesting chapters written by an international board of authors. - Contains chapters that highlight some of the most recent research in the area of child development and behavior - Presents a high-quality and wide range of topics covered by well-known professionals
Author: Mark W. Lipsey
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
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 School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Pre-Kindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a randomized control trial (RCT) design and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results from the RCT through first grade. One table is appended.
Author: Christina Weiland
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
The authors add to and extend the emerging evidence base of the effects of public preschool programs on child school readiness. Using a quasi-experimental, Regression Discontinuity (RD) design, they estimate the impacts of a universal preschool program on children's early numeracy, language, literacy, and executive function skills, both for the overall population and for several subgroups. While they find impacts similar to those reported in other public prekindergarten RD studies, they make a unique contribution to the literature, as theirs is the first causal study of a universal prekindergarten program in which a uniform curricula was in place across the district and in which they have information about the type of care experienced by control children during the treatment year. At Society for Research on Educational Effectiveness, they will also present results from robustness checks new to this literature, including sensitivity of results to differential time to join and attrit from the intervention. (Contains 4 tables and 1 figure.).
Author: Michael J. Puma
Publisher: Nova Novinka
ISBN:
Category : Education
Languages : en
Pages : 314
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Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: Christina Weiland
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
Using data from an urban public pre-k program, the authors add to and extend the emerging evidence base of the effects of public prekindergarten programs on child school readiness. They also use data collected in treatment classrooms to examine associations between teacher characteristics, fidelity-to-curricula, dosage and child outcomes. Their primary research questions are: (1) What is the causal impact of attending a prekindergarten program that implemented the "Building Blocks" mathematics curriculum at scale across an urban public school district on children's mathematics, language, literacy, executive function and emotional development?; (2) Within the treatment group, are teacher characteristics predictive of fidelity-to-curriculum and dosage?; and (3) Is higher "Building Blocks" fidelity-to-curricula and dosage associated with higher student outcomes, controlling for student- and teacher-level characteristics? Research took place in a large urban public school district in the Northeast. All prekindergarten programs were located in public elementary schools. The results add to the growing literature on the causal effects of large-scale state-funded prekindergarten programs. The authors find that a universal publicly funded prekindergarten program had positive impacts on child early numeracy, language, literacy, executive function, and emotional development. The authors' effect sizes are larger than those achieved in any RD prekindergarten study to date, which is particularly notable given that theirs is the only RD prekindergarten context in which there were uniform curricula in place. Due to the RD design of their study, they are unable to fit causal mediation models that would help them to definitively identify the causal mechanisms underlying their results. The path model they presented here using fidelity-to-curricula and dosage data on the treatment children in their treatment year found no significant associations between fidelity-to-curricula and dosage and child outcomes. Further analysis will allow them to better examine whether stronger effects in their study compared to previous prekindergarten RD studies thus could at least partially be a function of the chosen math and literacy curricula and the level of curriculum implementation in the district. (Contains 4 tables, 3 figures and 3 footnotes.).
Author: W. Steven Barnett
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 40
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Book Description
Author: Joanna Hope Denny
Publisher:
ISBN:
Category : Child care services
Languages : en
Pages : 159
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Book Description
Over the past two decades, children's school readiness has gained national attention. This has resulted in a variety of national, state, and local initiatives often with an emphasis on accountability. However, the beliefs of those who are held accountable (teachers, administrators, and parents) are rarely included in the development of such systems. This study sought to identify any relationships between teacher beliefs about school readiness with parents' beliefs or directors' beliefs about school readiness. Additionally, the study examined predictors of teacher beliefs and whether teacher beliefs were related to teachers' practices in the classroom. This study used a statewide sample of 114 preschool teachers of community-based child care programs. Teachers, parents, and director beliefs were examined using the same 13-item question while child care quality was examined in four distinct ways: global quality (as measured by ECERS-R), curricular quality (as measured by ECERS-E), the quality of teacher-child interactions, and instructional quality (both of which are measured by the CLASS). The findings indicate that teachers, directors, and parents believe that both academic and social skills are very important in preparing children for kindergarten. Parents placed more emphasis on both sets of skills than teachers and directors. Teacher years of experience in early childhood education was negatively related to their beliefs about academic skills while the level of urbanization and program type were positive predictors of teachers' beliefs about school readiness skills. Teacher beliefs about school readiness were not related to the practices associated with any of the types of quality captured in this study. Although these beliefs do not translate into practice, there is reason to think that beliefs are still important in understanding what teachers do in the classroom. As a result of their job demands, preschool teachers may no longer be aware of the teaching practices they are utilizing. Those working with teachers can help them make this connection by encouraging them to think about their beliefs and then examine their beliefs in the context of the classroom. Policymakers can support practice by allocating resources to provide opportunities for teachers to increase their formal education.
