From Rhetoric to Reality: The Case for High-Quality Compensatory Prekindergarten Programs

Phi Delta Kappan

Volumn 85, Issue 4, 2003, Pages 286-291

  Neuman, Susan B ^a,b,c  

^a United States Department of Education   (United States)

^b GEORGETOWN UNIVERSITY   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346316882     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170308500408     Document Type: Review

References (21)

1. See Jason Snipes, Fred Doolittle, and Corrine Herlihy, Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement (Washington, D.C: Manpower Demonstration Research Corporation, Council of the Great City Schools, 2002).
2. "Comprehensive Assessment Systems for Title I," in State Collaborative on Assessment and Student Standards (Washington, D.C.: Council of Chief State School Officers, 2001).
3. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate (Washington, D.C.: Economic Policy Institute, 2002); and Jerry West, Kristin Denton, and Elvira Germino-Hausken, America's Kindergartners (Washington, D.C.: National Center for Education Statistics, 2000).
4. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate (Washington, D.C.: Economic Policy Institute, 2002); and Jerry West, Kristin Denton, and Elvira Germino-Hausken, America's Kindergartners (Washington, D.C.: National Center for Education Statistics, 2000).
5. Nicholas Zill and Marilyn Collins, Approaching Kindergarten: A Look at Preschoolers in the United States (Washington, D.C.: National Center for Education Statistics, 1995).
6. Betty Hart and Todd R. Risley, "The Early Catastrophe: The 30 Million Word Gap," American Educator, Spring 2003, pp. 4, 6-9.
7. Keith E. Stanovich, "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy," Reading Research Quarterly, vol. 21, 1986, pp. 360-406; and Susan B. Neuman and Donna Celano, "Access to Print in Middle- and Low-Income Communities: An Ecological Study of Four Neighborhoods," Reading Research Quarterly, vol. 36, 2001, pp. 8-26.
8. Keith E. Stanovich, "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy," Reading Research Quarterly, vol. 21, 1986, pp. 360-406; and Susan B. Neuman and Donna Celano, "Access to Print in Middle- and Low-Income Communities: An Ecological Study of Four Neighborhoods," Reading Research Quarterly, vol. 36, 2001, pp. 8-26.
9. Doris R. Entwisle, Karl L. Alexander, and Linda Steffel Olson, Children, Schools, and Inequality (Boulder, Colo.: Westview, 1997); Susan B. Neuman, "Books Make a Difference: A Study of Access to Literacy," Reading Research Quarterly, vol. 34, 1999, pp. 286-312; and Victoria Purcell-Gates, Other Peoples Words: The Cycle of Low Literacy (Cambridge, Mass.: Harvard University Press, 1995).
10. Doris R. Entwisle, Karl L. Alexander, and Linda Steffel Olson, Children, Schools, and Inequality (Boulder, Colo.: Westview, 1997); Susan B. Neuman, "Books Make a Difference: A Study of Access to Literacy," Reading Research Quarterly, vol. 34, 1999, pp. 286-312; and Victoria Purcell-Gates, Other Peoples Words: The Cycle of Low Literacy (Cambridge, Mass.: Harvard University Press, 1995).
11. Doris R. Entwisle, Karl L. Alexander, and Linda Steffel Olson, Children, Schools, and Inequality (Boulder, Colo.: Westview, 1997); Susan B. Neuman, "Books Make a Difference: A Study of Access to Literacy," Reading Research Quarterly, vol. 34, 1999, pp. 286-312; and Victoria Purcell-Gates, Other Peoples Words: The Cycle of Low Literacy (Cambridge, Mass.: Harvard University Press, 1995).
12. Craig Ramey and Frances Campbell, "Poverty, Early Childhood Education, and Academic Competence: The Abecedarian Experiment," in Aletha C. Huston, ed., Children in Poverty: Child Development and Public Policy (New York: Cambridge University Press, 1991), pp. 190-221; Lawrence Schweinhart and David Weikart, "Education for Young Children Living in Poverty: Child-Initiated Learning or Teacher-Directed Instruction?," Elementary School Journal, vol. 89, 1988, pp. 213-26; and W. Steven Barnett, "Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes," The Future of Children, vol. 5, 1995, pp. 25-50.
13. Craig Ramey and Frances Campbell, "Poverty, Early Childhood Education, and Academic Competence: The Abecedarian Experiment," in Aletha C. Huston, ed., Children in Poverty: Child Development and Public Policy (New York: Cambridge University Press, 1991), pp. 190-221; Lawrence Schweinhart and David Weikart, "Education for Young Children Living in Poverty: Child-Initiated Learning or Teacher-Directed Instruction?," Elementary School Journal, vol. 89, 1988, pp. 213-26; and W. Steven Barnett, "Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes," The Future of Children, vol. 5, 1995, pp. 25-50.
14. Craig Ramey and Frances Campbell, "Poverty, Early Childhood Education, and Academic Competence: The Abecedarian Experiment," in Aletha C. Huston, ed., Children in Poverty: Child Development and Public Policy (New York: Cambridge University Press, 1991), pp. 190-221; Lawrence Schweinhart and David Weikart, "Education for Young Children Living in Poverty: Child-Initiated Learning or Teacher-Directed Instruction?," Elementary School Journal, vol. 89, 1988, pp. 213-26; and W. Steven Barnett, "Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes," The Future of Children, vol. 5, 1995, pp. 25-50.
15. Ramey and Campbell, op. cit.; and Schweinhart and Weikart, op. cit.
16. Ramey and Campbell, op. cit.; and Schweinhart and Weikart, op. cit.
17. Barnett, op. cit.
18. Siegfried Engelmann, "Student-Program Alignment and Teaching to Mastery," unpublished paper, University of Oregon, Eugene, July 1999.
19. Craig T. Ramey et al., "Persistent Effects of Early Intervention on High-Risk Children and Their Mothers," Applied Developmental Science, vol. 4, 2000, pp. 2-14.
20. West, Denton, and Germino-Hausken, op. cit.
21. Jeffrey Mirel, "There Is Still a Long Road to Travel and Success Is Far From Assured: Politics and School Reform in Detroit, 1994-2002," in Jeffrey R. Henig and Wilbur C. Rich, eds., Mayors in the Middle: Politics, Race, and Mayoral Control of Urban Schools (Princeton: Princeton University Press, 2003).