When does preschool matter?

Future of Children

Volumn 26, Issue 2, 2016, Pages 21-36

  Yoshikawa, Hirokazu ^a   Weiland, Christina ^b   Brooks Gunn, Jeanne ^c  

^a NEW YORK UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c Department of Neurology and the Taub Institute for Research on Alzheimer's Disease and the Aging Brain   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992724552     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2016.0010     Document Type: Article

References (74)

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42. William T. Gormley et al., “Effects of Universal Pre-K”; Weiland and Yoshikawa, “Impacts of a Prekindergarten Program.”
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45. Weiland and Yoshikawa, “Impacts of a Prekindergarten Program.”
46. Michael Puma et al., Final Report.
47. Bloom and Weiland, “Quantifying Variation.”
48. Mark W. Lipsey et al., “Randomized Control Trial.”
49. Bloom and Weiland, “Quantifying Variation”
50. Deborah A. Phillips and Mary E. Meloy, “High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs,” Exceptional Children 78 (2012): 471-90, doi: 10.1177/001440291207800405
51. Mary Elizabeth Meloy, Anna D. Johnson, and Deborah A. Phillips, “Impacts of the Tulsa Pre-K Program on the Social Development of Children with Special Needs,” paper presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA, March 19-21, 2015
52. Christina Weiland, “Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children with Special Needs,” Developmental Psychology (forthcoming).
53. Hirokazu Yoshikawa et al., The Evidence Base on Preschool Education (Ann Arbor, MI: Society for Research in Child Development and New York: Foundation for Child Development, 2013).
54. Margaret Burchinal, Kirsten Kainz, and Yaping Cai, “How Well Do Our Measures of Quality Predict Child Outcomes? A Meta-Analysis and Coordinated Analysis of Data from Large-Scale Studies of Early Childhood Settings,” in Quality Measurement in Early Childhood Settings, ed. Martha Zaslow et al. (Baltimore, MD: Brookes, 2011), 11-31
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56. Deborah A. Phillips, Gormley, and Lowenstein
57. Christina Weiland et al., “Associations.”
58. The relevant studies are cited in Yoshikawa et al., Investing in Our Future.
59. Patrick Kline and Christopher Walters, “Evaluating Public Programs with Close Substitutes: The Case of Head Start,” working paper 21658, National Bureau of Economic Research, Cambridge, MA, 2015
60. Fuhua Zhai, Jeanne Brooks-Gunn, and Jane Waldfogel, “Head Start and Urban Children’s School Readiness,” Developmental Psychology 47 (2011): 134-52, doi: 10.1037/a0020784.
61. Bloom and Weiland, “Quantifying Variation”; Christopher Walters, “Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start,” working paper 20639, National Bureau of Economic Research, Cambridge, MA 2014.
62. Bloom and Weiland, “Quantifying Variation.”
63. Christopher Walters, “Inputs.”
64. Andrés Hojman, “Fade-Out of IQ Gains.”
65. Fuhua Zhai, C. Cybele Raver, and Stephanie M. Jones, “Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings,” Children and Youth Services Review 34 (2012): 946-54, doi: 10.1016/j.childyouth.2012.01.026;
66. Jade M. Jenkins et al., “Preventing Preschool Fadeout through Instructional Intervention in Kindergarten and First Grade,” Graduate School of Education, University of California, Irvine, 2015.
67. Drew Bailey et al., “State and Trait Effects on Individual Differences in Children’s Mathematical Development,” Psychological Science 25 (2014): 217-26, doi: 10.1177/0956797614547539.
68. James Heckman et al., 2012.
69. In Li et al., “Is Timing Everything?,” A rate of -.0024 effect sizes per year.
70. Zhai, Brooks-Gunn, and Jane Waldfogel, “Urban Children’s School Readiness”
71. Kline and Walters, “Evaluating Public Programs”
72. Avi Feller et al., “Compared to What? Variation in the Impact of Early Childhood Education by Alternative Care-Type Settings,” Harvard University, Cambridge, MA, 2014.
73. Daphna Bassok et al., “Socioconomic Gaps in Early Childhood Experiences, 1998 to 2010,” working paper, EdPolicyWorks, University of Virginia, Charlottesville, VA, 2015.
74. Daphna Bassok and Scott Latham, “Kids Today: Changes in School Readiness in an Early Childhood Era,” working paper, EdPolicyWorks, University of Virginia, Charlottesville, VA, 2014.