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Enrollment in Pre-K and Children's Social-Emotional and Executive Functioning Skills: To What Extent Are Associations Sustained across Time?
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Lillie Moffett; Amanda Weissman; Meghan McCormick; Christina Weiland; JoAnn Hsueh; Catherine Snow; Jason Sachs – Grantee Submission, 2023
Pre-kindergarten (Pre-K) improves the school readiness of all children, but less is known about whether associations between enrollment in Pre-K and different indicators of social-emotional and executive functioning (EF) skills are sustained as children move into and across elementary school. The current study examines associations between…
Descriptors: Enrollment, Preschool Education, Social Emotional Learning, Executive Function
Improving Early Childhood Measurement: Findings from the Early Learning Network Using Measures That Capture How Young Children Spend Their Time. Research Brief
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Christina Weiland; Lillie Moffett; Ashley Adams; Tiffany Foster; Laura Justice; Susan Sheridan; Amanda Weissman; Amanda Witte – Early Learning Network - University of Nebraska-Lincoln, 2021
Improved measurement of the active ingredients that promote children's gains in early childhood education programs is a topic of considerable interest to stakeholders. Accurate and reliable measurement of early childhood education experiences can aid policymakers, school administrators and educators in improving the quality of early education and…
Descriptors: Young Children, Preschool Children, Preschool Education, Kindergarten
Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence from Individual- and Classroom-Level Survey and Observational Data
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Meghan P. McCormick; Mirjana Pralica; Christina Weiland; JoAnn Hsueh; Lillie Moffett; Paola Guerrero-Rosada; Amanda Weissman; Kehui Zhang; Michelle F. Maier; Catherine E. Snow; Emily Davies; Anne Taylor; Jason Sachs – Grantee Submission, 2022
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten…
Descriptors: Kindergarten, Preschool Education, Outcomes of Education, Sustainability
Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence from Individual- and Classroom-Level Survey and Observational Data
Peer reviewed Peer reviewed
Direct linkDirect link
Meghan P. McCormick; Mirjana Pralica; Christina Weiland; JoAnn Hsueh; Lillie Moffett; Paola Guerrero-Rosada; Amanda Weissman; Kehui Zhang; Michelle F. Maier; Catherine E. Snow; Emily Davies; Anne Taylor; Jason Sachs – Developmental Psychology, 2022
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten…
Descriptors: Kindergarten, Preschool Education, Outcomes of Education, Sustainability