Publication Date
| In 2025 | 0 |
| Since 2024 | 13 |
| Since 2021 (last 5 years) | 59 |
| Since 2016 (last 10 years) | 167 |
| Since 2006 (last 20 years) | 245 |
Descriptor
| Elementary School Students | 347 |
| School Readiness | 332 |
| Academic Achievement | 117 |
| Preschool Children | 106 |
| Kindergarten | 94 |
| Grade 1 | 92 |
| Foreign Countries | 85 |
| Early Childhood Education | 75 |
| Preschool Education | 74 |
| Student Characteristics | 68 |
| Grade 4 | 55 |
| More ▼ | |
Source
Author
| Katsiaficas, Caitlin | 30 |
| O'Toole, Anna | 30 |
| Park, Maki | 30 |
| Winsler, Adam | 7 |
| Quirk, Matthew | 4 |
| Reynolds, Arthur J. | 4 |
| Argue, Sarah E. | 3 |
| Bierman, Karen L. | 3 |
| Cannon, Jill S. | 3 |
| Hartman, Suzanne C. | 3 |
| Herman, Keith C. | 3 |
| More ▼ | |
Publication Type
Education Level
| Elementary Education | 232 |
| Early Childhood Education | 167 |
| Primary Education | 98 |
| Kindergarten | 84 |
| Preschool Education | 73 |
| Grade 1 | 69 |
| Grade 4 | 53 |
| Intermediate Grades | 52 |
| Grade 3 | 33 |
| Secondary Education | 29 |
| Middle Schools | 24 |
| More ▼ | |
Audience
| Policymakers | 14 |
| Parents | 9 |
| Practitioners | 7 |
| Researchers | 7 |
| Teachers | 7 |
| Community | 2 |
| Administrators | 1 |
| Counselors | 1 |
Location
| California | 12 |
| Turkey | 11 |
| Australia | 10 |
| Texas (Houston) | 9 |
| United Kingdom (England) | 9 |
| Florida | 8 |
| South Carolina | 7 |
| Texas | 7 |
| North Carolina | 6 |
| Arkansas | 5 |
| Canada | 5 |
| More ▼ | |
Laws, Policies, & Programs
| Child Care and Development… | 30 |
| No Child Left Behind Act 2001 | 3 |
| Individuals with Disabilities… | 2 |
| Goals 2000 | 1 |
| Head Start | 1 |
| Individuals with Disabilities… | 1 |
| Race to the Top | 1 |
| Rehabilitation Act 1973… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 2 |
| Does not meet standards | 3 |
Download full textArgue, Sarah E.; Holland, Greg O. – Arkansas Research Center, 2020
This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in…
Descriptors: Program Effectiveness, Elementary School Students, Middle School Students, Preschool Children
Peer reviewed
Direct linkTamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen T.; Vallotton, Claire – Applied Developmental Science, 2019
We examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic…
Descriptors: Family Environment, Grade 5, Elementary School Students, Preschool Children
Visser, Margaretha M.; Juan, Andrea L.; Hannan, Sylvia M. – South African Journal of Childhood Education, 2019
Background: The acquired skill set prior to school entry has emerged as an important issue in research and policy internationally. Much evidence exists advocating the importance of early numeracy and literacy skills in later academic achievement and economic outcomes of students. Aim: The goal of this study was to determine the association between…
Descriptors: Early Childhood Education, Mathematics Achievement, Foreign Countries, Parent Participation
Quirk, Matthew; Grimm, Ryan; Furlong, Michael J.; Nylund-Gibson, Karen; Swami, Sruthi – Journal of Educational Psychology, 2016
This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children's (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2-5,…
Descriptors: Hispanic Americans, Kindergarten, Young Children, School Readiness
McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Raver, C. Cybele – Developmental Psychology, 2018
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and…
Descriptors: School Readiness, Social Development, Emotional Development, Low Income
Graham, Georgia – Houston Independent School District, 2021
Since 2007, nineteen Houston Independent School District (HISD) campuses have partnered with Literacy Now to offer the Reading Intervention program. The Reading Intervention program provides individualized, small group reading tutorials for at-risk students in kindergarten to second grade to create proficient readers by the end of third grade.…
Descriptors: Literacy Education, Reading Programs, Kindergarten, Elementary School Students
Quirk, Matthew; Dowdy, Erin; Goldstein, Ariel; Carnazzo, Katherine – Assessment for Effective Intervention, 2017
This study is a brief psychometric report examining the Kindergarten Student Entrance Profile (KSEP). Multiple regression models were tested examining associations between kindergarten teachers' ratings of children's social-emotional and cognitive readiness during the first month of kindergarten with academic and social-emotional outcomes almost 6…
Descriptors: School Readiness, Predictor Variables, Social Development, Emotional Development
Hattie, John A. C.; Brown, Gavin T. L.; Irving, S. Earl – New Zealand Journal of Educational Studies, 2015
In the Western world, most 5-year-old children begin their formal schooling, and do so with diverse proficiencies. A common aim is for teachers to quickly evaluate their proficiencies to identify strengths and gaps, and then begin the teaching of reading and number. This article reports two studies into the item and structural characteristics of a…
Descriptors: School Readiness, Young Children, Elementary School Students, Student Evaluation
Houston Independent School District, 2015
This report contains the 2014-2015 evaluation report on the Home Instruction of Parents with Preschool Youngsters (HIPPY) Program. HIPPY is a school readiness program that helps parents prepare their preschool children for academic success. A total of 730 students and their parents participated in the Houston Independent School District (HISD)…
Descriptors: Home Instruction, Parent Participation, Program Evaluation, School Readiness
Shamir, Haya; Miner, Claudia; Izzo, Ann; Pocklington, David; Feehan, Kathryn; Yoder, Erik – Journal of Educational Multimedia and Hypermedia, 2018
UPSTART is an in-home preschool program that uses CAI [computer-assisted instruction] to provide children an individualized reading curriculum. UPSTART forms a partnership with parents to ensure their children use the program for fifteen minutes per day, five days per week. This report summarizes the results of seven years of data. Data was…
Descriptors: Kindergarten, School Readiness, Preschool Education, Computer Assisted Instruction
Alsford, Elizabeth; Ralephata, Andrew; Bolderson, Sarah; Curtin, Martina; Parish, Esther; Klaber, Victoria; Griffin, Sue; Nash, Lisa; Cullen, Rachel; Musoke, Brenda; Bhalla, Sangheeta; Walker, Lindsay; Duffer, Luisa; O'Sullivan, Sylvia; Knowland, Victoria; Cozens, Suzanne; McLaren, Lindsey; Camilleri, Bernard; Halil, Suzan; Furze, Rachael; Leung, Wai; O'Gorman, Ciara; Carver, Verity; Young, Dorothy; Pring, Tim – Child Language Teaching and Therapy, 2017
Substantial evidence exists that social circumstances can affect children's language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment. We assessed the language of children in seven reception classes in a London (UK) borough and followed the…
Descriptors: Language Acquisition, English, Native Language, English (Second Language)
Stormont, Melissa; Cohen, Daniel R.; Herman, Keith C.; Reinke, Wendy M. – School Psychology, 2019
The purpose of the study was to investigate the effectiveness of a brief and feasible universal screener for kindergarten readiness for predicting follow-up outcomes in first grade. Participants included kindergarten and first-grade teachers and students from 6 urban elementary schools. Students included slightly more males than females (54%;…
Descriptors: School Readiness, Kindergarten, Grade 1, Teacher Attitudes
Argue, Sarah E.; Holland, Greg O. – Arkansas Research Center, 2019
This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in…
Descriptors: Program Effectiveness, Elementary School Students, Middle School Students, Preschool Children
Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews – Developmental Psychology, 2017
The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…
Descriptors: Executive Function, Attention Control, Student Behavior, Preschool Children
Lee, Phyllis; Bierman, Karen L. – Elementary School Journal, 2016
Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…
Descriptors: Kindergarten, Elementary School Students, Grade 1, Teacher Student Relationship
