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Intervening at Home and Then at School: A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga. Policy Research Working Paper 8682
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Macdonald, Kevin; Brinkman, Sally; Jarvie, Wendy; Machuca-Sierra, Myrna; McDonall, Kris; Messaoud-Galusi, Souhila; Tapueluelu, Siosiana; Vu, Binh Thanh – World Bank, 2018
This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and…
Descriptors: Foreign Countries, Intervention, School Readiness, Parent Child Relationship
The Big Lift Evaluation: Research Findings Five Years In. Research Report. RR-A1411-1
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Gomez, Celia J.; Cannon, Jill S.; Bongard, Michelle – RAND Corporation, 2021
The Big Lift™ (Big Lift) is a preschool-third-grade collective impact initiative in San Mateo County, California. The initiative is a partnership of the County of San Mateo, the San Mateo County Office of Education, and the Silicon Valley Community Foundation. Launched in 2012, the initiative aims to boost children's reading proficiency by third…
Descriptors: Primary Education, Preschool Education, Intervention, Reading Programs
The Big Lift Evaluation: Research Findings Five Years In--Technical Appendix. Research Report. RR-A1411-1
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Gomez, Celia J.; Cannon, Jill S.; Bongard, Michelle – RAND Corporation, 2021
The Big Lift™ (Big Lift) is a preschool-third-grade collective impact initiative in San Mateo County, California. The initiative is a partnership of the County of San Mateo, the San Mateo County Office of Education, and the Silicon Valley Community Foundation. Launched in 2012, the initiative aims to boost children's reading proficiency by third…
Descriptors: Primary Education, Preschool Education, Intervention, Reading Programs
Why We Need Rigorous, Full-Day Kindergarten.
Weast, Jerry D. – Principal, 2001
The achievement gap between fortunate and less fortunate young children was the leading motivation for expanding and changing the kindergarten curriculum in Montgomery County (Maryland) Public Schools. The more rigorous, new curriculum became accelerated and literacy-based, focusing on mathematics, reading, art, music, and physical education. (MLH)
Descriptors: Academic Standards, Curriculum Design, Disadvantaged Youth, Educational Quality
Literacy-Rich Environments and the Transition of Young Children with Special Needs.
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Katims, David S.; Pierce, Patsy L. – Topics in Early Childhood Special Education, 1995
This article focuses on competencies needed for children's transitions from preschool special education programs to the primary grades, with a focus on literacy-rich classroom environments. The competencies concern: readiness to maximize academic achievement, social skills, and appropriate responsiveness to various instructional styles and new…
Descriptors: Classroom Environment, Disabilities, Interpersonal Competence, Intervention
Achievement Testing in the Early Grades: The Games Grown-Ups Play.
Kamii, Constance, Ed. – 1990
The purpose of this publication, which is addressed to a variety of audiences including educators, parents, legislators, school board members, members of the press, and voters in general, is to persuade the reader to help stop achievement and readiness testing in kindergarten and first and second grades and to rethink current educational goals and…
Descriptors: Achievement Tests, Advocacy, Developmentally Appropriate Practices, Educational Change