Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young
By Milagros Nores and W. Steven Barnett (September 2009)
This paper reviews the international evidence on the benefits of early childhood interventions.

The Effects of Oklahoma's Pre-K Program on Hispanic Children
By William T. Gormley, Jr. (December 2008)
This article presents data from William Gormley's evaluation of the Tulsa pre-K program.

Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
By Gregory Camilli, Sadako Vargas, Sharon Ryan, and W. Steven Barnett (2008)
Independent reviews of all the research on preschool education's effects find that they are long lasting. Averaging across all the studies of preschool education's effects in the United States since 1960, there are substantial positive effects on achievement, special education, grade retention and social behavior at ages 10 and higher.

Educational Effects of the Tools of the Mind Curriculum: A Randomized Trial
By W. Steven Barnett, Kwanghee Jung, Donald J. Yarosz, Jessica Thomas, Amy Hornbeck, Robert Stechuk, Susan Burns (2008)
The effectiveness of the Tools of the Mind curriculum in improving early education is evaluated by means of a randomized trial.

Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development
By Stephanie M. Curenton, Michelle Jones Craig, and Nadia Flanigan (June 2008)
This study examines oral language skills in parent-child interactions and discusses results in terms of implications for home-based literacy interventions.

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions
By Stephanie M. Curenton and Laura M. Justice (March 2008)
This study examines the associations between children's preliteracy skills and their mothers' educational backgrounds and beliefs about shared-reading interactions.

An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs
By Vivian C. Wong, Thomas D. Cook, W. Steven Barnett, and Kwanghee Jung (2008)
This article estimates the effectiveness of a sample of state-funded preschool programs, given the growing importance of such programs on education policy.

"The Learning Never Stops": Lessons from Military Child Development Centers for Teacher Professional Development Policy
By Debra J. Ackerman (2007)
This paper looks at the professional development of child care workers in the U.S. military and discusses how successful elements of this system could be implemented into broader-reaching teacher professional development policies.

Comparative benefit-cost analysis of the Abecedarian program and its policy implications
By W.S. Barnett and Leonard N. Masse (2007)
This paper, published in the Economics of Education Review (26, 113-125), presents insights from a benefit-cost analysis of the Abecedarian preschool program and comparisons to the High-Scope Perry Preschool program.

Commentary on "Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts"
By Debra J. Ackerman (November 2007)
This commentary offers an alternative perspective to the argument that state-funded pre-K initiatives contribute to instability in the child care market.

The Importance of Demographic, Social, and Political Context for Estimating Policy Impacts: Comment on "Implementing New York's Universal Pre-Kindergarten Program"
By W. Steven Barnett (November 2007)
This article reviews national demographic and enrollment trends regarding state preschool initiatives to counter concerns about the potential negative effects of state-funded pre-K on child care programs.

Two-way and Monolingual English Immersion in Preschool Education: An Experimental Comparison
By W. Steven Barnett, Donald J. Yarosz, Jessica Thomas, Kwanghee Jung, and Dulce Blanco (2007)
NIEER presents the findings from a randomized trial of the effects of dual language or two-way immersion and monolingual English immersion preschool programs on children's learning. Programs used in the study were compared on measures of children's growth in language, emergent literacy, and mathematics.

Who Are These Linguistically and Culturally Diverse Students?
By Eugene E. Garcia and Delis Cuellar (2006)
Arizona State University professor Eugene E. Garcia and colleague Delis Cuellar answer this question in an article in the online journal Teachers College Record.

The High/Scope Perry Preschool Program: Cost-Benefit Analysis Using Data from the Age-40 Followup
By Clive R. Belfield, Milagros Nores, Steve Barnett, and Lawrence Schweinhart (2006)
This study follows the children who participated in the High/Scope Perry preschool program, analyzing the costs and benefits of the program.

Early Childhood Development and Social Mobility
By W. Steven Barnett and Clive R. Belfield (2006)
This article discusses the effects of preschool education programs on disadvantaged children's movement up the ladder.

Costs, Benefits, and Long-Term Effects of Early Care and Education Programs: Recommendations and Cautions for Community Developments
By W. Steven Barnett and Debra J. Ackerman (2006)
This paper discusses the costs and benefits related to implementing early childhood education programs, including the effects on children's learning and development.

The Costs of Being a Child Care Teacher: Revisiting the Problem of Low Wages
By Debra J. Ackerman (January 2006)
This report demonstrates how low wages for preschool teachers impact the overall quality of child care.

Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy
By Debra J. Ackerman (2005)
This article explores two issues facing the move to increase the credentials of the current early care and education workforce.

Updating the economic impacts of the High/Scope Perry Preschool Program
By Milagros Nores, Clive R. Belfield, W. Steven Barnett, and Lawrence Schweinhart (November 2005)
The authors develop an updated cost-benefit ratio for the High/Scope Perry Preschool Program.

Using Pressure and Support to Create a Qualified Workforce
By Sharon Ryan and Debra J. Ackerman (March 2005)
This article reports on a study examining the impact of a system of pressure and support to motivate preschool teachers toward obtaining a teaching credential by a set deadline.

Head Start's Lasting Benefits
By W. Steven Barnett and Jason T. Hustedt (2005)
This article provides an overview of research on the federal Head Start program and its lasting benefits.

States' Efforts in Improving the Qualifications of Early Care and Education Teachers
By Debra J. Ackerman (May 2004)
This paper describes efforts by individual states to improve preschool education teachers' qualifications and training.

What do teachers need? Practitioners' perspectives on early childhood professional development
By Debra J. Ackerman (2004)
This article discusses teacher professional development from the point of view of the early childhood practitioner.

Preschool: The Most Important Grade
By W. Steven Barnett and Jason T. Hustedt (April 2003)
This article looks at research findings confirming the long-term benefits of early education.