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Articles written by NIEER and published by outside organizations

Journal Articles

Why pre-k is critical to closing the achievement gap.


December 15, 2017

By Frede, E. & Barnett, W. S. (2011). The recently released results of the 2009 Program for International Student Assessment (PISA) comparison of educational achievement across 65 countries has brought renewed attention to the achievement gap and recommended changes to improve U.S. performance. The U.S. was well down in the middle of the pack for reading,…

Financing early childhood education programs: State, federal and local issues.


December 15, 2017

By Hustedt, J. T. & Barnett, W. S. (2011). The landscape of financing early childhood education in the U.S. is complex. Programs run the gamut from tuition-supported private centers to public programs supported by federal, state, or local funds. Different funding streams are poorly coordinated. The federal government funds several major targeted programs that are available…

Private providers in state pre-K: Vital partners.


December 15, 2017

By Hustedt, J. T. & Barnett, W. S. (2011). State pre-K policies should equalize standards between pre-K programs in public and private settings, as differences in standards can undermine the success of state pre-K programs. […] state policy should equalize staff compensation between private and public providers; otherwise the best teachers will flow from private to…

Effectiveness of early educational intervention.


December 15, 2017

By Barnett, W. S. (2011). Early educational intervention has been proposed to partially offset the impacts of poverty and inadequate learning environments on child development and school success. A broad range of early educational interventions are found to produce meaningful, lasting effects on cognitive, social, and schooling outcomes. However, all interventions are not equally effective. Two…

Crèche attendance and children’s intelligence and behavior development.


December 15, 2017

By Baumeister, A. E. E., Rindermann, H. & Barnett, W. S. (2014). Early childhood education is intended to further cognitive and general development. Studies on the impact of regular crèche (preschool for children under age 3) attendance outside the U.S. are rare. Two complementary studies conducted in Austria are presented: In Study 1, 62 kindergarten children…

Kindergarten readiness impacts of the Arkansas Better Chance State Prekindergarten Initiative.


December 12, 2017

By Hustedt, J. T., Jung, K., Barnett W. S. & Williams, T. (2015). Enrollment in state-funded pre-K programs prior to kindergarten entry has become increasingly common. As each state develops its own model for pre-K, rigorous studies of the impacts of state-specific programs are needed. This study investigates impacts of the Arkansas Better Chance (ABC)…

Assessing QRIS as a change agent.


December 12, 2017

By Barnett, W. S. & Goffin, S.G. (2015). This opening commentary presents the catalyst for organizing a special theme issue on QRIS as a Change Agent and summarizes its 12 articles. A brief assessment of the “state of QRIS” is offered, followed by a suggestion of two additional policy approaches worthy of consideration by policymakers as…

Early childhood education to promote health equity: A community guide systematic review.


December 11, 2017

By Hahn, R. A., Barnett, W. S., Knopf, J. A., Truman, B. I., Johnson, R. L., Fielding, J. E. & Hunt, P. C. (2016). Context: Children in low-income and racial and ethnic minority families often experience delays in development by 3 years of age and may benefit from center-based early childhood education. Design: A meta-analysis on…

Movement-attention coupling in infancy and attention problems in childhood. Developmental Medicine & Child Neurology, 47, 660-665. doi.10.1111/j.1469-8749.2005.tb01050.x


December 11, 2017

By Friedman, A. H., Watamura, S. E., & Robertson, S. S. (2005). Adaptive behavior requires the integration of body movement and attention. Therefore, individual differences in integration of movement and attention during infancy may have significance for development. We contacted families whose 8-year-old children (n=26; 16 females, 10 males; mean age 8y 2mo, SD 8mo) participated…

The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate.


December 11, 2017

By Friedman-Krauss, A. H., Raver, C. C., Morris, P., & Jones, S. (2014). Despite the abundance of research suggesting that preschool classroom quality influences children’s social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question…