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Teacher–child relationships in the context of poverty: the role of frequent school mobility


July 5, 2019 AssessmentOutcomesQuality and Curriculum

By Rachel D. McKinnon, Allison Friedman-Krauss, Amanda L. Roy & C. Cybele Raver Children’s relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models…

Relating preschool class size to classroom quality and student achievement


July 5, 2019 AssessmentQuality and Curriculum

By Jessica Francis & W. Steven Barnett This paper examines the effects of preschool class size on classroom quality and student achievement by drawing upon data from 21 teachers and 354 children that were collected during the 2008–2009 school year. Regular class sizes contained 20 students and reduced class sizes contained 15 students. Either the…

Center-based care for infants and toddlers: The aeioTU randomized trial


July 5, 2019 AssessmentInternationalOutcomes

By Milagros Nores, Raquel Bernal, & W. Steven Barnett Little is known about the effectiveness of center-based high quality educational programs for infants and toddlers, especially in low- and middle-income countries. This paper reports effects from a randomized trial of a high-quality center-based early intervention on infants and toddlers in two communities in northern Colombia….

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs


July 5, 2019 AssessmentOutcomesState & LocalState Pre-K Evaluations

By W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s…

State of the science on implementation research in early child development and future directions


May 24, 2018 AssessmentQuality and Curriculum

By Aboud, F.E., Yousafzai, A.K., & Nores, M. (2018) We summarize the state of the field of implementation research and practice for early child development and propose recommendations. First, conclusions are drawn regarding what is generally known about the implementation of early childhood development programs, based on papers and discussions leading to a published series…

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs


March 27, 2018 AssessmentOutcomesQuality and CurriculumState Pre-K Evaluations
W. Steven Barnett, Ph.D.

State-funded prekindergarten programs are increasingly common across the country. This study published online in AERA Open estimated the effects of eight state-funded pre-K programs in Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina and West Virginia on children’s learning using a regression discontinuity design. These programs vary with respect in the population served, program design,…

The economics of early intervention for handicapped children: What do we really know?


February 22, 2018 AssessmentSpecial Education

By Barnett, W. S., & Escobar, C. M. (1988). From an economic perspective, early intervention is an investment that can be evaluated in terms of its costs and the benefits it yields through improvements in the quality of children’s lives and indirect returns to the community, such as reduced special education costs. In this article, the…

And so we plough along: The nature and nurture of partnerships for inquiry.


December 19, 2017 Assessment

By Barnett, W. S., & Frede, E. C. (2001). New approaches to inquiry that partner researchers with practitioners and policy makers have become more common in the early childhood field as it has embraced a wider variety of research traditions. In this introductory article for the special issue on partnerships for inquiry, we explore the…

Early childhood program design and economic returns: Comparative benefit-cost analysis of the Abecedarian program and policy implications.


December 15, 2017 AssessmentEconomics and Finance

By Barnett, W. S. & Masse, L. N. (2007). Child care and education are to some extent joint products of preschool programs, but public policy and research frequently approach these two goals independently. We present a benefit–cost analysis of a preschool program that provided intensive education during full-day child care. Data were obtained from a randomized…

Assessing QRIS as a change agent.


December 12, 2017 AssessmentQuality and Curriculum

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…