Resources related to cognitive, behavioral and social-emotional outcomes


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Policy Brief – Connecting Neurons, Concepts, and People: Brain Development and its Implications

December 2008

This policy brief summarizes what is known about early brain development and corrects some of the common misunderstandings of the research.

Preschool Education and Its Lasting Effects: Research and Policy Implications

September 2008

Amid debate over the benefit of preschool programs, this new brief examines what researchers currently know about the potential of those programs to bring about positive change.

Preschool Influences on Mathematics Achievement

August 2008

Findings from this study indicate that high-quality preschool may be a factor in improving children's mathematical skills.

Preschool Programs Can Boost School Readiness

June 2008

Georgetown study finds Oklahoma's state-funded preschool for all program boosts children's skills dramatically.

Impacts of New Mexico PreK on Children’s School Readiness at Kindergarten Entry

June 2008

This is the second report from an ongoing NIEER study of New Mexico PreK.

Longitudinal Effects of the Arkansas Better Chance Program: Findings from Kindergarten and First Grade

May 2008

This study estimates the effects of state-funded pre-K in Arkansas on children's language, mathematics, and literacy skills through first grade.

Partnering for Preschool

April 2008

In this study of the New Jersey Abbott preschool program, researchers identify ingredients of success others can use in developing programs with mixed delivery systems.

Policy Brief – Challenging Behaviors and the Role of Preschool Education

December 2007

This policy brief from NIEER examines the role of preschool education in regard to problem behaviors in young children.

Preschool Program Improves Cognitive Control

November 2007

Findings from a study appearing in Science, the journal of the American Association for the Advancement of Science (AAAS), show that the play-based Tools of the Mind curriculum can improve cognitive control (executive function) in preschool-age children from disadvantaged backgrounds.

What Research Says About K-8 Science Learning and Teaching

November 2007

The way we teach science fails to recognize that "Children are capable of abstract reasoning and theory building from very early ages" writes Rutgers University science education professor Richard A. Duschl in a compelling article in the November/December 2007 issue of Principal, a magazine published by the National Association of Elementary School Principals.