Menu Close

Resources related to cognitive, behavioral and social-emotional outcomes

Outcomes

An Effectiveness-based Evaluation of Five State Pre-Kindergarten Programs using Regression-Discontinuity


June 2007

An evaluation of the effects of prekindergarten programs in five states (Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia) on children’s receptive vocabulary, math, and print awareness skills. Authors Vivian Wong, Thomas Cook, Steve Barnett, and Kwanghee Jung used a rigorous research design to estimate effects.

Policy Brief – Is Public Pre-K Preparing Hispanic Children to Succeed in School?


April 2007

Hispanic children who attend high-quality preschool programs have been found to benefit as much as children from other backgrounds, and sometimes more.

Policy Brief – Preschool Curriculum Decision-Making: Dimensions to Consider


March 2007

This report provides a framework for decision-makers to use in evaluating which curriculum might be most appropriate for their specific preschool education program.

Challenging Behaviors: Preschool as a Contributing or Ameliorating Factor?


March 2007
Lisa A. McCabe and Ellen Frede

Highly publicized research on preschooler's challenging behaviors in early care and education settings is examined in this NIEER working paper.

The Effects of the Arkansas Better Chance Program on Young Children’s School Readiness


January 2007

NIEER study of Arkansas' state-funded preschool education program shows significant improvement in the early language, literacy and mathematical development of 4-year-old children.

A Review of the Reason Foundation’s Report on Preschool and Kindergarten


October 2006

An analysis by NIEER of the Reason Foundation's report Assessing proposals for preschool and kindergarten: Essential information for parents, taxpayers and policymaker.

Policy Report – Early Childhood Development and Social Mobility


October 2006

This policy report examines the effects of preschool education on social mobility in the United States.

Is More Better? The Effects of Full-Day vs Half-Day Preschool on Early School Achievement


May 2006
Kenneth B. Robin, Ellen C. Frede, & W. Steven Barnett

This NIEER working paper presents the findings of a randomized trial comparing the effects of extended-day, extended-year public preschool to half-day public preschool on children’s literacy and mathematics learning.

Policy Brief – Early Literacy: Policy and Practice in the Preschool Years


April 2006

Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates and enhanced productivity in adult life. This policy brief synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.

The Macroeconomics of Pre-Schooling: Simulating the Effects of Universal Early Childhood Education on the U.S. Economy


March 2006
Clive R. Belfield and Andre Neveu

In this NIEER working paper, the authors use a general equilibrium macroeconomic model to estimate the economic consequences of a large-scale, publicly-funded preschool program.