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Resources related to cognitive, behavioral and social-emotional outcomes

Outcomes

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.

What Impacts Does Preschool Education Have on Personal Responsibility and Related Social Behavior?


March 2006
Karen L. Schulman and W. Steven Barnett

Several studies show that high-quality preschool education programs influence attitudes and behaviors with respect to school, family, work, and community not just during the early years of life, but into adulthood. While summarizing key discoveries regarding the benefits of preschool participation, the authors of this NIEER report recommend further research to clarify the how preschool programs can produce the greatest long-term benefits for children’s social and emotional development and life choices.

Preschool Effects on Hispanic Children’s Cognitive Development


March 2006
Luis M. Laosa

This working paper explores whether the cognitive benefits of preschool education generalize to children from specific cultural or ethnolinguistic backgrounds, particularly children from the Hispanic population.

Estimated Impacts of Number of Years of Preschool Attendance on Vocabulary, Literacy and Math Skills at Kindergarten Entry


March 2006

This study estimates the effects of attending preschool for one or two years on measures of early vocabulary development, literacy and math skills shortly after children entered kindergarten.

Increasing the Effectiveness of Preschool Programs


March 2006
Debra J. Ackerman and W. Steven Barnett

This report reviews research on the inputs contributing to quality, features of programs that impact children’s learning and development, and current state policies related to these characteristics.

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.

The Effects of Investing in Early Education on Economic Growth


January 2006

This paper develops a model that takes into account a wide range of assumptions for determining the long-term effects of early education on growth and the national economy.

Policy Report – Making the Most of Kindergarten


March 2005

This policy report examines academic and social outcomes of half-day versus full-day kindergarten and trends in provision of full-day programs. Recommendations include balancing anticipated gains from expanding kindergarten schedules against cost considerations and developing classroom and teacher support strategies when moving to full-day.

Policy Report – Overlooked Benefits of Prekindergarten


March 2005

Studies suggest that prekindergarten can strengthen a child’s commitment and attitude toward school, enhance the parenting skills of children’s parents, and have positive impacts on family relationships. This policy report summarizes research findings about these wider benefits of early education.

Effects of Preschool on Educational Achievement


March 2005
Luis M. Laosa

Can current school reform policies like the No Child Left Behind Act close the achievement gap?