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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…

New Findings on Impact Variation From the Head Start Impact Study: Informing the Scale-Up of Early Childhood Programs


July 5, 2019 FederalOutcomesQuality and Curriculum

By Pamela A. Morris, Maia Connors, Allison Friedman-Krauss, Dana Charles McCoy, Christina Weiland, Avi Feller, Lindsay Page, Howard Bloom, & Hirokazu Yoshikawa This article synthesizes findings from a reanalysis of data from the Head Start Impact Study with a focus on impact variation. This study addressed whether the size of Head Start’s impacts on children’s…

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…

Benefits of Early Childhood Interventions across the World: (Under) Investing in the Very Young


September 17, 2018 InternationalOutcomes

By Nores, M. & Barnett, W.S. (2010) This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional,…

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,…

Cost-effectiveness analysis for state and local decision making: An application to half-day and full-day preschool special education programs.


February 22, 2018 Economics and FinanceOutcomesSpecial Education

By Barnett, W. S. (1987) The following article presents the results of a cost-effectiveness analysis in which half-day and full-day intervention programs for handicapped preschoolers were compared. The research sample consisted of 39 matched pairs of handicapped 4-year-olds in nine half- and nine full-day classrooms. Program effectiveness was evaluated using cognitive and expressive language scores from…

Benefits of compensatory preschool education.


February 22, 2018 Outcomes

By Barnett, W. S. (1992). Although there is widespread agreement that compensatory preschool education can produce short-term gains in test scores, its ability to produce meaningful long-term improvements in educational and economic success has been questioned. This paper reviews the evidence regarding long-term effects, including a classical experiment and benefit-cost analysis. It is concluded that compensatory…

Developmentally appropriate public school preschool: A study of implementation of the High/Scope curriculum and its effects on disadvantaged children’s skills at first grade.


February 22, 2018 OutcomesQuality and Curriculum

By Frede, E. & Barnett, W. S. (1992). Although preschool for disadvantaged children is strongly supported nationally as a beneficial endeavor, the research that underlies this support has mostly been limited to small-scale, high-quality programs. Some have questioned the ability of public schools to provide similar experiences and outcomes for young children. This study finds that…

Obstacles and opportunities: Some simple economics of school finance reform.


February 22, 2018 Economics and FinanceOutcomes

By Barnett, W. S. (1994). The rapid growth in education expenditure in a time of declining earnings and increased economic inequality presents both obstacles and opportunities for school finance reform. Opportunities are greatest for reforms that increase funding for low-achieving students, rather than schools, based on efficiency arguments. Special-education policy is one possible model for such…