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Browsing by topic: Outcomes

Research Reports

aeioTU Longitudinal Study


April 26, 2017 AssessmentOutcomesQuality and Curriculum

The  aeioTU  Longitudinal Study is a randomized trial longitudinal study which enquires into the immediate and short-term cognitive, linguistic, nutritional and social effects of a comprehensive educational and nutritional 0-5 intervention in Colombia, in the form of aeioTU centers. The research is headed by Milagros Nores from the National Institute of Early Education Research (NIEER) in…

Brookings Institution: The Current State of Scientific Knowledge on Pre-Kindergarten Effects


April 20, 2017 Economics and FinanceOutcomesQuality and Curriculum

The question of how the U.S. will develop a citizenry with the skills necessary to meet the challenges of the 21st century has attracted the attention of legislators, scientists, and educators. Answering this question leads inevitably to its roots: how well are we preparing young children to enter kindergarten ready to learn? Educators in k-12…

How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?


April 11, 2016 AccessOutcomesQuality and Curriculum

Many children of color and children from low-income families enter kindergarten without the academic skills they need to succeed. Compared to their white peers, African American and Hispanic children are anywhere from 9 to 10 months behind in math and 7 to 12 months behind in reading when they enter kindergarten. These achievement gaps are concerning:…

Expanding Access to Quality Pre-K is Sound Public Policy


December 1, 2013 AccessEconomics and FinanceOutcomesState & LocalUniversal and Targeted

In 2013, preschool education received more attention in the media and public policy circles than it has for some time, in part because of a series of high-profile proposals to expand access to quality pre-K.  The scientific basis for these proposed expansions of quality pre-K is impressive.  This paper brings to bear the full weight…

Fact Sheet: The Abbott Preschool Program Longitudinal Effects Study (APPLES)


December 1, 2013 OutcomesQuality and CurriculumState & LocalState Pre-K Evaluations

Beginning in the 2005-2006 school year, the seventh year of implementation of the high-quality pre-K program in New Jersey's Abbott districts, NIEER began a longitudinal study to measure learning gains from participating in Abbott pre-K.  At the time the study began, quality had risen but not yet to its current level, and 40,500 3- and 4-year-old children were served. This fact sheet presents key takeaways from NIEER's longitudinal study of the program quality and child outcomes.

Acelero 2011-12 Program Evaluation—Summary Report


June 1, 2013 AssessmentOutcomes
Steve Barnett and Kwanghee Jung

This report presents the results from the second year of NIEER’s evaluation of Acelero students’ learning in language and general conceptual knowledge and early math skills.

Longitudinal Effects of the Arkansas Better Chance Program: Findings from First Grade through Fourth Grade


May 1, 2013 AssessmentOutcomesState & LocalState Pre-K Evaluations
Kwanghee Jung, W. Steven Barnett, Jason T. Hustedt, Jessica Francis

Arkansas’ state-funded preschool program has been found to have positive effects on children’s receptive vocabulary, math, and literacy.

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up


March 1, 2013 OutcomesState & LocalState Pre-K Evaluations
W. Steven Barnett, Kwanghee Jung, Min-Jong Youn, and Ellen C. Frede

The multi-year study of New Jersey’s Abbott Preschool Program shows that children in the state’s most disadvantaged communities who participate in the pre-K program make significant gains in literacy, language, math and science through 4th and 5th grade.

Investing in Early Childhood Education: A Global Perspective


November 1, 2012 Economics and FinanceOutcomes
W. Steven Barnett and Milagros Nores

NIEER Director Steve Barnett presented the key note address at an international conference on “Early Childhood: Secure Childhood. Promising Future” at Princess Nora University in Riyadh, Saudi Arabia.  His presentation and paper, jointly authored with NIEER Assistant Research Professor Milagros Nores, was titled Investing in Early Childhood Education: A Global Perspective.

Parental Notions of School Readiness: How Have They Changed and Has Preschool Made a Difference?


December 1, 2011 Outcomes
Clive Belfield and Emma Garcia

This NIEER working paper examines school readiness from the parental perspective, examining their efforts and expectations for kindergarten in conjunction with their child’s development.