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State of the science on implementation research in early child development and future directions


July 5, 2019 Governance and AccountabilityInternationalQuality and Curriculum

By Frances E. Aboud, Aisha K. Yousafzai, & Milagros Nores We summarize the state of the field of implementation research and practice for early child development and propose recommendations. First, conclusions are drawn regarding what is generally known about the implementation of early childhood development programs, based on papers and discussions leading to a published…

Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing


July 5, 2019 InternationalQuality and Curriculum

By Milagros Nores, Alexandra Figueras‐Daniel, Maria Adelaida Lopez, & Raquel Bernal Effectiveness trials of increasing childhood development interventions across low‐ and middle‐income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on…

Reporting guidelines for implementation research on nurturing care interventions designed to promote early childhood development


July 5, 2019 Quality and Curriculum

By Aisha K. Yousafzai, Frances E. Aboud, Milagros Nores, & Raghbir Kaur Meta‐analyses of interventions such as parenting, stimulation, and early childhood education have reported consistent medium‐to‐high effect sizes on early childhood development (ECD) and early learning outcomes. However, few effective interventions promoting ECD have achieved scale. In order to increase the access to effective…

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…

Relating preschool class size to classroom quality and student achievement


July 5, 2019 AssessmentQuality and Curriculum

By Jessica Francis & W. Steven Barnett This paper examines the effects of preschool class size on classroom quality and student achievement by drawing upon data from 21 teachers and 354 children that were collected during the 2008–2009 school year. Regular class sizes contained 20 students and reduced class sizes contained 15 students. Either the…

State of the science on implementation research in early child development and future directions


May 24, 2018 AssessmentQuality and Curriculum

By Aboud, F.E., Yousafzai, A.K., & Nores, M. (2018) We summarize the state of the field of implementation research and practice for early child development and propose recommendations. First, conclusions are drawn regarding what is generally known about the implementation of early childhood development programs, based on papers and discussions leading to a published series…

Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing


May 24, 2018 InternationalQuality and Curriculum

By Nores, M., Figueras-Daniel, A., Lopez, M.A. & Bernal, R. (2018) Effectiveness trials of increasing childhood development interventions across low‐ and middle‐income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on…

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,…

Parent and clinic early intervention for children with language handicaps: A cost-effectiveness analysis.


February 22, 2018 Quality and CurriculumSpecial Education

By Barnett, W. S., Escobar, C. M., & Ravsten, M. T. (1988). This study investigated the economic efficiency of alternative types of intervention with language-impaired preschool children. Forty children were randomly assigned to one of four groups: (a) home-based (parent-delivered) intervention, (b) center-based intervention, (c) both center- and home-based intervention, and (d) no treatment. The home…