Showing 1 - 25 of 126 results

Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?

December 22, 2022
Lillie Moffett, Amanda Weissman, Meghan McCormick, Christina Weiland, JoAnn Hsueh, Catherine Snow, Jason Sachs
Pre-kindergarten (Pre-K) improves the school readiness of all children, but less is known about whether associations between enrollment in Pre-K and different indicators of social–emotional and executive functioning (EF) skills are sustained as...

Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools

November 28, 2022
Christina Weiland, Lillie Moffett, Paola Guerrero Rosada, Amanda Weissman, Kehui Zhan, Michelle Maier, Catherine Snow, Meghan McCormick, JoAnn Hsueh, Jason Sachs
Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an...

Mixed-Delivery Public Prekindergarten: Differences in Demographics, Quality, and Children’s Gains in Community-Based versus Public School Programs across Five Large-Scale Systems

September 1, 2022
Christina Weiland, Meghan McCormick, Jennifer Duer, Allison Friedman-Kraus, Mirjana Pralica, Samantha Xia, Milagros Nores, Shira Mattera
Nearly all states with public prekindergarten programs use mixed-delivery systems, with classrooms in both public schools and community-based settings.  However, experts have long raised concerns about systematic inequities by setting within these...

A New Approach to Sustaining Pre-K Impacts

April 1, 2022
Meghan McCormick, Rebecca Unterman, Mijana Pralica, Christina Weiland, Amanda Weissman, Joann Hsueh
Support for expanding access to high-quality prekindergarten (pre-K) is at an all time high. Increased investments in early care and education have been spurred in part by rigorous evidence finding that four-year-old students who attend pre-K score...

Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

February 3, 2022
Michelle Maier, Meghan McCormick, Samantha Xia, JoAnn Hsueh, Christina Weiland, Abby Morales, Marina Boni, Melissa Tonachel, Jason Sachs, Catherine Snow
Currently available measures of PreK classroom quality inconsistently predict gains in children’s outcomes. Extant measures may not capture the full range of instructional practices—including the degree to which children are exposed to rich content...

Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

February 1, 2022
Meghan P. McCormick, Mirjana Pralica, Christina Weiland, JoAnn Hsueh, Lillie Moffett, Paola Guerrero-Rosada, Amanda Weissman, Kehui Zhang, Michelle F. Maier, Catherine E. Snow, Emily Davies, Anne Taylor, Jason Sachs
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from...
Other reports

Historic Crisis, Historic Opportunity: Using Evidence to Mitigate the Effects of the COVID-19 Crisis on Young Children and Early Care and Education Programs

June 1, 2021
Christina Weiland, Erica Greenberg, Daphna Bassok, Anna Markowitz, Paola Guerrero Rosada, Grace Luetmer, Rachel Abenavoli, Celia Gomez, Anna Johnson, Brenda Jones-Harden, Michelle Maier, Meghan McCormick, Pamela Morris, Milagros Nores, Deborah Phillips, Catherine Snow
The COVID-19 crisis has brought unprecedented challenges to the high-quality early care and education (ECE) experiences that are essential for young children to thrive. Throughout the pandemic, early childhood policymakers had to quickly make...
EPI Policy briefs

Effects of COVID-19 on Early Childhood Education Centers

March 1, 2021
Christina Weiland, Paola Guerrero Rosada, Anne Taylor, Louisa Penfold, Catherine Snow, Jason Sachs, Meghan McCormick
This brief is part of an ongoing study that is tracking implementation of the Boston Universal Prekindergarten (UPK) expansion, including effects of the COVID-19 crisis on UPK community-based centers. We use administrative and interview data to...

Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

January 9, 2021
Meghan McCormick, Christina Weiland, JoAnn Hsueh, Mirjana Pralica, Amanda Weissman, Lillie Moffett, Catherine Snow, Jason Sachs
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring...

Costs of the Boston Public Prekindergarten Program

November 11, 2020
Sarah Kabay, Christina Weiland, Hirokazu Yoshikawa
Though there is an expanding field of research on public prekindergarten, there is a relatively little comprehensive investigation into what public prekindergarten costs. We address some of the absences in the literature by analyzing public-sector...