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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
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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...
Boston RPP briefs

Fast-Response Research to Answer Practice and Policy Questions

April 1, 2021
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Christina Weiland, Jason Sachs, Meghan McCormick, JoAnn Hsueh, Catherine Snow
Research-practice partnerships often face a fundamental tension: well-designed, high-quality research takes time, but practitioners and policy makers need answers to pressing questions as soon as possible. In this article, Jason Sachs, Meghan...
EPI Policy briefs

Effects of COVID-19 on Early Childhood Education Centers

March 1, 2021
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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...
Boston RPP briefs

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
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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...
Boston RPP briefs

Costs of the Boston Public Prekindergarten Program

November 11, 2020
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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...
Boston RPP briefs

Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study

July 23, 2020
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Paola Guerrero Rosada, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Jason Sachs, Catherine Snow, Michelle Maier
General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS;...
Boston RPP briefs

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

April 25, 2020
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Meghan McCormick, Mirjana Pralica, Paola Guerrero Rosada, Christina Weiland, JoAnn Hsueh, Barbara Condliffe, Jason Sachs, Catherine Snow
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool...
Boston RPP briefs

Promoting content-enriched alignment across the early grades: A study of policies & practices in the Boston Public Schools

June 3, 2019
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Meghan McCormick, Christina Weiland, JoAnn Hsueh, Michelle Maier, Rama Hagos, Catherine Snow, Nicole Leacock, Laura Schick
As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early...
Boston RPP briefs

The little kids down the hall: Associations between school climate, pre-k classroom quality, and pre-k children's gains in receptive vocabulary and executive function

February 21, 2019
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Shana Rochester, Christina Weiland, Rebecca Unterman, Meghan McCormick, Lillie Moffett
In recent years, policymakers’ and practitioners’ interest in school climate as a contributor to K-12 student learning and classroom processes has increased, both in the US and internationally. However, researchers have not yet examined the...