Boston Early Childhood Research Practice Partnership

Boston Early Childhood Research Practice Partnership

Showing 1 - 30 of 39 results

EPI brief looks at "Pre-k boost"

Jan 31, 2023
Children who attend a prekindergarten (Pre-K) program generally score higher on academic, social-emotional, and cognitive assessments at the start of kindergarten than children who do not. However, Pre-K nonattenders typically catch up to Pre-K...

Overcoming data collection challenges in ECE research

Jan 24, 2023
Rigorous research in early care and education requires high-quality data, often gathered through intensive in-person fieldwork. The COVID-19 pandemic upended the ECE sector, making it much more challenging to safely and successfully collect data in...

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...

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...

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

July 23, 2020
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;...

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
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...

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

June 3, 2019
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...

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
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...

Preschool Curricula and Professional Development Features for Getting to High-Quality Implementation at Scale: A Comparative Review Across Five Trials

January 1, 2018
Christina Weiland, Meghan McCormick, Shira Mattera, Michelle Maier, Pamela Morris
Experts have heralded domain-specific play-based curricula coupled with regular coaching and training as our “strongest hope” for improving instructional quality in large-scale public preschool programs. Yet, details from different evaluations of...

The Challenge of Sustaining Preschool Impacts

July 1, 2017
Meghan McCormick, Joann Hsueh, Christina Weiland, Michael Bangser
Early childhood interventions can be highly cost effective when positive impacts are sustained into adulthood. Yet while many recent preschool interventions have been found to have short-term effects on young children's language, literacy,...