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Boston Early Childhood Research Practice Partnership

Boston Early Childhood Research Practice Partnership

Showing 31 - 45 of 45 results
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...
Boston RPP briefs

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

January 1, 2018
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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...
Boston RPP briefs

The Challenge of Sustaining Preschool Impacts

July 1, 2017
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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,...
Boston RPP briefs

The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways

December 12, 2013
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Christina Weiland, M. Clara Barata, Hirokazu Yoshikawa
Despite consensus in the developmental literature regarding the role of executive function (EF) skills in supporting the development of language skills during the preschool years, we know relatively little about the associations between EF skills,...
Boston Early Childhood Research Practice Partnership

Expanding Children’s Early Learning from Pre-K to Third Grade (ExCEL P3) Study

January 2014
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Meghan McCormick, Christina Weiland, JoAnn Hsueh, Jason Sachs, Catherine Snow, Mira Pralica, Cullen MacDowell, Sam Maves, Anne Taylor, Paola Andrea Guerrero Rosada, Yuzhu Xia, Rachel Kushner, Lillie Moffett
The Expanding Children’s Early Learning (ExCEL) project is part of the Early Learning Network, an Institute of Education Sciences-funded network examining current policies and practices, identifying malleable factors associated with early learning and achievement, and developing tools to assess early learning instruction, interactions, and environments. The Boston ExCEL project is led by MDRC and has followed a cohort of Boston students from Pre-K to 5th grade. The longitudinal study is focused on identifying malleable factors that promote children’s success into elementary schools, including...
Early learning

Preparing to Succeed Study

January 2009 - January 2012
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Christina Weiland, Hirokazu Yoshikawa, Jason Sachs
Preparing to Succeed was the first study for the Boston Early Childhood Research Practice Partnership and, in many ways, it kicked off our long-term partnership. The study examined the effects of the Boston Public Schools Pre-K program in 2008-2009, after BPS made evidence-based investments in the quality of the program. The study found Boston Pre-K program has some of the largest positive effects on kindergarten readiness of any Pre-K program in the country. Related publications are linked...
Boston Early Childhood Research Practice Partnership

Sustaining the Boost Study

June 2014
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Christina Weiland, Hirokazu Yoshikawa, Rebecca Unterman, Anna Shapiro
The Sustaining the Boost project was an Institute of Education Sciences-funded study of the Boston Public Schools Pre-K program. It was a retrospective efficacy study of the short- and medium-term impacts of the Boston public Pre-K program on key child academic and school progress outcomes through the end of third grade. The team used new and innovative methods that have not yet been applied to public Pre-K programs, including a lottery-based identification strategy and impact variation across sites. Key outcomes in the study were children’s persistence in the Boston Public Schools from K-3,...
Boston Early Childhood Research Practice Partnership

Impacts of the Boston Pre-K Program Through Early Adulthood Study

July 2022
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Christina Weiland, Rebecca Unterman, Anna Shapiro, Tiffany Wu, Anne Taylor, Thomas Staines, William Corin
The Boston Early Adulthood study is the second phase of an ongoing study, which follows 12,740 children who applied to the Boston Pre-K program between 2007 and 2011. The Boston Pre-K program is somewhat unique in the national landscape as it uses evidence- and play-based language, literacy, and math-focused curriculum, pays teachers on the same scale as their K-12 peers, provides coaching supports to teachers, and is open to children in Boston, regardless of family characteristics.  The first students to experience the program are just reaching early adulthood, allowing our team to estimate...