Mark W. Lipsey, Christina Weiland, Hirokazu Yoshikawa, Sandra Jo Wilson, Kerry G Hofer
Much of the currently available evidence on the causal effects of public prekindergarten programs on school readiness outcomes comes from studies that use a regression-discontinuity design (RDD) with the age cutoff to enter a program in a given year...
Because most public preschool programs are means tested, children enrolled in these programs accordingly have peers from predominantly low-income families who present lower cognitive skills and more behavioral problems, on average. The present study...
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,...
Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language,...
Christina Weiland, Kchersti Ulvestad, Jason Sachs, Hirokazu Yoshikawa
Despite evidence that high-quality preschool programs have substantial, long-lasting impacts on young children’s developmental outcomes, associations between preschool quality measures and children’s cognitive outcomes within preschool programs are...
Christina Weiland, Christopher B Wolfe, Michael Hurwitz, Douglas Clements, Julie Sarama, Hirokazu Yoshikawa
In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their...