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Sunday, March 4, 2018

The Current State of Scientific Knowledge on Pre-Kindergarten Effects

From UNC's Frank Porter Graham Child Development Institute

By Kenneth A. Dodge, Ron Haskins and Margaret R. Burchinal
February 27, 2018

In The Current State of Scientific Knowledge on Pre-Kindergarten Effects, a Pre-Kindergarten Task Force of interdisciplinary scientists reviewed the evidence on the impact of state-funded pre-kindergarten programs.

Contents

1.) The Current Landscape for Public Pre-Kindergarten Programs
Ajay Chaudry and A. Rupa Datta

2.) Puzzling It Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects
Deborah A. Phillips, Mark W. Lipsey, Kenneth A. Dodge, Ron Haskins, Daphna Bassok, Margaret R. Burchinal, Greg J. Duncan, Mark Dynarski, Katherine A. Magnuson and Christina Weiland

3.) Do Some Groups of Children Benefit More Than Others from Pre-Kindergarten Programs?
Helen F. Ladd

4.) Do Pre-Kindergarten Curricula Matter?
Jade Marcus Jenkins and Greg J. Duncan

5.) Characteristics of Pre-Kindergarten Programs That Drive Positive Outcomes
Dale C. Farran

6.) Universal vs. Targeted Pre-Kindergarten: Reflections for Policymakers
William Gormley

7.) The Costs and Benefits of Scaled-Up Pre-Kindergarten Programs
Lynn A. Karoly

8.) Challenges to Scaling Up Effective Pre-Kindergarten Programs
W. Steven Barnett

9.) The Promise of Preschool Education: Challenges for Policy and Governance
Ajay Chaudry

10.) Financing Early Childhood Programs
Ron Haskins

11.) Reframing Early Childhood Education: A Means to Public Understanding and Support
Craig T. Ramey and Sharon Landesman Ramey

12.) Bibliography of Studies on the Effects of State- and District-Funded Pre-Kindergarten Programs for the Consensus Statement

13.) Contributors

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