Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study.
By Howard S. Bloom, C. Weiland. 2015
133 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/36c3e4f101e8de7c83237f73ca582c373c968bfb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Mark T. Greenberg
- Christopher R. Walters
- Robert C. Pianta
- Erik A. Ruzek
- Jonathan Evans
- Bertram Gawronski
- F. Strack
- Roland Deutsch
In Education
- Mark T. Greenberg
- Robert C. Pianta
- Christopher R. Walters
- Erik A. Ruzek
- R. Abenavoli
- Arya Ansari
- Jamie DeCoster
- Virginia E. Vitiello
Citations in the corpus
- Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts (2017, background): “…and literacy outcomes showed stronger effects for children from more socioeconomically at-risk families, Spanish-speaking households, and environments with moderate levels of parental preacademic stimulation (Bloom & Weiland, 2015; Cooper & Lanza, 2014; Miller, Farkas, Vandell, & Duncan, 2014).”
- Evaluating Public Programs with Close Substitutes: The Case of Head Start (2016, background): “Column (7) of Table III reports estimates of Sc by year and cohort, computed as minus the ratio of the Head Start offer’s effect on other preschool attendance to its effect on Head Start attendance (see Appendix B).”
- Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “…aspects of the pre-K classroom setting that may be effective in improving student outcomes and that warrant closer attention – features of teacher-child interactions, content and rigor of instruction, and time exposed to academic content (Bloom & Weiland, 2015; Keys et al., 2013; Minervino, 2014).”
- The Long-Term Effects of Universal Preschool in Boston (2021, unknown): “Research on Head Start has emphasized differences in effects between Black, white, and Hispanic students (Currie and Thomas 1995; Garces, Thomas, and Currie 2002; Deming 2009; Bitler, Hoynes, and Domina 2014; Bloom and Weiland 2015).”