Childhood Programs and Practices in the First Decade of Life: Small Miracles in Tulsa: The Effects of Universal Pre-K on Cognitive Development

By William T. Gormley. 2010

739 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/857f2951b8f367a0e4ce42b9bfef3daa3cc9180d

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Citations in the corpus

Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, background): “…factors showed larger gains in some studies of both community care (Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000; Burchinal, Roberts, Zeisel, Hennon, & Hooper, 2006; Peisner-Feinberg et al., 2001; Votruba-Drzal, Coley, & Chase-Lansdale, 2004) and pre-kindergartens (Gormley et al., 2005).”
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. (2013, methodology): “Although less efficient than when models are underspecified, overspecification yields less biased estimates (Trochim, 1984) and has been used as a strategy in other early childhood RD designs (Gormley et al., 2005; Wong et al., 2008).”
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade (2018, methodology): “The age-cutoff RDD was first used in an evaluation of the Tulsa re-k program that found positive effects (Gormley et al., 2005). number of similar age-cutoff RDD studies have been conducted ince and have almost universally found positive effects (Wong t al., 2008).”
Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments (2018, background): “In fact, the research estimating the causal effects of universal programs is far from conclusive: some studies find that participation in ECEC improves child development (Gormley et al., 2005; Drange & Havnes, 2015), while others show that ECEC”
Canadian evidence on ten years of universal preschool policies: The good and the bad (2015, background): “…aged 3 to 5, several studies on the effect of preschool programs find significant positive effects on cognitive outcomes (letter-word identification, spelling and applied problems) and measures of school readiness (Gormley and Gayer, 2005; Gormley et al., 2005; Magnuson et al., 2007, 2004).”
School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs ☆ (2008, background): “…n y c i ( l ( i r f s C C g a e c h T o a i i i b hildren showed more benefits from attending some universal pre-k programs than their White peers (Gormley et al., 2005). hese findings suggest that program effects for children varying as a function of ethnicity need further investigation and that…”